In the most recent issue of NAESP’s Communicator, a report from the National Panel of New Principals disclosed statistics from new principals regarding parent involvement and engagement. They found that “most new principals have clearly defined goals for engagement.”
The same panel offered the following suggestions to increase parent involvement:
But do these strategies always work? While we know parents have their child’s best interest in mind, sometimes parents can feel intimidated or unwelcome by participating in programs designed for parent involvement, especially when barriers of race, class, language, and culture exist.
An easy way to begin to create a comfortable, inviting space for parents is to assess your current school environment.
One school in Washington D.C. implemented a program called Tellin’ Stories in an effort to eliminate barriers and increase family involvement.
The program “fosters a greater understanding and awareness of cultural and ethnic differences” in order to create a community between parents and within their children’s schools. Tellin’ Stories seeks to build community between families across race, class, language, and cultural boundaries.
The district that implemented Tellin' Stories created this table of traditional assumptions regarding parental involvement and engagement, then articulated how the Tellin’ Stories program adapts those traditional assumptions in an effective, engaging way that empowers parents.
|
TRADITIONAL ASSUMPTIONS |
TELLIN’ STORIES ASSUMPTIONS |
|
Schools determine how parents are involved. Parents’ roles are limited to fundraising, chaperoning and attending PTA meetings. |
Families and school staff together decide meaningful ways for parents to be involved in multiple roles: as teachers, supporters, advocates, decision makers, ambassadors and monitors.
|
|
Parents need to have specific skills to be resources. Many lack the capacity or willingness to be involved. (deficit-model) |
All parents are resources to their children’s schools. Schools must recognize and cultivate the knowledge and strength of each family.
|
|
Starting point: Hold a PTA meeting and have parents sign up for committees. |
Starting point: building trust through sharing our stories.
|
|
Diversity is a challenge. School culture must be imposed on the educational community. |
Diversity is a strength. School culture and leadership must reflect the diversity of the school community, and racism must be addressed.
|
|
School knows best, is solely responsible for decision-making, and passes knowledge on to families. |
Everyone has knowledge and has children’s best interest at heart. Collaborative decision-making.
|
|
A system-chosen standardized test determines accountability. |
Families, schools and communities hold each other accountable.
|
|
Parents who are not visible at the school are not contributing to their children’s education |
Parents who help their children at home to be ready for school each day are contributing to their education.
|
|
Underlying message: parent involvement is not important for school success. |
Parent involvement/family-school collaboration is required for school improvement
|
Models and expectations of parent involvement differ from school to school. Research shows that most parents want to be involved in their child’s classroom, but feel that the expectations in place exclude them or simply are not aligned with their family schedule, structure, or culture. Reaching out to parents and reevaluating how your school welcomes, involves, and engages student’s families is in your best interest, as parental involvement and engagement can be considered as important to student success as their time in the classroom.