PARENTS,

 FAMILY,  AND  COMMUNITY   1  

Parents, Family, and Community

MAT Student

John W. Orsborn Jr.

Masters Portfolio ED698

University of Alaska Southeast

June 29, 2015

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7. A teacher works with parents, families and the community.

Candidates know the importance of establishing and maintaining a positive collaborative
relationship with families, school colleagues and agencies in the larger community to
promote the intellectual, social, emotional, physical growth and well being of children.

Introduction

The first characteristic of the school that may be pertinent to how parent

involvement affects achievement is the degree to which the school culture normatively

supports parent involvement (McNeal, 2013). Parents, schools, and the community are

the stakeholders of the education process for children. Thirty years ago parent

involvement was characterized by volunteers, mostly mothers, assisting in the classroom,

chaperoning students, and fundraising. Today, the old model has been replaced with a

much more inclusive approach: school-family-community partnerships now include

mothers and fathers, stepparents, grandparents, foster parents, other relatives and

caregivers, business leaders and community groups all participating in goal-oriented

activities, at all grade levels, linked to student achievement and school success (NEA,

2008). Parent, family, and community involvement in education correlates with higher

academic performance and school improvement. When schools, parents, families, and

communities work together to support learning, students tend to earn higher grades,

attend school more regularly, stay in school longer, and enroll in higher-level programs

(NEA, 2008).

There are many reasons for developing school, family, and community

partnerships. Partnerships can improve school programs and school climate, provide

family services and support, increase parents’ skills and leadership, connect families with

others in the school and in the community, and help teachers with their work. However,
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the main reason to create such partnerships is to help all children succeed in school and

later in life (Epstein et al., 2002).

Communication is the bond that ties the community, parents and teachers to the

learning process. Informing families and the community of school events and children’s

progress through written and electronic methods allows all stakeholders to be part of the

education process. Teachers can provide parents with strategies on how to tackle

homework, time management, and learning environments in the home. Schools can help

parents become a united community in the learning process by utilizing either PTA or

PTO groups that help with school functions or in the classroom with volunteers. Parent

teacher collaboration can help bring the local community into the education process

through town halls, fundraisers, and community partnerships.

Family Responsibilities

The goal of family involvement with education is not merely to get families

involved, but rather to connect important contexts for strengthening children’s learning

and development (Christenson, 2002). Families are the crucial partners in promoting

positive social skills, attitudes, and behaviors in the classroom, teachers’ benefit from

more extensive parent involvement in terms of program development and controlling

anti-social behavior (McNeal, 2013). Continued family support and positive classroom

cooperation creates the relationships needed to keep children engaged and focused on

learning (National Dropout Prevention Center/Network, 2015). Research shows that

parental involvement has a positive impact on student performance. In addition, parents

who get involved in school programs and activities foster positive attitudes toward school

personnel and mobilize support for school initiatives (Boberg et al., 1999). Research
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shows that parental involvement at home in reading and math helps to increases the

understanding and participation in classroom exercises (Van Voorhis et al., 2013).

Students come to class more prepared and ready to learn over those that have no

parent/family interaction.

Parents at all income levels and of all ethnic backgrounds conduct many good

parenting practices with their children at home. Yet most say that they need more and

better information about how to help their children at each school level in ways that

produce real results for student learning and behavior. According to the National

Education Association (NEA) parental involvement can be hindered, their findings

showed:

Parents see lots of roadblocks to getting involved in their child’s education. Some

point to their own demanding schedules and say they don’t have extra time to

volunteer or even attend school activities, much less get involved in bigger ways.

Others reveal how uncomfortable they feel when trying to communicate with

school officials, whether that’s due to language or cultural differences or their

own past experiences with school. Some say they lack the know-how and

resources to help their child, or they express frustration with school bureaucracies

or policies they find impossible to understand or change (NEA, 2008).

These negative aspects of parent and family involvement can be changed through simple

acts of communication, education, and collaboration with the parents and families of

children. Some children will succeed in school without much family involvement or

despite family neglect or distress, particularly if the school has excellent academic and

support programs (Epstein et al., 2002). Teachers, relatives outside the immediate
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family, other families, and members of the community can provide important guidance

and encouragement to these students. As support from school, family, and community

accumulates, significantly more students feel secure and cared for, understand the goals

of education, work to achieve their full potential, build positive attitudes and school

behaviors, and stay in school (Epstein et al., 2002).

Parent and family involvement in early childhood learning through the education

process is most important for building student success. This involvement can only be

fostered through communication between the school, the teacher, the parents, and the

family.

Avenues of Communication

Communication with parents, family and the community are essential to the

success of all students. In today’s society, schools and parents are responding to

increased expectations, economic pressures, and time constraints. In these changing

times, effective partnerships between teachers and parents become even more essential to

meet the needs of the children they “share” (Graham-Clay, 2005). Communication

involves one-way and two-way interactions between schools and parents.

One-way Communication

One-way communication is the most efficient and effective way we can provide

valuable ongoing correspondence between school and home (Graham-Clay, 2005).

Written communication in the form of newsletters is concise, accurate information that

parents read and understand. Another form of one-way communication is school to home

notebooks. This daily communication book provides parents with classroom activities

such as upcoming assessments, homework, reading lists, spelling lists, math work, and
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writing projects that are currently happening in the classroom. Using this same method,

parents can be kept abreast of student performance, good and bad, and how the teacher is

managing the issues. If there is a concern, this is the time for parents to be made aware

of progress. Because the report card is usually the first sign of trouble, confrontations

with parents can be avoided and plans put in place to ensure good quality learning.

Two-way Communication

Two-way communication occurs when teachers and parents dialog together

(Graham-Clay, 2005). This form of communication is used to celebrate a child’s

successful classroom experience, goals met, and in some cases, issues in the classroom.

This form of communication is usually used at parent teacher conferences, open houses,

phone calls home, and/or parent night. This is the time for parents, family, teachers, and

school administrators to set the upcoming goals, discuss progress, and develop a plan for

learning at home. Most parents feel that when a teacher calls it is only to report a

problem (Bartels & Eskow, 2010). It is the responsibility of the teacher to ensure that the

parents and family understand that phone calls are a great tool to meet the needs of

working parents who may not always be able to attend open meetings, or see all written

communication.

Communication Through Technology

Communication through technology is an innovative and time efficient way to let

parents and family know what is going on at school and the classroom (Graham-Clay,

2005).

The first way to use technology is through a school website. General messages

and school information is easily passed to families and the community through a school
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or classroom website. For the classroom, monthly agendas and weekly class work can be

provided so parents know what the students are working on. Podcasts can be used to

teach parents how current math problems are being used, and how to help their students

solve them at home. Homework assignments can be easily uploaded and viewed by

parents to ensure the students are understanding and completing the work. Keeping

parents informed involves them in the homework process and supports a team effort in

learning (Graham-Clay, 2005).

The second way to use technology is through the use of email and texting for

communication. Email is as easy as writing a letter to parents whether a blanket

statement, or a personal correspondence to a parent or family. Texting is a great

alternative to phone calls. A text message can alert a parent to a problem, or a

celebration in learning. This is a great tool for busy, working parents who may not be

able to answer a phone during the workday.

The third use of technology is through radio and reverse phone calling systems to

alert parents and families to emergencies in the district and schools. These alerts can be

used for weather, school closings, early outs, and transportation issues. Families can

have time to make arrangements in the event of an emergency. This method is used

frequently in my school district to inform parents of open house, parent conferences,

PAC meetings, and bussing changes.

Using Communication Methods

All of these forms of communication are needed tools to keep parents and

families informed of student activities in and out of the classroom. While not one method

is superior to the next, communication is the key ingredient to a working partnership.

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Every communication exchange, regardless of format, should reflect a thoughtful,

planned approach and should be viewed as an opportunity for teachers to promote parent

partnerships and, ultimately, to support student learning (Graham-Clay, 2005).

Some students need further guidance in classroom behavior. Behavior plans are

sometimes necessary to help promote learning. Contracts drawn up between students,

parents, and teachers can help keep a child on track and keep the learning process a

positive experience. Parents that are involved in student behavior help foster a positive

experience and a behavior plan should include both positive and negative actions in a

given day or week. The behavior plan is a great tool for parents to “see” what is

happening in the classroom and the school. It allows them to be part of the process, and

ultimately the ally to the teacher.

Requesting parents volunteer at the school allows them to be part of the learning

experience and the education process from beginning to end. Parent volunteers in the

school become the liaison between the school and the community for open house,

sporting events, and school performances. Parents that are part of PTA/PTO

organizations have a stake in the school and the development and learning of the

students. Parents that attend board meetings can voice their opinion and have a say in the

structure and education of their children.

Collaborating With the Community

The communities of any school district are the direct recipients of a child’s

education. We always tell our kids to go to college and bring back the skills they learn to

improve and better the community in which they live. Business partners are essential to

teaching students about the world in which they live. Bringing in community leaders,
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tribal government officials, and local business owners to speak and be part of the learning

experience fosters a sense of pride to students, parents, and teachers. No one wants a

child to fail, and with everyone involved in the learning process students can experience

the feeling of ownership in learning. Utilizing community speakers, police officers, fire

fighters, doctors, nurses, and local professionals to talk about opportunities in the

community teaches children that learning never ends, and completion of an education can

reward them in the future.

My Use of Communication

I like all avenues of communication with parents, family, and the community. I

believe that each one has a place in the school. I try to keep my parents fully engaged in

the education process. Using parent night at the beginning of school allows me to form

the bond needed to have an open line of communication with all parents. I want them to

know what is happening and how we are working to have a team environment. I have a

class web page where notices can be posted of all upcoming events, and a homework list

so parents know what is happening in my classroom.

I like to use podcasts so parents can see how math problems are solved on

different levels, and the practice can be used at home to solve homework problems that

families may not be able to do or understand.

I like to give parents the option of communication sources such as email, phone

calls, letters home, or texts on cell phones. I have an open door policy so parents can

come see me at their convenience before or after school, or using video chat if they have

odd working hours.

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I believe that keeping everyone informed keeps an open channel of

communication to continually building the partnerships needed to for children to succeed.

Conclusion

Parent, family, and community involvement in education correlates with higher

academic performance and school improvement. When schools, parents, families, and

communities work together to support learning, students tend to earn higher grades,

attend school more regularly, stay in school longer, and enroll in higher-level programs

(NEA, 2008). It is important for teachers to continually find new ways of keeping open

lines of communication with parents and families for the success of students. Teachers

can provide the resources for parents and communities to help increase student success.

Students want to succeed in school and know that they need guidance, support, and

encouragement from their parents, teachers, and others in the community (Epstein et al.,

2002). Teacher, parent and community collaboration is the key to a successful school

and learning environment. Family involvement at home increases attendance, academic

performance, and graduation rates, including continuing education beyond high school

(NEA, 2008). Parents want to be informed, and teachers want to keep them informed to

continue the partnership through the learning process.

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References:

Boberg, T., Carpenter, K., Haiges, S., & Lundsgaard, B. (1999). Increased Student

Achievement through Parental Involvement and Increased Student Responsibility.

A Masters Action Research Project, Saint Xavier University. Retrieved from

http://files.eric.ed.gov/fulltext/ED439791.pdf

Christenson, S. (2002). Parent-Teacher Partnerships: Creating Essential Connections

for Children’s Reading and Learning. Retrieved from

http://www.hfrp.org/var/hfrp/storage/fckeditor/File/parent-teacher_module.pdf

Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van

Voorhis, F. L. (2002). School, family, and community partnerships: Your

handbook for action. Thousand Oaks, CA: Corwin Press.

Graham-Clay, S. (2005). Communicating With Parents: Strategies for Teachers. School

Community Journal, 16 (1) 117-129

McNeal, R. B. Jr. (2015). Parent Involvement and Student Performance: The Influence

of School Context. Education Research for Policy and Practice, 14 (2) 153-167

National Dropout Prevention Center/Network (2015). Innovations for Improved

Graduation Rates [Data file]. Retrieved from http://dropoutprevention.org

National Education Association. (2008). Parent Family, Community Involvement in

Education (2008 PB11). NEA Education Policy and Practice Department, Center

for Greater Public Schools, Washington, DC

Van Voorhis, F.L., Maier, M.F., Epstein, J.L., & Lloyd, C.M. (2013). The Impact of

Family Involvement on the Education of Children Ages 3 to 8: A Focus on

PARENTS,  FAMILY,  AND  COMMUNITY   12  

Literacy and Math Achievement Outcomes and Social-Emotional Skills. Retrieved

from Retrieved from http://files.eric.ed.gov/fulltext/ED545474.pdf