Abstract
The mission of this chapter is to establish intentional purpose in the ways educators connect, communicate, and partner with families. Traditional school/home communication approaches present concerns as they tend to be haphazard, historically focused, and lack holistic composition. Reframing parent involvement to promote purposeful interactions at the child, classroom, and school levels begins with identifying the underlying purpose of each. The extent of school/home partnership and commitment to the involvement opportunities is dependent on the educator to develop a positive rapport and establish mutual respect between children's families and teachers. Relationship forming is more than a haphazard result of interaction. The purpose of a family-teacher partnership is to express commitment to a productive relationship toward common outcomes. Meaningful relationships, when tended properly, are responsive and reciprocal in nature. They are formed around commitment to a common good – concern for the child.
TopBackground
In the early 1990s, Joyce Epstein’s Framework of Types of Involvement redefined engaged relationships for families, schools, and community. The framework defined six types of involvement: parenting, communicating, volunteering, learning at home, decision making, and community collaboration. Sample practices, challenges, redefinitions, and expected results readied the model for practical utilization. Using a Venn diagram, Epstein illustrated the power of intersecting interaction among and between schools, parents, and the community for greater student success. Epstein’s model spans birth through high school services. “Well-organized partnership programs mobilize resources at school, at home, and in the community that will help all students do their best in school” (Epstein, 2019, p. 9).
Hoover-Dempsey and Sandler (1995;1997) suggested methods of parent involvement through four action areas: encouragement, modeling, reinforcement, and instruction. They further stipulated parents’ decisions concerning involvement are rooted in three general areas:
- 1.
Beliefs about what is important, what is needed, and what is allowed.
- 2.
Beliefs about the depths of positive impact.
- 3.
Perceptions of desirability (if their children want their involvement and if their engagement is wanted and welcomed by the school).
Personal experiences and parenting beliefs determine involvement in the educational experience of their child. The interest, abilities, and skills of parents, guide their choices of which, and to what degree, school activities they shall get involved. To intentionally frame parent involvement, teachers must have time and availability in the week, specifically, for parent interactions (Jacobson, 1997, para 8). To maximize willing partners’ interest, ability, and time, teachers must design and create clearly focused involvement opportunities.
TopThe Main Focus Of The Chapter
In addition to the focus of involvement, understanding purpose, collaborative potential, promise sharing, partnership defining, and planning for learning situations are all ways a teacher can intentionally and purposefully develop productive partnerships with families to enhance a child’s education. This root partnership is then able to leverage community resources, support, and collaboration where and when appropriate to best address child and family interests.
Key Terms in this Chapter
Intentional Planning: Preparation with a long-term, comprehensive focus as opposed to an ongoing series of single and unrelated events.
Differentiation: Individualizing based on interests, abilities, strengths, challenges, needs, and/or cultural factors.
National Association for the Education of Young Children: An organization promoting early childhood learning research-based best practices supported by policy and professional influence.
Equitable Power: Perceived weight of voice and decision-making leading interaction between or among individuals.
Engagement: To participate in activities with one’s deep attention and contributions.
Parent Teacher Association: A long-standing (125+ years) national child advocacy organization, inviting families, teachers, administrators, and community members at large to unite.
Parents as Leaders: The presumed role guiding intentional family leadership and decision making.
Joyce Epstein: Trailblazer in bringing a structured approach to parent involvement.
Family-Centered: Focusing involvement from the perspective of serving parents in equitable partnership.