Mr. Smith is passionate about strengthening the bonds between school, families, and community with student success as the focus. Vargas, R. 2013. That’s why our communication with families should be clear, collaborative and purposeful. “Influence of a Parent Leadership Program on Participants’ Leadership Capacity and Actions,” School Community Journal 22, no.1:111–124. Establishing a Home-School Connection: Strengthening the Partnership Between Families and Schools. He/she encourages others to contribute their own vision to that big picture and helps perform the tasks that need to be achieved in order to reach those goals. 1:169–91. These parents are now leaders on the campus, creating positive change and supporting our students in many roles, including being members of our School Site Council and English Learner Advisory Committee. What is becoming evident in our work is that families who have participated in the i3 Parent Leadership Development Program have the tools they need to feel connected to the school, understand how the school functions, and participate in the school more readily. Families and educators work together within and across school years to address mutual concerns and provide mutual support for enhancing the learning progress of children and adolescents. Consider ways to encourage families to connect with one another. 2007). First and foremost, learning partnerships can support student outcomes (see, for example, Little, Wimer, & Weiss, 2008). Includes national, state and local organizations in education K-16, youth development, community planning and development, family support, health and human services, government and philanthropy. Another surprising result was that English learners whose parents attended the parent leadership development sessions also learned more English than students at the treatment schools whose parents hadn’t attended the program sessions, as measured by the gains on the California English Language Development Test. Recently, the research team at Panorama Education looked at responses from 18,000 parents and guardians from a diverse set of school districts across the country. Because we work with parents who are cult… Because of our experience with previous programs, we wanted to create a program where, at the end of the study, the schools would be left with “parent experts” who had the capacity to maintain the program at the conclusion of the grant. In 2006. grant – this one with a statewide focus – to further develop our parent engagement program. The parents stepped up and worked as a team, and the library was available two months later. 1:9–32. In at least seven of the ten schools, the parents have developed the skills, knowledge, and confidence needed to negotiate the multiple roles – supporters, encouragers, monitors, decision-makers, advocates, collaborators – of effective family engagement (Mapp & Kuttner 2013). In 2003, my colleagues and I submitted a proposal for a Parent Information Resource Center (PIRC) grant from the U.S. Department of Education’s Office of Innovation and Improvement. “Whose Culture Has Capital? Austin, TX: Southern Educational Development Laboratory. We have laid a strong foundation for the program by making sure that our previous shortcomings in designing a program for engaging parents were carefully considered. In building strong family-school partnerships, the mission of our communication is to enhance learning opportunities and inspire student progress and success. These two principals attended the district meeting along with the parents and spoke of how proud they were of the parents at their school. The challenge for many parents, however, is figuring out what they can do and knowing the most effective ways to get involved. School leaders are recognizing the positive benefits of having a critical mass of parent leaders who work as a team and have reached out to them to form a stronger relationship, which has really added value to their schools. Strengthening Community School Partnerships The Collaborative Wellness Kit, Together We Can, Institute for Educational Leadership, 202-822-8405. Parents who never shared or participated in the early discussions would freely and confidently do so during the final sessions; parents shared that they were more active in ensuring their child was getting on track for college. On a yearly survey given at the beginning of each school year, principal responses have steadily increased on a survey item that asks them whether this description applies to their school: “Families and staff have opportunities to learn together how to collaborate to improve student achievement.” Out of the ten principals participating in our program, in Year 1, three indicated that this statement was “a great deal or a lot like our school”; in Year 2, it was five principals; and in Year 3, it was eight principals. Home-School Connections in a Multicultural Society: Learning from and with Culturally and Linguistically Diverse Families. Parents at the eighteen treatment schools received twelve three-hour modules at the Mastery level and eighteen three-hour modules for the trainer-of-trainers Expert level, both rooted in the CLT approach. Research indicates that family functioning and the connection between families and their children's school affect academic achievement. School principals can play a key role in family engagement by believing in the leadership capacity of parents and viewing families as partners in their school community. By working together, schools, families, and communities can prepare for a more promising future. Strengthening Parent Partnerships. According to the Nellie Mae Education Foundation’s 2017 report, “How Family School, and Community Engagement Can Improve Student Achievement and Influence School Reform,” several studies show that increased communication efforts with families can have a positive impact on school success and student outcomes. The basic research question was, “Did the students whose parents attended the Mastery and Expert level sessions have an increase in achievement?” Our study showed that they did have significant growth over other students at the treatment and control schools. Charlotte, NC 28262 | 704-568-7804 | FAX 704-563-4286, To Reinvigorate the Spirit of American Education, Click Here For Your FREE Online Subscription. Events like these are happening even in schools with a large number of families with racially, ethnically, and economically diverse backgrounds. As the CEO, I often ran into “transformed” parents who had previously attended our institutes. A Critical Race Theory Discussion of Community Cultural Wealth,” Race, Ethnicity and Education 8, no. We were creating and fostering a sense of community, belonging, and personal power among the parents attending the sessions. The conversations consisted of high-quality, informed ideas and empowered all involved to make Martin Elementary the best it can be. When we secured a federal Investing in Innovation (i3) Development grant in 2012 to study parental engagement, we were able to put all of our previous learning to the task. 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