EDLD5326 Reflection

Epstein’s Framework of Involvement (1997) describes the teacher’s role as one who facilitates the partnership of shared views and actions toward shared goals with all stakeholders. My experience has taught me that parents deserve and want to be treated with respect and patience. They should feel comfortable interacting with educators in the classroom, on the campus and in the community. Teachers can facilitate this by creating an environment of mutual respect and trust. In turn, parents can work to instill those same values at home in addition to being involved and aware of their own students’ pace and progress. Parents who are not aware of their students’ pace and progress often deny poor performance or behavior. If both the teacher and the parent maintain open, honest and transparent dialogue they can overcome any adversity together.

From my peers, I have learned that providing parents the tools and resources to support learning at home is key. I like the idea providing homework kits to families and setting clear expectations for parental involvement and engagement from the beginning. I also like the idea of surveying the parents to determine how they may be able to contribute to the learning – relevant life and work experience can provide real-world context to the lesson and to the classroom.

Reference

Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). Epstein’s six types of involvement. In School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

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Epstein’s Framework of Involvement (1997) encourages parents to support institutional goals that promote learning and completion both inside and outside of the classroom. Unfortunately, parental engagement may be affected by such things as attitudes, language barriers, cultural influences, and family dynamics (Pena, 2009). Regardless of the real or perceived barriers, I believe parents, for the most part, want their students to be successful both in and outside of the classroom.

In my children’s classrooms (elementary) parental involvement is high, but is limited to supporting ancillary activities like class parties and celebrations. The involvement is typically maternal in nature and does not enhance or support the curriculum. Increased parental engagement might occur if the teachers surveyed the parents to determine how they feel they can best contribute to the classroom and their student’s achievement. Contributions can vary and include passions, hobbies, skills, work experience and education. Engaged parents can enrich learning both inside and outside of the classroom.

Reference

Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). Epstein’s six types of involvement. In School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

Pena, D. (2000). Parent involvement: Influencing factors and implications. Journal of Educational Research, (94)1, 42-54.

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School leaders should provide training and set the standard for communicating and involving parents as well as the community in campus based activities and decision making. The training will ensure that the mandated parent/student/teacher/school compact is completed and appropriately leveraged to promote achievement. Broad-based engagement will promote an inclusive culture that facilitates identification of resources and services designed to strengthen school programs and family practices, as well as student learning and development (Epstein, Coates, Salinas, Sanders & Simon, 2009).

In my region, educational attainment and language barriers often affect parental engagement. School leaders should provide teacher training that demonstrates how to incorporate parents as partners in reaching and teaching students (Ferrara & Ferrara, 2005) regardless of the barriers.

References Ferrara, M., & Ferrara, P. (2005). Parents as partners: Raising awareness as a teacher preparation program. The Clearing House, 79(2), 77.
National Network of Partnership Schools. (2009). Epstein’s six types of involvement. In Epstein, J. L., Coates, L., Salinas, K. C., Sanders, M. G., & Simon, B. S. (1997). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press. Retrieved January 22, 2009, from: http://www.cpirc.org/vertical/Sites/%7B95025A21-DD4C-45C2-AE37-D35CA63B7AD9%7D/uploads/%7B1310DD65-F94A-457D-A680-9EE824084458%7D.PDF