Working Together School-Family-Community Partnerships A Toolkit for New Mexico School Communities

1. Working Together School-Family-Community Partnerships A Toolkit for New MexicoSchool Communities Module 1: Improving Communication

2. Background The Toolkit was sponsored by New Mexico Public Education Department (NMPED) and developed by the Center for the Education and Study of Diverse Populations (CESDP) It is based on the six national standards for family involvement of the National PTA It is available in hard copy, on CD and on the web: www.ped.state.nm.us www.cesdp.nmhu.edu

3. Overview of Six Toolkit Modules 1. Improving Communication 2. Promoting Positive Parenting 3. Enhancing Student Learning 4. Increasing Volunteerism 5. Supporting Decision Making and Advocacy 6. Collaborating with the Community

4. Goals for Module 1 • Provide tools to measure and improve school-family-community partnerships. • Understand and appreciate the benefits of two-way communication. • Develop site-based, appropriate and effective two-way communication strategies. • Enhance awareness of the diversity in the school community. • Review strategies for effectiveparent-teacher conferences.

5. The New Mexico 3-Tiered Licensure System includes competencies and differentiated indicators that apply to Module 1:Improving Communication This training can assist in fulfilling requirements for Teacher Professional Development Plans (PDP). New Mexico Teacher Competencies

6. Competency 5 The teacher effectively utilizes student assessment techniques and procedures. Relevant Master Teacher –Level III Indicator: D. Develops a two-way system of communicating with students and families about student progress.

7. Competency 7 The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept. Relevant Master Teacher – Level III Indicator: G. Fosters the development of respect for individual, cultural, linguistic, disability and religious differences.

8. Competency 9 The teacher works productively with colleagues, parents and community members. Relevant Master Teacher – Level III Indicator: E. Works collaboratively and creatively with colleagues, parents, and community members regarding educational matters. For more information and a complete listing of competencies and leveled performance indicators visit www.teachnm.org

9. Activity: Teacher Self-Assessment • Divide into small groups of no morethan six. • Individually, complete and date the • Teacher Self-Assessment Rubric for • Improving Communication included • in the handouts. • Discuss findings as a small group and record strengths and needs. • Discuss how you may be able to use this rubric in a teacher PDP. • Report out to the group.

10. Effective Parent-Teacher Communication There are two general types of communication strategies: One-way and Two-way One-Way Communication: One-way communication is linear and limited because it occurs in a straight line from sender to receiver and serves to inform, persuade, or command.

11. Effective Parent-Teacher Communication Two-Way Communication: Two-way communication always includes feedback from the receiver to the sender that lets the sender know the message has been received accurately. In two-way communication both sender and receiver listen to each other and work toward a clear understanding. (Adapted from Harcourt Assessment, 2004)

12. Examples

13. In small groups review the handout: A Model for One-Way and Two-Way Communication. Complete the bottom section of the handout. Prepare to share responses with the whole group. Activity: Effective Communication

14. Students achieve at higher levels when they have strong support from both school and home (SEDL, 2002). When students receive complimentary and consistent support at school and at home they are more successful (SEDL, 2003). Two-Way Communication: What the Research Says

15. Using both formal and informal methods of communication help families better understand what schools expect from them and their children. Parents have good intentions yet may not understand how to help their children or how the school works (SEDL, 2003). Two-Way Communication:What the Research Says

16. 1. Create opportunities for frequent, open communication. 2. Use everyday language and avoid using educational jargon. 3. Focus conversation on teaching and learning. 4. Maintain a positive tone. 5. Practice patience and active listening. 6. Prepare for conferences with families. Promoting Two-Way Communication

17. Review the handout: Family Involvement Ideas: Communication In small groups discuss which of the ideas have been successful and which ones have presented challenges and why. Prepare to share responses with the group. Activity: Family Involvement Ideas

18. Diversity: A Viewpoint “Acknowledging and valuing diversity means more than celebrating food or holidays. It means making room for a range of voices, perspectives, resources, and styles of interacting.” -Adger, 2001, Lopez, Sanchez and Hamilton, 2000

19. What does diversity look like in our school families? Activity: Diversity 1. In small groups, brainstorm a list of examples of diversity represented in your school and community. 2. Identify key factors that need to be taken into account when working to improve one-way and two-way communication with diverse populations.

20. Diversity in Our Schools

21. Reach out in more than one way to increase parent and community involvement. Become familiar with the culture, language, and activities of the community you serve. Understand and value different ways parents are involved at home with their children and acknowledge their efforts. Activity: Strategies for WorkingWith Diverse Families

22. Powerful Conference Strategies: An Opportunity forTwo-Way Communication • Be strategic. Send home a planning guide for parent-teacher conferences that facilitates two-way planning and communication. 2. Be prepared. Provide grade-level standards, samples of work, test results, and other student data.

23. 3. Consider student participation in conferences. 4. Have an interpreter if necessary. Maintain eye contact with the parent. 5. Always begin the conference with something positive about the student and/or family. More Powerful Conference Strategies

24. 6. Begin the conference with a question that is open-ended, but linked to the conference goal. 7. Don’t try to do too much. Make sure to leave enough time to listen to families. 8. Use the same models of communication that work with the students in your class. More Powerful Conference Strategies

25. 9. Always follow conferences with a thank you, including a general summary of the benefit you gained as a teacher, and the positive impact on the student. 10. Be sure to follow up on what you have agreed to do. More Powerful Conference Strategies

26. Practice one-way and two-way communication with families. Carefully consider the diversity in your community (such as ethnic, cultural, linguistic, educational, and socio-economic diversity). Plan for effective parent-teacher conferences. View the Toolkit on the web or CD and utilize the resources in the Teacher Tools and Family Tools for this module. Best Practice Recommendations

27. Reflect on the workshop and the strategies you have learned to improve communication. Refer again to theTeacher Self-Assessment Rubric. Then review the Teacher Reflection Tool for this module and take 10 minutes to individually complete the Plan for Improvement Column. Activity: Teacher Reflection

28. Teacher Tools Resources Worth a Click Links Examining Assumptions About Families A Model for One-Way and Two-Way Communication Family Involvement Ideas: Communication Positive Phone Calls Can Make a Difference Half and Half Letters Making Parent-Teacher Conferences Meaningful Parent and Child Rights in Special Education Bilingual Education in New Mexico Progress Report Template Inside the Toolkit

29. Family Tools Resources Worth a Click Links Communication Ideas for Parents Experiences with One-Way and Two-Way Communication Talking with Your Child Ask the Right Questions Understanding Standards-Based Education Communicating the Importance of Education Developing a Vision for Your Child Planning Guide for Parent-Teacher Conferences Parent and Child Rights in Special Education Bilingual Education in New Mexico Inside the Toolkit

30. How can we use what we learned inthis workshop in our schools, homes,and communities? Activity: Where do we go from here?

31. Access the complete Toolkit with resources, references, and websites at: www.ped.state.nm.us www.cesdp.nmhu.edu Complete Evaluation Form To Learn More: