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Educated, Engaged, and Effective Families as Change Agents in School Improvement. Diana Autin , Executive Co-Director Carolyn Hayer , Director of Parent & Professional Development Region 1 Parent TA Center @ The Statewide Parent Advocacy Network. Our Hypotheses.

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Educated engaged and effective families as change agents in school improvement

Educated, Engaged, and Effective Families as Change Agents in School Improvement

Diana Autin, Executive Co-Director

Carolyn Hayer, Director of Parent & Professional Development

Region 1 Parent TA Center @

The Statewide Parent Advocacy Network


Our hypotheses
Our Hypotheses in School Improvement

  • Families have the greatest interest in ensuring that their children's schools meet their needs, and the most to gain in improving low-performing schools

  • Parents can be powerful partners with state, district, and school administrators and educators:

    • Assessing needs

    • Planning improvement activities

    • Advocating for the resources needed to implement those activities, and

    • Evaluating results


Goals for today
Goals for today in School Improvement

  • Provide concrete examples of how families can be effective change agents in turning around low-performing schools

  • Share strategies for schools, districts, state agencies, and parent centers to encourage and support effective parent leadership

  • Engage in hands-on activities that model effective parent leadership development and partnership


Questions for today
Questions for Today in School Improvement

  • How can parents be engaged as equal partners and leaders in data-driven decision-making?

  • What works in moving parents from naysayers to “yay” sayers?

  • How can schools integrate parent leadership into improvement planning and implementation?


Impact of families
Impact of Families in School Improvement

  • Most consistent predictors of children’s academic achievement & social adjustment are parent expectations

  • Family participation in education was twice as predictive of student academic success as socio-economic status (10x greater in some programs)

  • The more intensively families are involved (advocacy, decision-making, oversight, volunteers, support at home), the more beneficial the achievement effects


Impact of families1
Impact of Families in School Improvement

  • When parents are involved, students have:

    • Higher grades, test scores, and graduation rates

    • Better attendance

    • Increased motivation

    • Lower suspension

    • Decreased use of drugs, alcohol, violence

  • When middle & HS parents stay involved, students:

    • Make better transitions

    • Maintain quality of work

    • Develop realistic plans for their future

    • Have higher graduation rates

    • Seek postsecondary education


Why else
Why else? in School Improvement

  • Families can be:

    • The greatest supporters, or the greatest opponents, of school improvement

    • The agents of sustainability of school improvement strategies


Characteristics of high performing schools
Characteristics of High Performing Schools in School Improvement

  • A clear and shared focus

  • High standards and expectations for all students

  • Effective school leadership

  • High levels of collaboration and communication

  • Curriculum, instruction and assessments aligned with high standards

  • Frequent monitoring of teaching and learning

  • Focused professional development

  • A supportive learning environment

  • High levels of parent and community involvement


Overlapping spheres of influence of family school and community on children s learning

Theoretical Model in School Improvement

OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND COMMUNITY ON CHILDREN’S LEARNING

Force C

Experience,

Philosophy,

Practices

of School

Force B

Experience,

Philosophy,

Practices

of Family

Force D

Experience,

Philosophy,

Practices

of Community

Force A

Time/Age/Grade Level


National pta standards for parent involvement epstein s framework
National PTA Standards for Parent Involvement/Epstein’s Framework

  • Promote & support parenting skills (Parenting)

  • Provide regular, two-way, and meaningful communication between school & home (Communicating)

  • Welcome parents in the school and seek their support & assistance (Volunteering)

  • Help parents play a key role in their child’s learning (Learning at home)

  • Enlist parents as full partners in decision-making about school improvement (Decision-making)

  • Use community resources to support schools, students, & families (Collaborating with Community)

(c) Statewide Parent Advocacy Network 2013


Major factors impacting parent involvement
Major Factors Impacting Parent Involvement Framework

  • Parents’ beliefs about what is important, necessary & permissible for them to do with & on behalf of their children

  • Extent to which parents believe they can have a positive influence on their children’s education

  • Parents’ perception that the school – and their children – want them to be involved

  • Strongest & most predictive predictors are the specific school programs and teacher practices that encourage parent involvement at all levels and guide parents in helping their children at home


Major factors of systems change
Major Factors of Systems Change Framework

  • “Power concedes nothing without a demand; it never has and it never will.”

    • Frederick Douglas

  • Improving schools requires a demand for change & accountability; informed, engaged parents can provide the most powerful support for that change & accountability


Making it happen
Making it happen Framework

  • Shared vision

  • Purposeful connection to learning

  • Investments in high quality programming & staff/strategic use of limited resources

  • Robust communication systems

  • Evaluation for accountability & continuous learning


At the district level
At the district level Framework

  • Fostering district-wide strategies

    • Infrastructure for district-wide leadership for family engagement

    • Ensure reporting, learning, & accountability for family engagement

  • Building school capacity

    • Build capacity for family engagement through training & technical assistance

  • Reaching out to & engaging families


Barriers to shared leadership systems change level
Barriers to Shared Leadership: FrameworkSystems Change level

  • Identify three barriers to shared leadership at the systems change level

    • Family participation in identification of needs

    • Family participation in identification and development of services

    • Family participation in evaluation of program services and activities


Spheres of conflict
Spheres of Conflict Framework

Structural Conflicts

Data Conflicts

Value Conflicts

Relationship Conflicts

Interest Conflicts




Involving parent stakeholders in all phases
Involving Parent Stakeholders in all Phases Bureaucratic Organizations

  • Establish a core group of family leaders that has been oriented and trained to be on teams

    • Include parents with both successful & less successful experiences with schools

  • Reinforce the commitment of valuing their continued involvement through all phases of school/district improvement activities


Why do parents get involved
Why do parents get involved? Bureaucratic Organizations

  • The issue is important to them, their family, & their community

  • They have something to contribute

  • They believe that they will be listened to, their contributions respected, and their participation will make a difference


How do parent leaders stay involved
How do parent leaders stay involved? Bureaucratic Organizations

  • Multiple opportunities for participation

  • The level of participation can vary depending on life circumstances.

  • Families receive sufficient advance notice

  • Family participation is facilitated


How do parent leaders stay involved1
How do parent leaders stay involved? Bureaucratic Organizations

  • Families are listened to; their ideas are supported & respected

  • Families do not experience retribution as a result of their participation

  • Family participation has an impact

  • Family participation is consciously & visibly appreciated


Primary supports needed
Primary Supports needed Bureaucratic Organizations

  • Tangible (stipends, provision of or reimbursement for childcare and transportation and reimbursement for lost wages).

  • Emotional (respect, understanding, validation, and ongoing support to fulfill their roles, including times of transition and crisis).

  • Environmental (training, equality with service providers, and full inclusion in activities)


Family leadership groups
Family leadership groups Bureaucratic Organizations

  • Provide specialized expertise that may be missing from staff

  • Serve as ambassadors, building bridges into the community

  • Survey the need to enhance existing activities

  • Bring in resources

  • Help conduct evaluation and oversight activities, maintain accountability


Partnering with parent organizations
Partnering with parent organizations Bureaucratic Organizations

  • Discuss 2 productive & 2 challenging experiences you have had to date working with family organizations

  • Reflect on one time when you had a successful partnership with a family organization to accomplish your goals…

    • What did you bring to the partnership?

    • What did the family organization bring?

    • How did you know it was working?


Parent organizations as catalysts for change
Parent organizations as catalysts for change Bureaucratic Organizations

  • Parent organizations help education systems:

    • Recognize & understand the barriers to participation by families

    • Make changes to address barriers

    • Engage families in all processes

  • To make it happen, there must be:

    • Mutual respect for skills & knowledge

    • Mutually agreed upon goals

    • Trust & honesty

    • Clear & open communication

    • Shared planning & decision-making


Levels of focus for parent organization partnerships
Levels of Focus for Parent Organization Partnerships Bureaucratic Organizations

  • Level 1: Strengthening individual parent knowledge & skills

  • Level 2: Promoting community education

  • Level 3: Educating Providers

  • Level 4: Fostering coalitions & networks

  • Level 5: Changing organizational practices

  • Level 6: Influencing policy & legislation


Token vs meaningful parent leadership
Token vs. Meaningful Parent Leadership Bureaucratic Organizations

  • No preparation or information given prior to participation

  • No meaningful role in meeting or forum

  • Often one time only participation

  • Professionals talk “around parents” using acronyms and terminology unfamiliar to them

  • Adequate notice of the meeting and material supports are provided to assist with parent attendance

  • Materials and/or an orientation is provided prior to the meeting

  • Parent input is valued and individuals work with parents to clarify terminology, systems and policies

  • Follow-up is provided


Assessing of needs strengths
Assessing of needs/strengths Bureaucratic Organizations

  • Use as leaders in development and conducting of focus groups, interviews, and surveys to elicit feedback from the larger network of parents

  • A joint invitation from the agency and a local parent organization is more likely to be inviting to other parents than one solely generated by the agency.

  • Personal invitations may make the difference in a parent’s participation


Planning improvement activities
Planning improvement activities Bureaucratic Organizations

  • How can individual parent leaders be meaningfully involved in planning & implementing improvement activities?

  • How can parent organizations at the school or district level be meaningfully involved?

  • How can parent organizations at the state level be meaningfully involved?


Engaging in evaluation
Engaging in evaluation Bureaucratic Organizations

  • How can individual parent leaders be meaningfully involved in planning & implementing evaluation activities?

  • How can parent organizations at the school or district level be meaningfully involved?

  • How can parent organizations at the state level be meaningfully involved?


Essential elements
Essential Elements Bureaucratic Organizations

  • Mutual respect for skills & knowledge

  • Commitment to shared leadership

  • Trust & honesty

  • Cultural reciprocity

  • Mutually agreed goals

  • Shared resources

  • Mutual sharing of information/clear & open communication

  • Shared planning & decision-making

  • Shared evaluation of progress

  • Other elements?

Values/Beliefs /Relationships

Strategies/Actions


How is my practice
How is my practice? Bureaucratic Organizations

  • To what extent do you currently involve parent organizations in your work that brings you to the OSEP Project Directors’ conference?

    • Consider (on a scale of 1-5):

      • Identification of the need for the project

      • Planning the project’s parameters

      • Implementing the project

      • Sharing in project resources

      • Evaluating the project

    • Identify 1 area & 2 strategies where you could enhance the involvement of parent organizations

    • What support do you need to make it happen?


Resources
Resources Bureaucratic Organizations

  • Regional Parent Technical Assistance Centers

    • Region 1: Statewide Parent Advocacy Network (NJ)

    • Region 2: Exceptional Children’s Assistance Center (NC)

    • Region 3: Partners Resource Network (TX)

    • Region 4: Family Assistance Center for Education, Training & Support (WI)

    • Region 5: PEAK Parent Center (CO)

    • Region 6: Matrix Parent Network & Resource Center (CA)

  • Parent Training & Information Centers & Community Parent Resource Centers

    • Link to parent center network website


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