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Parent Leadership 101

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  1. Parent Leadership 101

    Presented by the Parent & Educator Partnership Adapted from the Center for Parent Leadership, Lexington, KY.
  2. Let’s Get Started Check in and get information Put on your name tag Select a seat by a member of your school team Help yourself to food and drinks Meet your fellow participants by completing the mixer exercise
  3. Parent Leadership 101 Objectives Introduce the concept of parent leadership; Develop an awareness of your communication style; Provide an overview of how the Illinois Learning Standards and student performance data; Identify ways partner with schools to engage more families; and Develop a plan for reaching other parents and engaging with schools
  4. A little housekeeping Rest rooms Refreshments Lunch Notebook Evaluation Parking Lot Word Wall Ground Rules
  5. Working Agreements Everyone shares knowledge and skills Common courtesy Avoid distracting side conversations Share table supplies What’s said here stays here, what’s learned here leaves Law of two feet Turn electronics to silent or vibrate mode Call to action……
  6. A Sweet Way to Meet Green- Hobbies and interests Brown-Work Yellow-Your school activities Orange- Something you did in school that you are proud of Red-Example of some ways you serve other parents Blue-Your personal strengths
  7. Parent Engagement Why should I be an engaged parent? What is my role in education?
  8. PARENTS AS PARTNERS Why engage families with schools, isn’t student achievement the school’s responsibility?
  9. Keys Ways Parents May Be Involved
  10. WHEN PARENTS ARE INVOLVED AT HOME AND AT SCHOOL, children do better in school and the schools get better
  11. When parents are involved, students gain: Higher grades and test scores Better attendance/more homework done Less need for special education More positive attitudes and behavior Higher graduation rates More post-secondary education
  12. Benefits of parent involvement for families: More confidence in the school Higher teacher expectations of their children Higher teacher opinions of parents More self-confidence More likely to continue their own education
  13. Involving families can improve schools Improved teacher morale Higher ratings of teachers by parents More support from families Higher student achievement Better reputation in the community
  14. Good family engagement programs believe that all families Have strengths Can contribute to education Can learn to help Have useful ideas and insights Care deeply about their children
  15. Parents are more likely to become involved if they: Understand they should be involved Know they are capable of making a contribution Feel invited by the school and their children
  16. IS YOUR SCHOOL A WELCOMING SCHOOL? Involved families: The entire school staff builds strong relationships with families and communities to support learning.
  17. With an Elbow Partner, Discuss: A situation that made you feel unwelcome at school; and A situation that made you feel welcome at school. What could have been done differently to help you feel welcomed?
  18. Fortress School Goal: Protect School Parents: Stay Home Teachers: Teach Info: One-Way PTO/A: Hand-Picked Decisions: Principal
  19. Come If We Call School Goal: Share Values Parents: Reinforce School Teachers: Conferences/Open Houses Info: School Handbook PTO/A: Meets Monthly Principal Speaks Decisions: Principal & Lead Teachers
  20. Open Door School Goal: Enrich School Parents: Share & Help Teachers: Know Families/Build on Strengths Info: Friday Folders PTO/A: Parent Committees Decisions: School Council
  21. Partnership School All Kids Learn PARENTS & TEACHERS: Know Each Other Serve on Committees Make Decisions Look at Data Share Information
  22. Barriers Three-way rotation: Brainstorm barriers to parent involvement Identify 5 major barriers Prioritize the top 3 barriers
  23. Changing barriers to challenges Barrier: little or no open, 2-way communication between school and home Challenge: our school has multiple avenues for open, 2-way communication between school and home.
  24. Guided Reflections Guided Reflections sheets are in your notebook. Time will be provided to write your reflections. Use your guided reflection tool and respond to the prompts on the appropriate reflection box. Your reflections will assist with the writing of an action plan at the end of day 2.
  25. Reflections Day 1.1 Which of the parent roles is easiest for you? Which research point is most convincing? What kind of school do I have? Which barrier can I help reduce or eliminate?
  26. Reflections Day 1.3 What are two things my school could do to be more welcoming to families?
  27. 5 Minute Break
  28. SOCIAL ASSETS What are the assets families can share with schools to impact student success?
  29. Social Assets
  30. Social Assets
  31. Social Assets Small group activity: Each group will brainstorm the social assets of one of the following families role groups Well educated, upper/middle income families Less formal education, lower income families Families of diversity Families of ESL/ELL
  32. Reflections Day 1.2 What are two assets you have that could impact student success in your school? Who are the underrepresented in your school? How may you help them to identify their role, improve efficacy, and feel invited?
  33. Lunch – 30 minutes
  34. STORY TELLING What is my education story? How does my story shape my behavior?
  35. Storytelling In small groups: Share the story about how you got your name Share a story about a time your parent(s) were involved in your education Share a story about a time you’ve been involved in your child’s education
  36. Reflections Day 1.4 How have my education experiences as a student impacted my involvement in my child’s education?
  37. BEHAVIORAL STYLES How may I work more effectively with others?
  38. Brainstorm Personality traits of an effective leader
  39. Behavioral Styles Personalities have Supporting/controlling behaviors Direct/indirect behaviors A dominant pattern There is no best style
  40. Supporting S-C= D-I= Indirect Direct Controlling
  41. Supporting PEACOCK DOVE OWL Indirect Direct EAGLE Controlling
  42. Creating Data Write your name on a color post-it note corresponding to your “bird” Post it on the chart in the room
  43. Group Activity Move to tables labeled with your “bird”. Discuss the following aspects of your style: Strengths Challenges Leadership qualities
  44. Dove Relationship oriented Dislikes interpersonal conflicts Natural counseling skills Good active listeners Team players Steady workers Highly reliable Likes close, friendly, personal, first name relationships Diplomatic, supportive
  45. Peacock Direct Supportive Optimistic Animated, lively, enthusiastic, invigorating Intuitive Fast paced Delightfully social Idea people Have the ability to get others caught up in their dreams because they are so persuasive
  46. Eagle Direct Takes authority Loves challenges Productive Good administrative and operational skills Works quickly Fast Paced Independent High achievement motivation Leadership Good decision making ability
  47. Owl Persistent Systematic Loves specifics, data Great problem solver Orderly Focus on details, process Likes organization and structure Accurate Dependable
  48. Working Effectively with Doves Support their feelings with personal interest Assume they’ll take everything personally When you disagree, discuss personal feelings Allow them time to trust you Move along in an informal, slow manner Show you are “actively” listening Provide guarantees and personal assurances any actions will involve minimal risk Above all, be warm and sincere
  49. Working Effectively with Peacocks Support their opinion and ideas Don’t hurry the discussion Try not to argue – you seldom can win Agree on the specifics of any agreement Summarize in writing who is to do what, where and when Be entertaining and fast moving Use testimonials and incentives to positively affect decisions Above all, be interested in them
  50. Working Effectively with Eagles Support their goals and objectives Keep your relationship business-like If you disagree, argue personal facts not feelings Recognize their ideas, not them personally To influence decisions, provide alternative actions with brief supporting analysis Be precise, efficient, and well organized Above all, be efficient and competent
  51. Working Effectively with Owls Support their organized, thoughtful approach Demonstrate through actions rather than words Be systematic, exact, organized, and prepared List advantages and disadvantages of any plan Provide solid, tangible, factual evidence Provide guarantees that actions can’t backfire Above all, be thorough and well prepared
  52. The Golden Rule Do unto others as you would have them do unto you. or Treat others the way you want to be treated.
  53. The Platinum Rule Do unto others as they would like done unto them. Or Treat others the way they want to be treated.
  54. Reflections Day 1.5 Which one of the styles is most challenging for me to work with in a team? What are some things I can do to work more effectively with the style most challenging to me?
  55. “As parents, we are the owners of the public school system. As owners, we bear a responsibility to participate in the school. Accountability for the schools, their employees and their funding rests with us and the rest of the schools’ owners. Our children’s future depends on the improvement of public schools, and school improvement depends on our participation.” Woodrow Wilson, 28th President of the United States 1913 - 1921
  56. Wrap-up Day 1 Q’s & A’s Next steps Plus, Minus Delta Evaluation