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BUILDING PRODUCTIVE RELATIONSHIPS WITH FAMILIES

Building Family Partnerships

Page 17
Outcomes of Parent Involvement
  • Parent involvement leads to improved educational performance (Epstein et al., 2002; Fan & Chen, 2001; NMSA, 2003; Sheldon & Epstein, 2002; Van Voorhis, 2003). 
  • Parent involvement fosters better student classroom behavior (Fan & Chen, 2001; NMSA, 2003). 
  • Parents who participate in decision making experience greater feelings of ownership and are more committed to supporting the school's mission (Jackson & Davis, 2000). 
  • Parent involvement increases support of schools (NMSA, 2003). 
  • Parent involvement improves school attendance (Epstein et al., 2002). 
  • Parent involvement creates a better understanding of roles and relationships between and among the parent-student-school triad (Epstein et al., 2002). 
  • Parent involvement improves student emotional well-being (Epstein, 2005). 
  • Types of parent involvement and quality of parent involvement affect results for students, parents, and teachers (Epstein, 1995).
What are the recommendations for increasing parent involvement?
  1. Conduct a needs assessment identifying what the concerns and issues are surrounding parent involvement in the education of their children. 
  2. Develop, in collaboration with parents, shared goals and missions concerning  learning and development (Ruebel, 2001). 
  3. Develop a long-range parent involvement plan. "Parental involvement may be implemented as a stand-alone program or as a component in comprehensive school-based programs" (Comprehensive School Reform Quality Center, 2005, p. 37). 
  4. Engage in parent professional development (Comprehensive School Reform Quality Center, 2005; Marzano, 2003). First, conduct a needs assessment to identify focus areas for parent professional development. Use this needs assessment to guide the development of a balanced, comprehensive program of partnership.For example, parent professional development might include one- to two-hour free, weekly sessions held at night, or as a series of minicourses. The professional development could discuss specific parent behaviors and be used as a vehicle to involve parents in other aspects of the school (Marzano, 2003). 
  5. Identify a family-school liaison who actively works to engage parents (Comprehensive School Reform Quality Center, 2005). 
  6. Create a resource inventory to identify strengths, skills, and cultural and contextual knowledge of both parents and faculty members. 
  7. Develop a repertoire of strategies designed to increase parent involvement at school and at home. 
  8. Establish and maintain respectful and productive relationships with families (Jackson & Andrews, 2004; McEwin & Smith, 2005) "to support the interaction of ideas and experiences centered on the learning of young people" (Nesin & Brazee, 2005, p. 42). 
  9. Establish open and two-way lines of communication (Comprehensive School Reform Quality Center, 2005; Epstein et al., 2002; Jackson & Andrews,2004; NMSA, 2003) for thoughtful and reflective conversation. 
  10. Use a variety of meeting spaces (NMSA, 2003) for equitable access and non-threatening environments.



The course does not "save" your progress. Use the checklist provided to track your progress, and click on the link in the menu to return to where you left off in the training.