Creating Effective Parent/School Creating Effective Parent/School Partnerships: Parents as LeadersPartnerships: Parents as Leaders

Presentation to [School Name] ______________________

Presenter’s Name[Date]

By the end of this presentation we will have:Skills to increase parent engagement with

diverse groups of parents at Longfellow.The knowledge to work collaboratively with

our school for a lasting impact on student achievement.

Desired Outcomes:Desired Outcomes:

To develop the skills, knowledge, and confidence to be an effective parent leader at our school site and the District level.

Purpose: Purpose:

Tip: interact with goal of approaching each

encounter with:

Awareness – what are your biases? Be aware of others. Skill Confidence – the goal is to put the person you are

interacting with at ease.

Cross-Cultural Leadership Cross-Cultural Leadership (Diane (Diane Burbie)Burbie)

White – “partner with the school in the accomplishment of

my child’s education.”

African American – “looking to school to have excellence. Negotiates to get in the best school possible.”

Latino – “instill how valuable education is to their children and makes sure they show up. Defers to authority.”

Asian – “instill high value of education – I’m going to test my child to see how they did and will supplement when necessary.”

General Approaches to Education General Approaches to Education by Cultural Groupsby Cultural Groups

vary by person’s cultural background,

temperament, experiences with authority, own history in school, etc.

(Laura’s input)

Individual Parent Reactions to Individual Parent Reactions to SchoolSchool

• low level of trust – the skeptic, not emotionally distraught over breaches of trust.

• continuous evaluation of trust, high willingness to rebuild trust.

• high level of trust, but falls hard when that trust is breached, not very willing to rebuild.

LevelsLevels of Trust of Trust

Build relationships with all caregivers. Just smile. If people are late to a meeting, get up and invite them in, find them a seat.

Bridge differences (build on any possible points of common ground)

Motivate others – kindness affects 3 groups: the person giving, the person receiving and the people observing.

What Parent Leaders can do:What Parent Leaders can do:

Be self-assessingBe perceptiveBe strong in using inquiry skillsBe equipped with a broad range of communication

skillsBe skillful in using recovery skills (after you or

someone else has said the wrong thing)Be prepared to use coping skillsBe a constant learner.

Elements of Cultural CompetenceElements of Cultural Competence

Clarifying Questions based on four simple principles:It comes from genuine curiosityIt seeks information and understandingIt reserves judgmentIt allows for informed decisions/conclusions

Recovery steps Acknowledge there is a misunderstanding and/or problem Be pro-active; don’t be defensive about mistakes Engage in dialogue about the issue Use an intermediary – if necessary

Coping Strategies for dealing with offensive acts Choose your battles wisely If your level of influence is great, strategically determine

what’s most critical to discuss now and what can wait for later

If your level of influence is low say/do what allows you to be true to your principles and/or beliefs without regret.

Facilitated by Susan Schwarz (PEN) & Tracy Mikuriya (PUSD Welcome Center)

Parent Engagement: Parent Engagement: Challenges & Challenges & OpportunitiesOpportunities

1. “A small group of parents does everything at my school.” 2. “Meetings are not convenient.”3. “My principal has a narrow/limited definition of parent

engagement.”4. “There are language barriers at my school.”5. “I don’t have time to be an involved parent.”6. “No one told me.”

Possible Challenges:Possible Challenges:

1.2.3.4.5.6.7.8.

Possible Solutions:Possible Solutions:

Thank you!