Establishing a Positive Relationship Between Parents and Schools

Dr. Timothy MitchellRapid City Area Schools

12/16/11

A study to get a better understanding of American

Indian parent involvement and consider it as a possible solution to narrowing the achievement

gap for American Indian students

McRel-Research 2008

Barriers-School Oriented◦Unwelcoming school environment◦Previous negative experience with education

◦Perceptions of the school’s lack of cultural sensitivity

◦Different styles of interpersonal communication

McRel-Research 2008

Barriers-Home Oriented◦Scheduling◦Transportation◦Childcare◦Financial Difficulties

McRel-Research 2008

Strategies that parents perceived that encouraged involvement:◦ Printed and electronic correspondence◦ Communication about children◦ School staff respectful of parents’ educational and

cultural values◦ Open-door policy◦ Culturally respectful environment◦ Cultural activities and resources

McRel-Research 2008

Why do American Indian parents get involved:◦To help children succeed and build

confidence◦To stay connected with the school◦To monitor children’s progress◦To address a problem◦To respond to schools’ invitation or

welcoming environment

McRel-Research 2008

Many aspects of American Indian parent involvement

were largely consistent with the literature on

parent involvement in the general population

McRel-Research 2008

The challenges of increasing American Indian parent

involvement are complex, residing in the overlay and sometimes clash of cultures

in the public school

Mc Rel-Research 2008

Schools and parents need to focus on creating

partnerships that will help ALL students reach high

levels of social and academic achievement

The Vision

This is practical and achievable:

ResearchMany Examples

Is This Just a Dream?

How should schools ensure:◦A welcoming school environment

◦A positive experience ◦Cultural sensitivity◦Good communication

The Right Environment

All parents have dreams for their

children and want the best for them

Core Belief #1

All parents have the capacity to support

their children’s learning

Core Belief #2

Parents and School staff should be equal

partners

Core Belief #3

The responsibility rests primarily with

school staff, especially school

leaders

Core Belief #4

What would stimulate this improvement:◦A more welcoming school building and

front office◦Positive phone calls home at least once a

month◦A center stocked with learning materials

that families can take home◦Workshops on reading and math◦More time allotted to meet with parents

Looking in the MIRROR

1) Building Relationships2) Linking to Learning

3) Addressing Differences4) Supporting Advocacy

5) Sharing Power

Partnership Schools

All families and communities have

something great to offer-we do what ever it takes to make every single student

succeed

Partnership Schools

Building Relationships

School is open—interesting learning materials are available to borrow

Home visits are made regularly Activities honor families contributions

A wide variety of services are available to families

Building Relationships

The ability to establish, grow, extend, and restore trust is

not only vital to our personal and interpersonal well-being;

it is a key leadership competency.

Developing Trust

Respect-mutual esteem that recognizes the important role each person plays in a child’s education

Competence-a feeling that colleagues work together to create effective working environments and get the job done

Elements of Trust

Integrity-a feeling that colleagues keep their word and do what they say they’re going to do

Personal Regard-a feeling that colleagues care about one another and are willing to go out of their way to help

Elements of Trust

Talk StraightDemonstrate ConcernCreate Transparency

Right WrongsShow Loyalty

Deliver ResultsGet Better

Speed of Trust- 13 Behavior

Confront RealityClarify Expectations

Practice AccountabilityListen First

Keep CommitmentsExtend Trust

Speed of Trust-13 Behavior

Linking to Learning

All activities connect to what students are learning

Parents and teachers review student work and assessment results regularly

Tutoring and homework programs are available

Linking to Learning

Do More:◦Displaying of Student Work◦Contact parents about student progress

regularly◦Hold Math, Literacy, Health and Ask a

Question Nights◦Offer Student-led Conferences◦Hold Workshops for families based upon

need

Linking to Learning

Do Less:◦Contact of parents only when student

misbehaves◦Offering of parenting classes◦Focus on behavior and shortcomings at

Parent-Teacher conferences

Linking to Learning

Addressing Differences

Teachers use books and materials about different cultures

Parent organization include all families

Local cultural groups work with staff to reach families

Addressing Differences

All families, no matter what their income, race, education,

language or culture want their children to do well in school and

can make an important contribution to their children’s

learning

Addressing Differences

The Culturally Competent Classroom◦ All students are respected and responded to in

warm and accepting ways◦ All students have opportunities to find

connections between their lives and what they are studying

◦ All students prior knowledge, culture and learning styles are considered and incorporated into class instruction

◦ Teachers and school staff are familiar with their students culture and know how to work in multicultural situations

Addressing Differences

Addressing Racial Tension:◦Use the power of the school to promote positive relations and open dialogue

◦Determine the results you want-maintaining a safe and productive learning environment free of intimidation, threats or harassment

Addressing Differences

Addressing Racial Tension:◦Identify Vital Behaviors-Elimination of racism and all intimidating, threatening or harassing behavior

◦Promote Inclusive Actions-behaviors that support diversity

◦Reward Respectful Behavior and have consequences for inappropriate behavior

Addressing Differences

Addressing Racial Tension:◦Leaders need to evaluate, endorse and partner to lead the enforcement of positive social norms

◦Build Awareness, share experiences and teach skills

◦To change behavior-emphasize this is a moral issue

Addressing Differences

Supporting Advocacy

Clear and open process for resolving problems

Regular contact by teachers about student progress

Student-led parent teacher conferences

Training and use of effective advocacy skills

Supporting Advocacy

The more parents feel that they have the power to

influence their children's future positively, the better children tend to do in school

Supporting Advocacy

Parents have to understand how the school works

Parents need to know how to resolve problems that their children are having in school◦ Chain of command-who to contact◦ Where do they go next?◦ How do they work with teachers to define and

solve problems

Supporting Advocacy

What’s Good◦ Requesting a teacher, with the needs of your child

in mind◦ Questioning the placement of your student◦ Requesting a change in placement-with rationale◦ Talking to school staff about a problem, policy, or

program◦ Suggesting curriculum or instructional modifications◦ Question discipline policies and methods◦ Requesting the excuse of your child on religious or

cultural grounds

Supporting Advocacy

Crucial ConversationsDefinition

A discussion between two or more people where (1) stakes are high (2) opinions vary, (3)

emotions run strong

Crucial ConversationsHow are they handled ?

1) We can avoid them2) We can face them and handle them poorly3) We can face them and handle

them well

The results can have a huge impact on the quality of your success in the classroom!

Sharing Power

Parents and teachers work together to research how to solve critical issues

Parents are focused on improving student achievement

Families are involved in decision making

Sharing Power

Provide workable mechanisms for

teachers, parents, and students to take part in

decision making

Sharing Power

Give families information about how the education systems and local government work

Encourage families to lobby local and state officials as to the programming needs in your school

Involve families in action research-ask them to develop, conduct, and participate in collecting information on problems in the community

Make it as easy as possible for parents to meet with school staff to discuss concerns

Sharing Power

When problems arise, openness about the matter from the start is usually the best approach

People who are involved in making the decisions tend to support those decisions

Sharing Power

Schools and parents need to focus on creating

partnerships that will help ALL students reach high

levels of social and academic achievement

The Vision