Family Partnerships

Building Partnerships with Parents in Child Care and School

Framework for Family, School and Community Partnerships

There is a critical need for: Family-like schools School-like families Community-minded families Family-friendly school and communities

Family Centered Approach In a family-centered approach, the concern of the

center is on the child AND his parents. Emphasis is family support and services The premise is that strong, healthy, productive

parents will engender those same traits in the child.

Focus on partnership on behalf not just of child but of the family

Innovative methods to increase interactions are encouraged, such as classroom telephones, personal family visits, journaling, and others.

The center becomes a community focal point for family activities

Family-Centered Care

The family should be viewed as the primary teachers and caregivers of children.

Staff do whatever they can to support the parents in this role.

Good parent-staff communication Providing services for parents that

assist them in their role.

Benefits of Teacher-Family Partnerships

Children Security in new environment Sense of self-worth Knowledgeable, consistent responses

Families Support Knowledge and skills

Teachers Feedback Enriched learning experiences

Barriers to Family Partnerships

Teacher Reluctance Parent Reluctance Power Issues Trust

Teacher Attitudes Conducive to Family Partnerships

Concept of Professionalism Sense of Self Humility Compassion Respect for Others Trustworthiness

Elements in Successful Family Involvement Programs

Written policies Administrative support Training Joint partnership approach Two-way communication Networking Evaluation

Joyce Epstein’s Six Types of Parent Involvement

Parenting: Assisting families with parenting skills Communicating: have effective home-school and

school-home communications Volunteering: Organize volunteers to support school Learning at home: Involve families with children in

homework and other activities Decision-making: Include families as participants in

school decision and develop parent leaders Collaborating with the community: Coordinate

resources and services for families and provide services to community

ACTIVTY WITH HANDOUT:

Group Activity Red One thing I worry about as a teacher

establishing a partnership with a parent

Orange One idea that can be successful in dealing with a difficult parent

Yellow A form of written communication that works with parents

Brown A positive memory of your parent or another parent being involved in the classroom or school

 Blue A form of verbal communication that has worked well with parents.

Green One way to assist non-English speaking parents in being involved.

What are policies?

Policies are the basic rules and ideas that govern your care of the children and your dealings with parents. It includes information about your business, the way you work with the children, what you expect from parents.

Forms for Parents

Policies Homework Policy Planner Sample

Procedures Emergency Forms Medical Forms

Policy Handbooks and Websites

Small Fries Child Care: http://www.smallfrieschildcare.com/page5.html

Elementary: http://www.friscoisd.org/admin/docs/15476060809.pdf

Pasar http://www.pisd.edu/parents/program.pasar/index.shtml

Middle School: http://www.friscoisd.org/schools/fowler/documents/MicrosoftWord-FMS-STUDENTHANDBOOKADDENDUM.pdf

High School: http://www.friscoisd.org/admin/docs/111635050809.pdf

Building Partnerships

Communicate both verbally and written

Listen Carefully Show interest in family Respect Differences Provide resources Encourage involvement Maintain confidentiality

Communications Basic

Be warm and sincere Smile a lot!!!!! In writing:

Make things in color Put in a graphic but not too much! Put borders on material

VERBAL COMMUNICATION Orienting parents and children Open house Welcome call Telephone Parent centers Parent volunteers and involvement Get-togethers for classes Home visits Parent visits to room Parent/staff meetings Parent bulletin boards Regular conferences/goal setting

Positive Phone Call Opportunities

Before first day of school to introduce self

When student performs positive behavior

When child applies himself in special way

When student shows improvement When student is absenf for more than

a day or two

Active Listening

Listen to verbal and nonverbal Reflect back Paraphrase Focus on the speaker and listen Show interest by your body

language and chair arrangement Look at communication other than

words

Reflective Listening

Convey understanding and clarify meaning by:

• Clarifying: “I don’t understand what you mean. Please explain that again.”

• Paraphrasing or restating: “This is what I think you mean. Is that the idea?”

• Reflecting feelings: “You seem to feel . . . Am I right about that?”

• Summarizing main ideas and feelings: “Here is what I’ve heard you say so far.”

Practice Reflective Listening You are a first grade teacher and a Mom (or

Dad) has just come in upset because her child came home with her new dress with mud on it because Joey, a very active playmate, pushed her down.

Use reflective listening:• Clarify: “I don’t understand what you mean. Please

explain that again.”• Paraphrase or restate: “This is what I think you

mean. Is that the idea?”• Reflect feelings: “You seem to feel . . . Am I right

about that?”• Summarize main ideas and feelings: “Here is what

I’ve heard you say so far.”

Communicate through Correspondence

Say Hello in a Letter Information about your professional

background Your personal interests (hobbies,

travels, etc.) Your educational plans and special

activities for the upcoming school year A Statement expressing your

confidence in the success you expect for all your students.

Weekly Communication Folders

What to Tell Parents About the Folder Their child will bring this folder home

weekly. You will include a brief update about what

the class has been studying. The folders will include student work

samples. To encourage parents to comment on

their children’s work, let them know that you will include a space for parent replies.

Written Communication Samples

Candid-Grams Teacher-Parent Telegram Parent Appreciation Station Volunteer Helping Hand

What to Say When You Call About a Problem

Begin with a statement of sincere concern. Describe the specific behavior that

necessitated the call. Describe steps you have taken to solve the

problem. Get information from the parent. Present your solutions to the problem. Express confidence in your ability to

address the problem. Plan for follow-up contact.

Cultural Influences on Children and Family Behavior

Interest in and concern over children acquiring skills by a certain age

Sleep patterns and bedtime stories Children’s role and responsibility in the family Toilet training Diet and mealtime behavior Discipline and child guidance methods How parents talk to children and how children talk to

parents How parents show affection Importance of gender identity and traditional sex roles Dress and hair care Concept of cleanliness Illness and use of medicine or folk cures and remedies Use of supplementary child care Acceptance of crying Child’s attachments to adults/separation from adults

Celebrating Differences

Believe in Children’s Ability to Achieve: Make them feel comfortable in the classroom and figure out a way to communicate if they

speak a different language (make picture boards, learn a few words of their language).

Involve Families: Get to know the family, invite them in, plan multi-cultural events (where they won’t feel out

of place), at no cost and at hours they can attend. Invite families in to share part of their culture (food, clothing, objects, practices, etc.).

Ongoing Communication: When there is a language barrier with parents, it is easy to stop communication all together.

Arrange for someone to interpret if there is a language barrier. Send information home regarding the program and the child’s activities.

Home Visits: These help the teacher see the child in a more personal way and contributes to the

understanding of customs and beliefs. Visits should be brief (no more than 30 minutes) and should be arranged ahead of time.

Talk to Children About Differences: Introduce differences in all children and allow them to ask questions regarding these.

Explain differences in non-judgmental, respectful ways. Explore different customs and cultures through activities.

Live with Diversity: Incorporate music, languages (in spoken and written form), real materials,

literature and customs in the daily experiences of the children that will increase awareness and appreciation of diversity as a natural part of our being. Vary center family activities to appeal to diverse population

Handling the Angry Parent Remain calm:

Try to keep your cool. Diffuse the situation:

Ask the parent to calm down a little or at least get out of earshot of the children. Ask them if they would like to go somewhere and talk (do not go alone or close door to an office or conference room if you feel they are volatile).

Use reflective listening: You may be able to help them calm down through understanding. After listening to what they say, try to check your facts and label their feelings. Ask for clarification.

Set up future meeting or conference: This may not be the most constructive time to talk.

Follow-up the next day: Even if your meeting is not this day, call or make sure you talk with them and ask how they feel about the situation now.

What do you do in volatile situations?

PROTECT YOURSELF: Don’t do it alone Use physical barriers Call the police

Remember your priority: Your safety and the child’s safety.

Problem SolvingBehavior: Parent is rude and noncommunicative

Possible Causes: Parent feels insecure and fearful about teachers and schools in general. Stress related to job, family.Intervention: Make a home visit. The parent needs to communicate on her home ground. She needs reassurance that the teacher is friendly and understanding and has a genuine interest in her child. She needs to know that the staff will be non-judgmental. Continue to greet warmly. Share short comments about child’s day.

Problem-Solving

Behavior: Parent is always late.Possible Causes:

Parent has no or inadequate transportation. Parent is asked to work overtime frequently.

Intervention: Facilitate the formation of car pools, provide bus information, introduce parents living near one another.

Problem solving

Behavior: Family of different ethnic origin is not at all involved in program. They do not talk to staff or respond to or return forms.

Possible Causes: Parent does not speak English. Center uses one method in discriminating information. Such as: note in child’s bag.

Intervention: Contact a bilingual friend or community organization in your neighborhood and schedule a home visit or conference with the parent. Brush up on key words in the parent’s native language. Hand deliver forms and explain need.

Problem SolvingBehavior:

Parent seems disinterested in child. She never greets him or asks him about his day. The child is dropped off and picked up without ceremony. He is neat, but not always clean and often seems hungry.

Possible Causes: Parent has too many personal problems to pay attention to child, pay bills, or attend to other details of life. Parent working two jobs. Cultural influences.

Intervention: Be understanding a supportive. Give parent information on community resources and support groups (or start a parent support group at your center). Be accepting of her feelings and do not become defensive.

Parent Conferences Types of parent conferences

Beginning of the year Follow-up Conferences when there are problems

Guidelines What are your goals for the conference? Parent Conference Planning Sheet Sample Comfortable, quiet setting Have assessments, examples of work, daily log Start with a positive note on child Share specific information on all areas of

development Pause to allow parents to share Be honest Summarize Develop goals and strategies Follow-up

During Conference Stop talking Put person talking at ease Show you listen by nonverbal cues Remove distractions Empathize Be patient Hold your temper Don’t argue or criticize or give advice! Have a positive beginning and ending No technical jargon Avoid being the expert: no shoulds, musts, say lots of

parents find, I think, you are the expert on ______ Don’t label, no hyperactive or mentioning learning disability Avoid negative evaluations and words such as problem,

behind, immature, never, can’t, slow, failing Summarize at the end

Conduct a Conference!

Divide into groups of 3: one person is the teacher, one the parent and one is the “coach”. The coaches job is to help the teacher with words and responses in the conference.

A Kindergarten teacher is meeting at the beginning of the year with a very protective parent who feels their child is gifted and should be moved on up into first grade!

A toddler teacher is meeting with a first-time parent who is very nervous that her 2 ½ year old child is delayed because he is not yet potty-trained.

A preschool teacher is meeting with a parent of a child who is having some difficulty with social situations. The child is shy and quiet.

How do you involve parents in classes?

Use a needs assessment Offer food, transportation, child care Provide in their community or

comfortable setting Provide in language or cultural context Make it interactive Open-ended discussions Honor their expertise