Getting Involved in Engagement: Tips for...

Gett ing Involved in Engagement:

Tips for Meaningful ly Engaging Fami l ies

What motivates famil ies to engage – or not?

How is engagement created and supported?

Evidence-based practices and resources

How does healthy EC development relate to engagement?

W h at ’s t h e b i g i d e a -w hy d o w e n e e d fa m i l i e s

to b e e n ga g e d ?

F a m i l y e n g a g e m e n t i s m a n d a t e d -i t ’s t h e l a w

W h a t ’sb e h i n d

t h e l a w ?

R o n F e r g u s o n , D i r e c t o r T h e A c h i e v e m e n t G a p I n s t i t u t e , H a r v a r d U n i v e r s i t y

W r i t e d o w n a s t r a t e g y y o u u s e t o e n g a g e

p a r e n t s

I s t h e re a xxxd i f fe re n c e ?

E N G A G E M E N T

I N V O L V E M E N T

I N V O L V E M E N Tis parent participation in the systems

and activities of the school

• Directed towards completing tasks selected by school

• Opportunities for participation in program activities supporting child/adult development

• Includes policy & program decision making

Client who receives services and information

ENGAGEMENT is ongoing, goal-directed relationships

between staff/families

• Mutual, culturally responsive• Supports best for children and families

individually and collectively• Staff/families share responsibility for

learning/development of children, progress toward outcomes for children/families, and parent involvement in program

Leader or potential leader who is integral to identifying vision and goals

B a s e d o n t h e d e f i n i t i o n o f E N G A G E M E N T v s . I N V O LV E M E N T

h o w d o y o u c l a s s i f y y o u r a c t i v i t y ?

S H A R E YO U R R E S U LT S

W h a t m o t i v a t e s a p a r e n t t o

e n g a g e ?

Ka t h l e e n H o o v e r - D e m p s e y, P r o fe s s o r E m e r i ta ,D e p a r t m e n t o f Psyc h o l o g y a n d H u m a n D e ve l o p m e n t , Va n d e r b i l t U n i ve rs i t y

1 . M OT I VAT I O N A L B E L I E F S

• Role construction

• Sense of efficacy for helping the child succeed in school

Hoover-Dempsey and Sandler, 2005

1 . M O T I V A T I O N A L B E L I E F S

2. PERCEPTIONS OF INVITATION FROM OTHERS

• general school invitations

• school climate

• specific invitations from the child

• specific invitations from the teacherHoover-Dempsey and Sandler, 2005

Kat h l e e n H o ove r - De mps ey, Pro fe s s or E m e r i ta ,D e p a r t m e n t o f Psy c h o l o g y a n d H u m a n D e v e l o p m e n t , Va n d e r b i l t U n i v e rs i t y

1 . M O T I V A T I O N A L B E L I E F S

2 . P E R C E P T I O N S O F I N V I T A T I O N F R O M O T H E R S

3. PERCEPTIONS OF PERSONAL LIFE ISSUES PERTINENT TO ENGAGEMENT

• K n o w l e d g e a n d s k i l l s

• T i m e a n d e n e r g y

• C u l t u r e

Hoover-Dempsey and Sandler, 2005

W h a t i s y o u r p r o g r a m d o i n g t h a t p o s i t i v e l y i n f l u e n c e s o r s u p p o r t s f a m i l i e s t o b e e n g a g e d ?

W h i c h p r a c t i c e s w i t h i n y o u r p r o g r a m m a y u n k n o w i n g l y b e a d e t e r r e n t t o e n g a g e m e n t ?

Process Conditions•Linked to learning

•Relational

•Development vs.

service orientation

•Collaborative

•Interactive

Organizational Conditions

•••

Systemic: across the organization

Integrated: embedded in all programs

Sustained: with resources and infrastructure

To build and enhance the capacity of staff/families in the “4 C” areas:

•Capabilities (skills and knowledge)

•Connections (networks)

•Cognition (beliefs, values)

•Confidence (self-efficacy)

Lack of opportunities

for School/ Program Staff to build the

capacity for

partnerships

IneffectiveFamily–School Partnerships

Lack of

opportunities for

Families to build the

capacity for

partnerships

THE

CHALLENGE

OPPORTUNITY

POLICY &PROGRAM

GOALS

•

CONDITIONS

FAMILY & STAFF

CAPACITY

OUTCOMES

School and Program Staff who

can:•Create welcoming, inviting

cultures

• Connect family engagement

to student learning

• Honor and recognize

families’ funds of knowledge

Families who can negotiate

multiple roles:

• Supporters

• Encouragers

• Monitor

• Advocates

• Decision Makers

• Collaborators

Effective Partnerships

Support student achievement and

school improvement

The Dual

Capacity-building

Framework for

Family – School

Partnerships

Mapp, K. L., & Kuttner, P. J. (2013)

Partners in education:

A dual capacity-building framework for

family–school partnerships. Austin, TX:

SEDL

O P P O R T U N I T Y C O N D I T I O N S : P R O C E S S

•L i n k e d t o l e a r n i n g•R e l a t i o n a l•D e v e l o p m e n t v s . S e r v i c e o r i e n t a t i o n

•C o l l a b o r a t i v e•I n t e r a c t i v e


• I n i t i a t i v e s a l i g n e d w i t h s c h o o l / d i s t r i c t g o a l s

• C o n n e c t f a m i l i e s t o t e a c h i n g l e a r n i n g g o a l s

• E v e n t s u s e d t o b u i l d c a p a c i t y

L I N K E D TO

L E A R N I N G


R E L AT I O N A L• I s f o u n d a t i o n f o r s h a r e d l e a r n i n g / r e s p o n s i b i l i t y

• A c t s a s i n c e n t i v e a n d m o t i v a t o r f o r c o n t i n u e d p a r t i c i p a t i o n

R e l a t i o n s h i p - b u i l d i n g i s c r i t i c a l w h e n f a m i l i e s h a v eh i s t o r y o f m i s t r u s t ; n e g a t i v e p a s t e x p e r i e n c e s ;f e e l i n g i n t i m i d a t e d ; u n f a m i l i a r i t y w i t h c u l t u r e


D E V E L O P M E N T V S . S E R V I C E O R I E N TAT I O N

Focus on empowering / enabling participants to be:• Confident• Active• Knowledgeable • Informed stakeholders in the transformation of schools / neighborhoods


C O L L A B O R AT I V EGroup sett ings that focus on:

• Shared and peer learning• Creation of communicat ion

networks among famil ies and staff

The co l laborat ive nature of thesein i t iat ives bu i ld soc ia l networks ,connect ions , and soc ia l cap i ta l o fstaf f and fami l ies


I N T E R A C T I V EPart ic ipants g iven opportunit ies to:

• Test / apply new ski l ls• Receive coaching and pract ice

Prov id ing informat ion i s not enough ;part ic ipants need opportun i t ies topract ice new learn ing and rece ivefeedback f rom each other, peers ,fac i l i tators

OPPORTUNITY CONDITIONS: ORGANIZATIONAL

S y s t e m i c : a c r o s s t h e o r g a n i z a t i o n

I n t e g r a t e d : e m b e d d e d i n a l l p r o g r a m s

S u s t a i n e d : w i t h r e s o u r c e s a n d i n f r a s t r u c t u r e

P O L I C Y a n d P R O G R A M G O A L S

F O U R C s o f C A PA C I T Y:

C a p a b i l i t i e s

C o g n i t i o n

C o n f i d e n c e

C o n n e c t i o n s

Build capacity goals around the four components

C a p a b i l i t i e s : H u m a n C a p i t a l , S k i l l s , a n d K n o w l e d g e

Need to know about :

• Bui ld ing t rust / re lat ionsh ip

• Ava i lab i l i ty o f community assets and knowledge funds

• Cultura l competency

Need to know about :

• How the schoo l system works

• Student learn ing

• Advocat ing for the i r ch i ld

• How to f ind support

C o n f i d e n c e :I n d i v i d u a l L e v e l o f S e l f - e f f i c a c y

F a m i l i e s a n d s c h o o l s t a f f f e e l c o n f i d e n t a n d k n o w h o w t o n a v i g a t e • c u l t u r a l d i f f e r e n c e s• e n g a g e m e n t i n

p a r t n e r s h i p a c t i v i t i e s

?

C o g n i t i o n : A s s u m p t i o n s , B e l i e f s , a n d Wo r l d v i e w

B e l i e f syste ms i n c l u d e :

• Va l u e o f p a r t n e rs h i p l i n ke d t o l e a r n i n g a n d s c h o o l i m p ro v e m e n t

• B ro a d e r v i e w a n d c o n st r u c t i o n o f m u l t i p l e ro l e s p l aye d i n s u p p o r t i n g c h i l d ’s e d u cat i o n

B e l i e f syste ms i n c l u d e :

• Va l u e o f p a r t n e rs h i p l i n ke d t o l e a r n i n g , s c h o o l i m p ro v e m e n t

• C o re b e l i e f s a b o u t e n ga g e m e n t d i s c u s s e d , d o c u m e n t e d i n d i s t r i c t a n d p ro g ra m

• Fa m i l y e n ga g e m e n t i s c o re s t ra t e g y t o i m p ro v e t e a c h i n g a n d l e a r n i n g

C o n n e c t i o n s : S o c i a l C a p i t a lI m p o r t a n t R e l a t i o n s h i p s a n d N e t w o r k s

B u i l d i n g o n s t re n gt h s :

T i ps to i mp rove

e n ga ge me nt

C O R E B E L I E F S F O R E N G A G I N G FA M I L I E S

Pa r t n e rs h i p s c h o o l s h o l d fo u r c o re b e l i e f s w h i c h i n f u s e

e v e r y a s p e c t o f t h e i r s c h o o l

1. All parents have dreams for their children and want the best for them.

2. All parents have the capability to support their children’s learning.

3. Parents and school staff should be equal partners.

4. The responsibility for building partnerships between school and

home rests primarily with school staff.

S t a g e - B a s e d I m p l e m e n t a t i o n

2013-2015 Dean L. Fixsen, Karen A. Blasé, Sandra F. Naoom & Michelle A. Duda, NRN v/2015 pg.2

2013-2015 Dean L. Fixsen, Karen A. Blasé, Sandra F. Naoom & Michelle A. Duda, NRN v/2015 pg.2

S t a n t o n E l e m e n t a r y , H o m e V i s i t i n g

• Motivational

Bel iefs

• Invitation to

engage

• Personal l i fe

context

C A PA B I L I T I E S

C O G N I T I O N

C O N F I D E N C E I O N

C O N N E C T I O N S

1. Create welcoming school climate.2. Provide families information related to child development and creating

supportive learning environments3. Establish effective school-to-home and home-to-school communication4. Strengthen families’ knowledge / skills to support / extend children’s

learning at home and in community5. Engage families in school planning, leadership and meaningful volunteer

opportunities6. Connect students and families to community resources that strengthen and

support students’ learning and well-being

From Joyce L. Epstein’s Framework of Six Types of (Parent) Involvement / National Network of Partnership Schools

E a s i e r s a i d t h a n d o n e …

" Te l l m e a n d I fo rg e t .

Te a c h m e a n d I re m e m b e r.

I nv o l v e m e a n d I l e a r n . "

- B e n j a m i n F r a n k l i n

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