School, Family and Community Partnerships Blank, M. A. & Kershaw, C. (1998). The designbook for...
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Transcript of School, Family and Community Partnerships Blank, M. A. & Kershaw, C. (1998). The designbook for...
School, Family and Community Partnerships
Blank, M. A. & Kershaw, C. (1998). The designbook for building partnerships: School, Home and Community. Lancaster: Technolomic Publishing Co.
The importance of building collaborative school cultures in which families are equal partners in the enterprise of education.
What is a FAMILY?
True communities and strong partnerships are highly desirable for both parents and educators
For the partnership to be strong, there must be a commitment on both sides and a willingness to fully understand the diversity of
perspectives within the school community.
Leadership is critical to strong partnerships
The success of school efforts at developing parent partnerships rest on effective planning, monitoring progress, and celebrating results
For parent involvement partnerships to be successful, there should be numerous connections and a range of opportunities rather than single, isolated activities or events.
All contributions to the partnerships are valued equally.
Strong partnerships should build the capacity of all individuals involved.
Barriers to building strong partnerships should be recognized and acknowledged.
Partnerships will be designed in different ways for each school depending on the specific needs and desires of those within the school community
Perceptions that the school environment is not supportive of parents
Logistic, cultural, and language barriers
Time and lack of other resources
Uncertainty about what to do.
Pessimistic expectations about what can be accomplished
Lack of mutual understanding
Personality differences
Decreasing parent involvement as students approach adolescence
Unclear expectations about parent involvement
Unfulfilled responsibilities leading to resentment.
If families are to be involved as true partners in their children's education, it is important to provide on-going opportunities to hear their concerns and comments as well as providing them information. Moles, 1996
TOGETHER
Keep the benefit of all students as the primary focus
Use survey results and other data to improve school and partnership effectiveness
Look beyond constraints and consider creative solutions
Strive to be better collaborators and partners
EDUCATORS
Periodically identify the needs and interests of community members
Provide leadership and structure for collaborative activities
Maintain a climate that encourages creative thinking
Gather the perceptions of parents on a regular basis
Solicit input form parents and community members when making decision and problem solving
PARENTS
Complete and return surveys promptly
Give hones, informed ideas and opinions
Share individual perspectives and interests
Participate when asked or volunteer to be involved in collaborative activities
Provide feedback to educators
Shared Responsibilities
Group Activity
Develop a set of INDICATORS OF BEST PRACTICES for promoting meaningful HOME – SCHOOL Collaboration:
Consider the following areas: School Environment CommunicationRelationshipsExpectations
Making the most of Parent-Teacher Conferences
Helping Parents Help Their Child
How can we support learning at home?
Other Thoughts
on
Home – School Collaboration
Let’s Take a BREAK