Se ha denunciado esta presentación.
Se está descargando tu SlideShare. ×

We Are Family-Parent Engagement


Eche un vistazo a continuación

1 de 43 Anuncio

Más Contenido Relacionado

Presentaciones para usted (16)


Similares a We Are Family-Parent Engagement (20)

We Are Family-Parent Engagement

  1. 1. WE ARE FAMILY: PARENT ENGAGEMENT PRACTICES FOR MENTORING/AFTERSCHOOL PROGRAMS United Way of Palm Beach County West Palm Beach, Florida August 28th
  2. 2. Thank  Gary Graham Mentoring Initiative Director United Way of Palm Beach County Countess de Hoernle Community Campus 2600 Quantum Blvd. | Boynton Beach, FL 33426 O: 561.375.6638 | M: 561.715.5514 | F: 561.375.6666
  3. 3. Learning Objectives  Objective 1: to identify organizational challenges with engaging parents of clients/customers  Objective 2: to learn theories about parental engagement  Objective 3:to learn and share cross-sector promising practices  Objective 4: to demonstrate practices that improve parent engagement at their respective programs
  4. 4. Introductions  Welcome  Introductions  who you are  what organization  job title  what is the one thing you would like to learn
  5. 5. What do you want to learn?  Parking Lot Questions  Finish the sentence  -Go around the room and complete one of these sentences (or something similar): The best job I ever had was.. The worst project I ever worked on was. The riskiest thing I have ever done was.  This is a good technique for moving on to a new topic or subject. For example, when starting a class and you want everyone to introduce themselves, you can have them complete "I am in this class because..." You can also move on to a new subject by asking a leading question. For example if you are instructing time management, "The one time I
  6. 6. Challenges  List the challenges that your organization has with engaging families?  Take 10-15 minutes with group?
  7. 7. What is Parent Engagement?  How does your organization define parent engagement?  What does it look like?  How does your organization define engagement?  What does it look like? Mentoring After-school
  8. 8. Definition  Parent engagement is ____________?  Each organization must define this for itself and ensure that all staff internalize these core values
  9. 9. PARENT ENGAGEMENT  Parent engagement is not a single event but a process that evolves over time. Kathleen Hoover-Dempsey and her colleagues have identified three factors in determining parent involvement:  Whether parents believe they should play an active role in their children’s education and have a positive sense of self-efficacy for helping their children learn  Whether the school welcomes and invites their involvement  Whether parents’ life context (socioeconomic situation, knowledge, skills, time) supports
  10. 10. Parent Engagement Challenges  Staff perceptions of parent disinterest  Parent schedules—work hours, 2-3 jobs  Parentification of older youth  Meeting fatigue  Poor alignment of parent-staff of program/school event times
  11. 11. Parent Blaming-Disconnect  http://www.washingt rything/wp/2014/07/ 30/stop-blaming- black-parents-for- underachieving-kids/  Are Parents Disengaged?  Are Programs/Schools Disengaged?  DISCONNECT???
  12. 12. What is Parent Engagement?  Define for each program  Sign contract to attend several events  Availability  Phone, lunch break, home visit on weekend, weekend activities, (parenting classes-teach how American educational system), check homework, encourage children to check the locker  Helping staff understand the challenges of low income/working class/immigrant  For example, Salvadorean immigrant takes kids to their jobs to keep out of trouble, or to finish work and be safe---take and do homework, go to sleep working  Parent advocate, using the system, authentic voice, parent panel—credible messenger
  13. 13. Henderson & Mapp A New Wave of Evidence, 2002  Effective programs to engage families and community embrace a philosophy of partnership. The responsibility for children’s educational development is a collaborative enterprise a among parents, school staff, and community members...a comprehensive approach to improve student achievement is key.
  14. 14. What does the research say?  Research findings  Most of the literature is focused on school- parent engagement  Very little in mentoring and afterschool  But some information is transferrable
  15. 15. WHY DOES PARENT ENGAGEMENT IN SCHOOLS MATTER?  No matter what their family income or background may be, students with involved parents are more likely to:  Earn higher grades and test scores  Be promoted, pass their classes, and earn credits  Attend school regularly  Have better social skills, show improved behavior, and adapt well to school  Graduate and go on to postsecondary education.
  16. 16. 3 Types of Parent Engagement Practices  Involving  Engaging and Serving  Collaborating  What type of practice is your organization using?  Why?
  17. 17. Chronicle on Youth Mentoring  One of the more complicated aspects of running a youth mentoring program is figuring out how and when to engage parents and other family members.  Parents can play a crucial role in supporting the relationship between a mentor and mentee, but programs often struggle to facilitate their authentic engagement and define parent roles and responsibilities.  Some programs offer a wealth of services and supports to parents to nurture their engagement, while other programs don’t ask parents for much beyond just allowing their child to participate
  18. 18. Afterschool Program Engagement  A research review examining the characteristics and activities that effectively support parent engagement found that the most successful programs share a number of key characteristics. Many successful afterschool programs:  Promote a welcoming environment  Address misconceptions that may be held by teachers and parents about the role of parent engagement  Use resources toward supporting increased parent involvement,  Understand the effect of children's home environment on their academic performance,  Organize the program structure to encourage parent engagement, and  Provide parents with the information and tools to support their children's academic success
  19. 19. Parent Engagement Research  Best Practices--Findings
  20. 20. Spencer and Basualdo-Delmonico, A.  Engaging and serving families: This approach is characterized by “…active effort on the part of the staff to incorporate parents in the mentoring process in meaningful and productive ways that were attuned to both the strengths possessed by the family and the challenges they faced” (pg. 79).  Staff engage in practices that serve to strengthen the relationship with parents including home visits to get to know the family system.  Staff convey value and respect for parents including communicating the value that parent check-ins/reports add, and the understanding that mentors are added support rather than replacements within youth’s existing family system.  Programs adhere to the philosophy that “healthier families lead to healthier mentor-youth matches” and thus use their community connections to broker access to resources for families when possible.  Programs create opportunities for families to learn from and support one another (e.g., parent advisory councils and parent only social nights).
  21. 21.  Collaborating with families: This approach is characterized by an “…articulation of a team approach to promoting the youth’s development and supporting the mentor-youth dyad, with the parent serving as an equal and significant member of this team” (pg. 79-80).  Parents are experts of their child’s needs and are enlisted as assets/allies with a voice within the mentoring process.  Staff engage parents in a respectful and non- judgmental manner in order to facilitate bidirectional communication and perspective taking between parents and mentors.  Program practices acknowledge parent’s decision-making power (e.g., parent-mentor meeting prior to match initiation).
  22. 22. P.E. Toolkit  Building a parent engagement toolkit?  What does your program do currently that works or doesn’t work? Spend 10-15 minutes writing down how your organization “connects with parents.”
  23. 23. What do schools do?  Community-Engagement/Getting-Parents-Involved/Sample-Best- Practices-for-Parent-Involvement-in-Sc 
  24. 24. Target Marketing  Know your audience  Strategies that work for middle class parents don’t work with low-income families and vice- versa
  25. 25. Parent Engagement Research  ntEngagementtoEnhanceMentoringOutcomes. shtml
  26. 26. Parent Engagement  Reunification— parent and child  Partner with InMed  Parenting Skills  Discipline with Dignity  Parent Advocacy in system/schools
  27. 27. Best Practices  Accommodate parents' work schedules.  Accommodate language and cultural differences.  - See more at: .shtml#sthash.1BicxfKz.dpuf
  28. 28. Scenarios  Develop scenarios for training  Mentoring  After-school
  29. 29. Scenario 1  Mentoring or Afterschool Program is organizing a Parent Orientation to explain program details
  30. 30.  Research has shown that engaging families through youth development and after-school programs may benefit children.  Boys & Girls Clubs of America’s Family PLUS initiative.
  31. 31. Review Parent Engagement Topics 
  32. 32. Challenges  Yet families and programs face numerous challenges to implementing family strengthening and engagement efforts. Parents’ work schedules and time con- straints, transportation and child care needs, family culture and language, and residence outside of the neighborhood create obstacles to family engagement (Debord, Martin, & Mallilo, 1996; Weiss & Brigham, 2003). Inadequate staff- ing and funding as well as negative staff attitudes towards families or an overall unwelcoming atmosphere prevent some programs from effectively attracting families (Intercultural Center for Research in Education, 2005; James & Par- tee, n.d.; Robinson & Fenwick, 2007; Weiss & Brigham, 2003).
  33. 33.  Section 3. Communicating within the Family  3.1 Communicating effectively with children at all stages  3.2 Developing Digital Responsibility  3.3 Expressing and communicating feelings and emotions  3.4 Identifying family communication patterns  3.5 Communicating with children about sexuality  3.6 Dealing with anger in the family  3.7 Helping children learn to manage and resolve conflict peacefully  3.8 Defusing family disagreement
  34. 34.  RULES FOR REACHING OUT TO PARENTS  Be positive.  Focus on the child.  Emphasize their child’s strengths.  Be sincere.  Don’t talk down to parents.  Don’t talk over their the jargon.  Don’t criticize their parenting skills.  Avoid touching or being overly familiar with parents who don’t know you.  Never assume parents don’t care about their children.  Be aware of cultural stereotype statements, such as:  “you people” “you’re different from other _______ people” “many of my friends are __________”  Don’t blame or point out their weaknesses.
  35. 35.  BENEFITS OF PARENT/FAMILY INVOLVEMENT HIGHER STUDENT ACHIEVEMENT  Students achieve more, regardless of socioeconomic status, ethnic/racial background, or the parents’ education level.  Students have higher test grades and test scores, better attendance, and complete homework more consistently.  Students have higher graduation rates and greater enrollment rates in postsecondary education.  Student achievement for disadvantaged students improves dramatically.  STUDENT BEHAVIOR  Students exhibit attitudes and behaviors that are more positive.  Students have more self-confidence and feel school is more important.  Student behaviors such as alcohol use, violence, and other antisocial behaviors decrease.
  36. 36.  CULTURE  Children from diverse cultural backgrounds tend to do better when parents and professionals work together to bridge the cultural gap between home and school.  The school’s practices to inform and involve parents are stronger factors in whether parents will be involved in their children’s education than are parent education, family size, and marital status.  Successful schools engage families from diverse backgrounds, build trust and collaboration, recognize and respect and address family needs, and develop a partnership where power and responsibility is shared.  For low-income families, programs offered in the community or at a faith-based organization or through home visits are more successful than programs requiring parents to come to the school.
  37. 37.  AGE  • Parent involvement clearly benefits students in the early years, but continued parental involvement shows significant gains at all ages and all grade levels.  • Middle school and high school students make better transitions, maintain the quality of their work, and develop realistic plans for the future.  SCHOOL QUALITY  • Schools with parent-teacher organizations have higher student achievement.  • Improved teacher morale and higher ratings of teachers by parents.  • When schools are held accountable, school districts make positive changes in policy and practice, improve school leadership and staffing, secure resources and funding to improve the curriculum and provide after school and family support programs.  • Schools have more support from families and more respect in the community. • Schools make greater gains on state tests.
  38. 38. WRITE DOWN Ten things Programs want parents to do Parents want programs to do
  39. 39. Parents/Mentors/Afterschool  Access  Improve  Acquaint  Individualize  Communicate  Inform  Conduct  Initiate  Coordinate  Involve  Develop  Organize  Encourage  Prepare  Establish  Respect  Identify  Trust  Implement  Stimulate
  40. 40. Helpful Materials  Parent Engagement Handbook  default/files/Parent%20Engag ement%20Handbook%20MM P%20Web.pdf  (1)Henderson, A, & Mapp K, A (2002). New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement, Southwest Development Lab, Austin Texas.  (2)Go to the Center on School, Family, and  BGCA Family Plus http://files.eric.ed.go v/fulltext/EJ908207. pdf
  41. 41. Organizational view  How does your organization view parents and families?  Create a parent survey to determine “parent satisfaction” as customers  Create a parent advisory board made up of credible messenger from the parents and let the parents lead/organization just facilitator
  42. 42. What organizations can do  Focus programs to support parents as advocates for change and partners in school improvement as well as programs that support parents as helpers at home.  Educate and support parents with courses and training on specific topics (GED, college credit, family literacy) and general skills (effective communication, decision-making, negotiation, mediation) so they can support their children’s education.  Sponsor workshops to improve parent knowledge of school policies, procedures, graduation requirements and post secondary school preparedness.  Provide activities that promote fellowship and leadership – parents building relationships with people like them will help with their own role construction and sense of efficacy.  Recruit parent leaders who are representative of the student population to attend conferences and trainings on education issues.
  43. 43. Parent Engagement  Scenario (for training)  Handbook--elements  Orientation—parent orientation

Notas del editor

  • A New Wave of Evidence (1) by Ann Henderson and Karen Mapp describes how,