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