Strategic AdvocacyFreedom High School Auditorium

August 11, 2013

Paul C. Harris, Ph.D.University of Virginia

Freedom High School (2007-2011)

Overview

Your experiencesCollege and Career ReadinessSelf-Efficacy and Outcome ExpectationsStrengths-Based Approach Student Self-Advocacy and Parent AdvocacyComments/Questions

Describe what has worked well in your

efforts to support your son’s or daughter’s

educational experience.

“But everyone does NOT go to college,

Paul!”

College and Career ReadinessKey Cognitive Strategies Key Content Knowledge

1-Problem Formulation: Hypothesize, Strategize2-Research: Identify, Collect3-Interpretation: Analyze, Evaluate4-Communication: Organize, Construct5-Precision & Accuracy: Monitor, Confirm

1-Structure of knowledge: Key terms and terminology, factual information, linking ideas, organizing concepts2-Technical knowledge and skills3-Challenge level4-Value5-Attribution6-Effort

Conley, 2012

College and Career ReadinessKey Learning Skills and Techniques Key Transition Knowledge and Skills

1-Ownership of learning: Goal setting, persistence, self-awareness, motivation, help seeking, progress monitoring, self-efficacy2-Learning techniques: time management, test taking skills, note taking skills, memorization/recall, strategic reading, collaborative learning, technology proficiency

1-Postsecondary awareness: Aspirations, norms/culture2- Postsecondary costs: Tuition, Financial Aid3-Matriculation: Eligibility, Admissions, Program4- Career awareness: Requirements, readiness5-Role and identity: Role models6-Self-advocacy: resource acquisition, institutional advocacy

Conley, 2012

Self-EfficacySelf-Efficacy – “People’s judgments of their

capabilities to organize and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with the judgments of what one can do with whatever skills one possesses (Bandura, 1986).”

Outcome Expectations“A belief that one has regarding the result of an action regardless of one’s belief about one’s personal efficacy to perform that action” (Jinks & Morgan, 2009).

Strengths-Based ApproachUse language and strategies that help students thrive

Highlight, reinforce, and build on existing strengths

Parent AdvocacyCommunication & Decision-MakingCommunication

StudentsUnconditional positive regardCelebrate strengths/successes

FacultyKnow themDiffuse Resistance

Possible Reasons for ResistanceHabit StrengthRole image or securityPhilosophical belief conflictsPoor planning/deliveryToo much workLack of skills

Overcoming ResistanceStrengths-based

Reduce the threatBuild on strengths of school officialClarify positive expectations shared by allBe consistent and follow through

Parent Advocacy• Communication & Decision-Making

• Decision-Making• Know/shape policy• PTA• School committees• County-level committees• Student handbook

Student Self-Advocacy

Keep your word Stand for something

Serve Listen Respectfully

Integrity

Comments/Questions

Paul C. Harris, Ph.D.pch3y@virginia.edu

www.paulcharris.com