communication reflection 3
lisa9530
PowerpointTypeTwoCommunication.ppt*
THE KEYS TO SUCCESSFUL
SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
EPSTEIN’S SIX TYPES OF INVOLVEMENT
PARENTING: Assist families in understanding child and adolescent
development, and in setting home conditions that support children
as students at each age and grade level. Assist schools in
understanding families.
COMMUNICATING: Communicate with families about school
programs and student progress through effective school-to-home
and home-to-school communications.
VOLUNTEERING: Improve recruitment, training, work, and
schedules to involve families as volunteers and audiences at school
or in other locations to support students and school programs.
LEARNING AT HOME: Involve families with their children in
learning activities at home, including homework, other curriculum-
related activities, and individual course and program decisions.
DECISION MAKING: Include families as participants in school
decisions, governance, and advocacy through PTA/PTO, school
councils, committees, action teams, and other parent organizations.
COLLABORATING WITH COMMUNITY: Coordinate resources
and services for students, families, and the school with businesses,
agencies, and other groups, and provide services to the community.
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Memos, notices, report cards, conferences, newsletters,
phone calls, computerized messages, e-mails, Web sites
Information to help families
- Understand school programs and children’s progress
- Understand state tests, report cards, and other assessments
- Choose or change schools
- Choose or change courses, placements, programs, and activities
Two-way channels of communication for questions,
suggestions, and interactions
SCHOOL-TO-HOME
HOME-TO-SCHOOL
Type 2
COMMUNICATING
Basic Responsibilities of Schools
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“Communications about school programs and student progress” go not only from school to home, but also from home to school, and within the community.
Obtain ideas from families to improve the design and
content of communications such as newsletters,
report cards, and conference schedules.
Challenges—Type 2
COMMUNICATING
Make all memos, notices, and other print and non-print
communications clear and understandable for ALL
families.
Redefinitions
Establish easy-to-use two-way channels for
communications from school to home and from home to
school.
Reaching Results
- For Students
View parent and teacher as a team
- For Parents
Self confidence about parenting as children grow
Knowledge of child development
Understanding of school programs and policies
Support for child’s progress and responses to solve issues
- For Teachers
Understanding of families goals and concerns for children
Respect for families strengths and efforts
Things to Consider:
School-Home Communication
- Is communication appropriate and accessible for all families (i.e. language barriers, readability level, etc.)
- Is parent conference provided in a friendly tone and at a convenient time for families
- Do parents know what their child is working on/learning each week
- Do parents know what curriculum is being used and why it is developmentally appropriate
Things to Consider:
Home-School Communication
- Is there a clear way for parents to communicate with the teacher
- Are there a variety of ways for parents to communicate with the teacher
- What are parents expectations of your program for their child
- Do parents feel comfortable asking questions
