Unit 4 Writing assignment

Unit 4: Plan to Promote Parent-Educator Partnerships

Omega Hart

Belhaven University

EDU 503: Dimensions in Learning

Dr, Lori Wilcher

March 6, 2021

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It is absolutely imperative and essential to optimize a child's education to have healthy

and consistent parental involvement. Unit 4's pdf states and reaffirms that God clearly defines

parents' expectations to instruct, guide, and discipline their children aligned throughout the

various scriptures given. (Belhaven University, n.d..) If you are intimately involved in training

your child, then the home will not be the last place it is seen. One must continue to apply these

biblical principles and truths to the school setting. Also, it is to be noted that effective

communication between parents and teachers produces a constructive and rewarding learning

experience for the students, parents, and instructors alike. The best way to foster this relationship

is to have an open dialog of communication between the parents and instructors. Schools should

not be viewed or thought of as instructors' private domains, but a place where parents should feel

is equally accessible to them as well. There must be a commitment to developing the relationship

between parents, parental guardians, caregivers, students' families, the community, and the

school districts. There is a tremendous upside when there are strong partnerships and connections

between local schools /school districts and the families within the surrounding communities,

which benefit the students involved and the parents and instructors. It is crucial to involve and

empower the families and community volunteers in becoming stakeholders in their children's

education. Dr. George McKenna of Los Angeles Unified School District was once quoted as

saying, "When confronted with someone else's dilemma; someone else's problem; it matters

not what happens to you if you get involved. rather than what happens to them if you don't."

This simply means instructors have a symbiotic, mutualistic connection that gravitates and

attracts them together. The partnership not only does this give them insight into what and how

the student is performing overall, but it gives them a more confident and secure perspective by

allowing students, parents, and instructors to take accountability in the educational process.

Moreover, (Jaruszewicz, 2013) asserts that it offers additional and extra support, which benefits

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families and instructors by providing extra insight from the people who know the student more

intimately.

Johns Hopkins University's Dr. Joyce Epstein developed a framework for parental

involvement, which identified and defined six different types of engagement. This would prove

pivotal in assisting educators who wished to develop partnership programs that involved families

and schools. An effective way to keep the lines of communication open between parents and

instructors was outlined by Epstein's Framework of Six Types of Involvement:

1) Parenting: Assist in establishing home environments, which cater to and support children as

students.

Provide access or training for parents via parent education support programs, which

include but are not limited to family literacy, GED programs and college credits

Assist families with health needs, nutrition, and other family support programs or

services.

Home assessments and visitations should take place during transitions between the

elementary, middle, and high school levels.

2) Communicating: Develop and design forms to effectively communicate between home and

school about students’ progress and various school programs

Every parent should have at least one scheduled conference a school year.

Assist families that may have language barriers

Maintain a consistent schedule to call, properly notify parents, or communicate what’s

going on.

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3) Volunteering: Galvanize, organize and recruit the help and support of parent.

Enact a volunteer program to assist students, other parents, teachers and

administrators. .

Create a list to identify and highlight all volunteers' availabilities and what they can

offer

4) Learning at home: Provide information and ideas to families about helping students at home

with homework and other curriculum-related activities, decisions, and planning.

Information for families on skills required for students in all subjects at each grade.

Information on homework policies and how to monitor and discuss schoolwork at

home.

5. Decision-making: Develop family/parent representatives and leaders to be included as

participants in school decisions that affect the parents and students.

Parental leadership and participation with organizations such as PTA/PTO/PTSA,

or other committees

District-level advisory committees and councils.

6. Collaborating with Community: Resources and services should be provided and

coordinated within the community to assist students, families, and the school, and provide

community services as well.

Information involving community social support, health, recreational, and cultural

programs or other services should be provided for students and their families.

Community activities that interconnect talents and learning skills, which should also

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include summer enrichment programs.

Research has shown that when there are strong connections between schools and

communities, great benefits are bestowed upon the students, parents and instructors involved.

Some of these steps of engagements can be employed by sending out school calendars, calling

parents to update them on students’ progress, encouraging parents to attend monthly parent

meetings, visit the school’s website, and ask the parents to volunteer for school activities such as

field trips and other after school events. The school should always employ an open-door policy

that encourages parents to come and assist in various classrooms, even ones other than the

classrooms their children are in. The parent and family engagement’s goal should be to create a

strong and effective partnership between the school and the community, where families can be

supported and help move the school system in the right direction. These partnerships were

created to be a sustainable, and goal-oriented relationship based on mutual trust and respect. Its

success must focus on identifying the families’ strengths and building upon shared commitments

to the children’s well-being and success.

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References

Belhaven University (2021). Unit 4 PDF. Retrieved March 6, 2021, from

https://belhaven.instructure.com/courses/32505/files/2135634/download?download_frd=

1

Cowan, K., and Edwards, C. (2011). The new Title I: The changing landscape of

accountability. Tampa, FL: Thompson Publishing Company.

Jaruszewicz, C. (2013). Curriculum and Methods for Early Childhood Educators. Bridge point

Education, Inc., San Diego, CA

Parrett, W., and Budge, K. (2012). Turning high-poverty schools into high-performing schools.

Alexandria, VA: ASCD

Woyshner, C., and Cucchiara, M. (2017). Can parent-teacher groups work for all students?

Educational Leadership, 75(1), 64-69. Alexandria, VA: ASCD.

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