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* Define the meaning of family school collaboration in the context of school climate
and parent attitudes
* Identify how to create family-school collaborations and the roles of different
stakeholders
* Describe school activities and resources that help in building collaboration with
families in the community
* Explain how to create pathways for family engagement that build and strengthen
collaboration
School Climate
* Environment
* Relations
* Communication
* Interactions
* Comfort level
* Nurturance
* Attitudes
Family Attitudes Contribute to the School Climate
Parents respond to school based on their experiences
* Avoid school: If the experiences were filled with failures and
disappointments, the thought of school is depressing; if they do approach the
school, it is with trepidation.
* Encouragement needed: Teachers should strive to recognize, understand,
and respect parent’s cultural and social backgrounds.
* Respond when invited:
* Comfortable and enjoy involvement: If the school has an inviting and
responsive climate, the groups of parents will feel welcome.
* Enjoy power and are overly active:Offering a variety of tasks and different
degrees of involvement assures parents that they may contribute according
to their talents and availability and allows all of them to be comfortable about
coming to school and enjoying involvement in the educational process.
Family–School Collaboration and the Roles of Different Stakeholders
* The Leader’s Role in Family Involvement
* Morale Builder The principal or director builds staff morale by enabling staff
members to feel positive, enthusiastic, and secure in their work with children
and parents.
* Program designer: If the principal or director allows teachers the autonomy to
work with parents using them as volunteers and aides in the development of
individualized curricula, the school is on its way to an effective program of
parent engagement.
* Influences spirit and morale: The principal or director determines whether the
school ecology makes parents feel welcome.
* Program coordinator: The principal in the program coordinator.
* Encourages teachers, staff, community, site-based committee: This new role
needs strong leadership ability to encourage and enable teachers, staff, and
parents to work together and develop an educational program specific to their
community’s needs.
Strategies for Supporting and Involving Culturally and Linguistically Diverse Families
* Homeschool Continuity: A good way to improve relationships between school and
home is to do a needs assessment or survey to determine what the families in the
school area desire.
* Family Rooms: Ideally, families will have a room similar to that traditional have, the
teachers’ lounge, as well as aspace within each classroom.
Parents as Volunteers
* Who Should Ask for Volunteers? Individual teachers may solicit volunteers from
parents, individual schools can support a volunteer program, or school districts can
implement a volunteer program.
* Recruitment of Volunteers by Individual Teachers: If you have used volunteers
previously and parents in the community have heard about your program from
other parents, recruitment may be easy.
* Invitations that Work: --Does the event sound enjoyable? --Is there something in it
for the parents? --Are the parents’ children involved in the program? --Does the
program have alternate times for attendance?
* Performances: Experience in front of an audience can develop poise and
heightened self-concept.
* Field Trips: Parents can volunteer for field trips, during which teacher and parent
can find some time to chat.
* Invitations to Share: --Teachers and children need their help. --Each parent is
already experienced in working with children. --Their child will be proud of the
parents’ involvement and will gain through their contributions.
Parents as Volunteers
* Management Techniques: A parent coordinator can be very helpful in developing
effective communication between teacher and parent.
* Schedules. : When parents can visualize the coverage, the class will not be
inundated by help in one session and suffer from lack of help in another.
* Volunteer Sheet.: With this list, the parent coordinator can secure an effective
substitute for someone who must be absent.
* Increasing Volunteer Usage: Ideally, an assistant should tutor a reading group or a
child for several sessions each week rather than just on.
* Volunteer Training: Guidelines:
* A healthy, positive self-concept is a prerequisite to learning.
* The act of listening to a child implies that you accept the child as a worthwhile person.
* The child will develop a better sense of self-worth if you praise specific efforts rather than
deride failures.
* Provide tasks at which the children can succeed. As they master these, move on to the next
level.
Recruitment: