Talking with a group of educators recently, the question of how to increase parent involvement came up. Our discussion hit on a number of issues that seemed to be relevant for teachers, administrators, and parents alike.
Open and Inviting
Some school campuses are not friendly to outsiders, and even cause family members to feel like outsiders. In these schools, staff and students can take action to increase the friendliness and accessibility of the campus to families and volunteers. The Seeds of Optimism and Belonging can help with this. Is the entrance to the school inviting? Does someone meet and greet visitors in a welcoming way? Do the different sub-populations of the student body see themselves in the halls and walls, with artwork, language, and images reflecting them? Are there school activities, potlucks, celebrations, which include everyone? Does every child receive recognition at least once a year?
Some school campuses are not friendly to outsiders, and even cause family members to feel like outsiders. In these schools, staff and students can take action to increase the friendliness and accessibility of the campus to families and volunteers. The Seeds of Optimism and Belonging can help with this. Is the entrance to the school inviting? Does someone meet and greet visitors in a welcoming way? Do the different sub-populations of the student body see themselves in the halls and walls, with artwork, language, and images reflecting them? Are there school activities, potlucks, celebrations, which include everyone? Does every child receive recognition at least once a year?
Frequent, Repeated Invitations
Schools that wish to increase their parent involvement must reach out to families frequently, in many ways, with multiple avenues for families to participate. One flyer at the beginning of the year to invite participants to the school site council or parent-teacher organization is not enough. One invitation to volunteer or one reminder note about parent-teacher conferences is not enough.
Schools that wish to increase their parent involvement must reach out to families frequently, in many ways, with multiple avenues for families to participate. One flyer at the beginning of the year to invite participants to the school site council or parent-teacher organization is not enough. One invitation to volunteer or one reminder note about parent-teacher conferences is not enough.
Administrators View Families Positively
Unfortunately, in this discussion, we heard about some administrators who actively inhibited involvement from outsiders. They only opened their campus and encouraged visitors for Back to School night, Open House, and parent-teacher conferences While this was unfathomable to me, other educators who worked with many schools nodded their heads. Knowing how crucial family involvement is to increasing student achievement, we brainstormed ways to push these administrators to change their ways. All required groups with less power to challenge the status quo and make things uncomfortable, such as speaking to the School board, having a group of parents and teachers meet with the administrator, speaking with the superintendent, and meeting with the PTA or PTO.
Unfortunately, in this discussion, we heard about some administrators who actively inhibited involvement from outsiders. They only opened their campus and encouraged visitors for Back to School night, Open House, and parent-teacher conferences While this was unfathomable to me, other educators who worked with many schools nodded their heads. Knowing how crucial family involvement is to increasing student achievement, we brainstormed ways to push these administrators to change their ways. All required groups with less power to challenge the status quo and make things uncomfortable, such as speaking to the School board, having a group of parents and teachers meet with the administrator, speaking with the superintendent, and meeting with the PTA or PTO.
Include All, Not Just "Smart" Parents
Family members often do not feel they belong at school, for a number of reasons. Their own experiences in schools may have been difficult. They may not have finished high school, and feel that their skills are inadequate and they would be more trouble that help. Being on school campus serves to make them feel stupid all over again. For these families, schools must be creative about the types of things parents can do to support their school. When teachers brainstorm strategies for including families, a wish list can be made of things that need doing, from painting the old peeling benches to putting new material in the playground, from cleaning the mildewed awnings to painting stripes on the flag pole, from cutting and stapling blank books for writing workshop to preparing math tool-kits for the math night.
Family members often do not feel they belong at school, for a number of reasons. Their own experiences in schools may have been difficult. They may not have finished high school, and feel that their skills are inadequate and they would be more trouble that help. Being on school campus serves to make them feel stupid all over again. For these families, schools must be creative about the types of things parents can do to support their school. When teachers brainstorm strategies for including families, a wish list can be made of things that need doing, from painting the old peeling benches to putting new material in the playground, from cleaning the mildewed awnings to painting stripes on the flag pole, from cutting and stapling blank books for writing workshop to preparing math tool-kits for the math night.
Wish List Board
If it needs to be done and teachers or staff do not have the time to do it, there is bound to be someone who would gladly do the task if they only knew. Creating a “wish list” bulletin board in the front of the school where parents can read about needs and find contact info is a first step. Having a school-wide expectation that every family will contribute to the school in some way, each year, can encourage such a bulletin board to continue growing. Every classroom has students who need extra practice reading, and need someone to listen to them. A workshop for volunteers that gives them basic tools for being a listener for readers can create an army of volunteers who can support kids.
If it needs to be done and teachers or staff do not have the time to do it, there is bound to be someone who would gladly do the task if they only knew. Creating a “wish list” bulletin board in the front of the school where parents can read about needs and find contact info is a first step. Having a school-wide expectation that every family will contribute to the school in some way, each year, can encourage such a bulletin board to continue growing. Every classroom has students who need extra practice reading, and need someone to listen to them. A workshop for volunteers that gives them basic tools for being a listener for readers can create an army of volunteers who can support kids.
Professional Development for Teachers: How to Utilize Adults in the Classroom
For some teachers, they are not sure of how to utilize family members who do volunteer. Especially family members who come from a different background, poverty, language, etc. It may seem more of a bother than it is worth, to train parents to do what is needed. However, having a diverse group of volunteers in our schools sends a very, very important message to our students: everyone has value, and everyone has something to contribute. If we only value those who are already part of the system, those who have already jumped through the hoops of education successfully, what does that imply? How do children from different backgrounds internalize a sense of worth, a sense of optimism, a sense of belonging, if those who look, speak, and act like them do not belong? Teachers and administrators have a special role in students lives: they can accept and value that which is different, and provide a venue for hope and purpose. It is about opening doors, instead of keeping the same old doors firmly locked.
For some teachers, they are not sure of how to utilize family members who do volunteer. Especially family members who come from a different background, poverty, language, etc. It may seem more of a bother than it is worth, to train parents to do what is needed. However, having a diverse group of volunteers in our schools sends a very, very important message to our students: everyone has value, and everyone has something to contribute. If we only value those who are already part of the system, those who have already jumped through the hoops of education successfully, what does that imply? How do children from different backgrounds internalize a sense of worth, a sense of optimism, a sense of belonging, if those who look, speak, and act like them do not belong? Teachers and administrators have a special role in students lives: they can accept and value that which is different, and provide a venue for hope and purpose. It is about opening doors, instead of keeping the same old doors firmly locked.
As with other aspects of a Culture of Hope, if the school community decides it is important and acts on it, things will improve. Like the school in Boise that has over 90% attendance for parent conferences, if you measure it, pay attention to it, talk about it, and plan to improve it, that which seems immoveable will move. What does your school really want to change? Go make it happen....
