Establishing the Home-School Connection

1. Establishing the Home-School Connection Tips for First-Year Teachers Carly Hall CEP 883 Summer 2005 This presentation was put together in order to make new teachers aware of strategies they can use to help build successful partnerships with parents.This presentation was put together in order to make new teachers aware of strategies they can use to help build successful partnerships with parents.

2. Introduction Parents are the most important people in students’ lives. Recognizing the role parents play in a child’s success in school and establishing positive ways of communicating and involving them in their child’s learning is essential. Parents can be a valuable resource. Establishing a partnership can prove beneficial and make your life as a teacher easier!

3. Connecting with Parents Early Contact Introductory Letter Telephone Call Open House/Parent Orientation As a first-year teacher, parents may require you to earn their trust. They may view your teaching as experimenting on their children. Showing them you care and that you are organized and committed to their child’s success can gain their support. Establishing contact early in the year will help obtain parental support for positive student behavior and academic success. Sending a letter to your parents introducing yourself and sharing information about your background, contact information, and inviting them to an open house or parent orientation is an easy way to make initial contact. Calling parents to share something positive about their child is also a great way to break the ice. Hold an open house to share curriculum, classroom procedures, and expectations and to address questions.As a first-year teacher, parents may require you to earn their trust. They may view your teaching as experimenting on their children. Showing them you care and that you are organized and committed to their child’s success can gain their support. Establishing contact early in the year will help obtain parental support for positive student behavior and academic success. Sending a letter to your parents introducing yourself and sharing information about your background, contact information, and inviting them to an open house or parent orientation is an easy way to make initial contact. Calling parents to share something positive about their child is also a great way to break the ice. Hold an open house to share curriculum, classroom procedures, and expectations and to address questions.

4. Open House/Parent Orientation Planning Organize classroom- include personal touches Be well-groomed and professional Provide an outline for topics of discussion Assemble handouts/ make folders containing important information When thinking about your open house, you must plan ahead. Think about what information you want to share, how you want parents to view the environment in which their child will learn, and how you will convey your professionalism. Organizing your open house will make things run more smoothly.When thinking about your open house, you must plan ahead. Think about what information you want to share, how you want parents to view the environment in which their child will learn, and how you will convey your professionalism. Organizing your open house will make things run more smoothly.

5. Information to Share Professional background Curriculum information Class schedule Classroom management procedures Grade-level appropriate literature Contact Information Provide information on your background, what the students will be studying, the day’s schedule, your classroom management procedures, grade-level appropriate literature, and contact information. You may want to have this information on handouts that parents can take with them for reference. Display the textbooks and topics they will be studied during the year. Let parents know when they will be contacted about student behavior. Encourage parents to read at home with their child and visit the library. Don’t forget to invite parents to volunteer. In addition to this information, you may want to include your grading system, how students will work (individual, pairs, group), and other support services at the school. Informing parents is the beginning in creating parental supportProvide information on your background, what the students will be studying, the day’s schedule, your classroom management procedures, grade-level appropriate literature, and contact information. You may want to have this information on handouts that parents can take with them for reference. Display the textbooks and topics they will be studied during the year. Let parents know when they will be contacted about student behavior. Encourage parents to read at home with their child and visit the library. Don’t forget to invite parents to volunteer. In addition to this information, you may want to include your grading system, how students will work (individual, pairs, group), and other support services at the school. Informing parents is the beginning in creating parental support

6. Follow Up Methods Parent questionnaire Telephone Calls Notes Home Conferences There are many ways to follow up after an open house. Have the parents complete a questionnaire that gives additional information about their child (I.e. interests, learning styles, strengths, weaknesses, etc.) and themselves. Include a place forr them to indicate if they’d like to volunteer in the classroom and the times they are available. Call parents to share when their child has had improvement or success. Send positive notes home. Establishing a positive rapport will help when you have to inform the parent when the student has misbehaved or is having difficulty. Contact parents who may have been unable to attend the open house. Invite them in for a conference so you can go over important information.There are many ways to follow up after an open house. Have the parents complete a questionnaire that gives additional information about their child (I.e. interests, learning styles, strengths, weaknesses, etc.) and themselves. Include a place forr them to indicate if they’d like to volunteer in the classroom and the times they are available. Call parents to share when their child has had improvement or success. Send positive notes home. Establishing a positive rapport will help when you have to inform the parent when the student has misbehaved or is having difficulty. Contact parents who may have been unable to attend the open house. Invite them in for a conference so you can go over important information.

7. Continuing Communication Methods Homework Planner Website Newsletter Activities to do at home Phone Calls Notes Home There are a number of methods you can use to continue communication with parents throughout the year. Planner: This gives a the students a place to record assignments/homework and a way for them to see what is going on in the classroom. Website: This can be a place where parents view assignments/ homework, and can contact you with questions. Newsletter: Another way to let parents know what is going on in the classroom, upcoming projects, testing, and field trips. Home Activities: Ways to reinforce and practice concepts and skills being studied Phone calls/notes home: As mentioned previously, they are a way to communicate good news and areas of difficulty. There are a number of methods you can use to continue communication with parents throughout the year. Planner: This gives a the students a place to record assignments/homework and a way for them to see what is going on in the classroom. Website: This can be a place where parents view assignments/ homework, and can contact you with questions. Newsletter: Another way to let parents know what is going on in the classroom, upcoming projects, testing, and field trips. Home Activities: Ways to reinforce and practice concepts and skills being studied Phone calls/notes home: As mentioned previously, they are a way to communicate good news and areas of difficulty.

8. Continuing Communication (continued) Progress reports Attending extracurricular activities Ask for volunteers Progress reports: Can be used to alert parents of academic or behavior problems Attending extracurricular activities: Students and parents see you are supportive and take an interest in their child. Volunteers: Invite parents in the classroom to see their child learning and support your teaching.Progress reports: Can be used to alert parents of academic or behavior problems Attending extracurricular activities: Students and parents see you are supportive and take an interest in their child. Volunteers: Invite parents in the classroom to see their child learning and support your teaching.

9. Parent-Teacher Conferences Preparation Students: Self-Evaluation Parents: Previous contact and reminder Teacher: Prepare students and parents Collect and organize data about the student Create an open, relaxed environment Preparing for a conference will help thing run more smoothly. Have students complete a self-evaluation, remind parents of the conference, collect and organize data about the student you can share with the parent, and create a relaxed environment to meet in.Preparing for a conference will help thing run more smoothly. Have students complete a self-evaluation, remind parents of the conference, collect and organize data about the student you can share with the parent, and create a relaxed environment to meet in.

10. Conducting an Effective Conference Prepare an agenda Be positive Present data collected Provide examples of interventions Discuss ways to improve student performance Prepare an agenda so parents know what will be discussed. Try to stay positive about the student, even if the conference was called to discuss academic difficulties or behavior problems. Always say something positive about the student before expressing something negative. Share student strengths. Share the data collected and what you’ve done to try to help the student. Decide on a plan of action to help the student.Prepare an agenda so parents know what will be discussed. Try to stay positive about the student, even if the conference was called to discuss academic difficulties or behavior problems. Always say something positive about the student before expressing something negative. Share student strengths. Share the data collected and what you’ve done to try to help the student. Decide on a plan of action to help the student.

11. Dealing with Parent Criticism and Confrontation Greet the parent with a smile. Listen. Be calm and professional. Ask what is to be accomplished. Be honest. Unfortunately, you need to be prepared for parental criticism and confrontation. While criticism and confrontation are not easy or fun to deal with, there are strategies to make it bearable. These strategies can help diffuse difficult situations. Greet them with a smile: They are more likely to remain calm is you are pleasant. Listen: Hear them out. Do not become defensive or argue. Act interested. Be calm and professional: Look at the parents and remain calm. This behavior will reduce their negative feelings. Ask what is to be accomplished: Question the parents to avoid complaining and encourage problem-solving. Be honest: Present a clear statement of the problem. Don’t take the blame if it is something the student needs to work on. Unfortunately, you need to be prepared for parental criticism and confrontation. While criticism and confrontation are not easy or fun to deal with, there are strategies to make it bearable. These strategies can help diffuse difficult situations. Greet them with a smile: They are more likely to remain calm is you are pleasant. Listen: Hear them out. Do not become defensive or argue. Act interested. Be calm and professional: Look at the parents and remain calm. This behavior will reduce their negative feelings. Ask what is to be accomplished: Question the parents to avoid complaining and encourage problem-solving. Be honest: Present a clear statement of the problem. Don’t take the blame if it is something the student needs to work on.

12. Dealing with Parent Criticism and Confrontation (continued) Ask if the student is aware of the problem. Back your position up with data. Have a specific plan of action Ask the student: Find out how he/ she feels about what the parent is asking about. This will help the student take some resonsibility for the issue being raised. Data: Show what the student has done. Plan of action: Let the parent know what will be done to solve the problem.Ask the student: Find out how he/ she feels about what the parent is asking about. This will help the student take some resonsibility for the issue being raised. Data: Show what the student has done. Plan of action: Let the parent know what will be done to solve the problem.

13. Parents as Resources Look for parents to… Show support for learning at home Communicate positive feedback Volunteer to help in the classroom Support fair discipline measures See that students complete homework Talk to the teacher directly about a problem Parents can be valuable resources. You both have their child’s best interests in mind. Look to them for support at home and to become active partners in education.Parents can be valuable resources. You both have their child’s best interests in mind. Look to them for support at home and to become active partners in education.

14. Increasing Support Epstein’s Framework of Involvement Type 1 Parenting Help all families establish home environments to support children as students. Examples: Suggestions for home conditions that support learning, family support programs, home visits There are a number of ways you can increase parental support. Proving opportunities or suggestions to parents can help them get involved in what goes on in your classroom and the entire school. Research done by Joyce Epstein outlines six types of involvement and examples for implementation that can be used to gain parent support. Source: Epstein, J.L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76: 701-712.There are a number of ways you can increase parental support. Proving opportunities or suggestions to parents can help them get involved in what goes on in your classroom and the entire school. Research done by Joyce Epstein outlines six types of involvement and examples for implementation that can be used to gain parent support. Source: Epstein, J.L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76: 701-712.

15. Epstein’s Framework of Involvement (continued) Type 2 Communicating Design effective forms of school-to-home and home-to-school communications about school programs and children’s progress. Examples: Conferences and follow-up, translators, weekly or monthly folders of student work sent home, report card conference, regular communication via notes, phone calls and newsletters, clear information about school policies

16. Epstein’s Framework of Involvement (continued) Type 3 Volunteering Recruit and organize parent help and support Examples: School and classroom volunteer program, parent room or family center, survey for volunteer availability, phone trees, parent safety patrols

17. Epstein’s Framework of Involvement (continued) Type 4 Learning at Home Provide information and ideas to families about how to help students at home with homework and other curriculum related activities, decisions, and planning. Examples: Information on grade-level skills, homework policies, assessment, parent and student activities, summer learning opportunities, family participation in goal setting

18. Epstein’s Framework of Involvement (continued) Type 5 Decision Making Include parents in school decisions, developing parent leaders and representatives Examples: Active PTA/PTO or other parent organizations, advocacy groups, district-level councils for family involvement, information on school or local elections, networks to link families with parent representatives

19. Epstein’s Framework of Involvement (continued) Type 6 Collaborating with Community Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development. Examples: Information on community programs and services, activities, service learning opportunities, alumni programs

20. Tips for Working with Parents Establish contact early. Hold an open house/parent orientation. Keep parents informed via newsletter, website, weekly report. Invite parents into the classroom. Let them know how to reinforce classroom learning at home. Address parents’ concerns head on. Contacting a parent early fosters a supportive relationship when there is both good and bad news. Sharing your procedures lets parents know what to expect. Communication is key in involving parents in helping their students succeed in school. Let parents be a part of what is going on in your classroom. Suggest websites or other resources for completing homework and projects. Explain your reasoning and support your position with data. Contacting a parent early fosters a supportive relationship when there is both good and bad news. Sharing your procedures lets parents know what to expect. Communication is key in involving parents in helping their students succeed in school. Let parents be a part of what is going on in your classroom. Suggest websites or other resources for completing homework and projects. Explain your reasoning and support your position with data.

21. Summary Establishing positive connections with parents takes effort. Using constant communication and involvement strategies will help gain parental support. You both have what’s best for the student in mind. Why not partner for success?

22. Resources Epstein, J.L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76: 701-712. Jeter, D. (1998). Teacher/Parent Conferences (Teacher Tips). Retrieved from the World Wide Web. Revisited July 16, 2005. http://www.i5ive.com/article.cfm/music_education/8215 Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management, Creating communities of support and solving problems (7th edition). Boston: Allyn & Bacon McCaleb, S.P. (1994). Building Communities of Learners: A Collaboration among Teachers, Students, Families, and Community. New Jersey: Lawrence Erlbaum Associates Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West Sweeny, B. Preparing for Parent Conferences. Retrieved from the World Wide Web. Revisited July 16, 2005. http://www.teachermentors.com/MCenter%20Site/ParentConfr.html