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The Dual Capacity-Building F r am e w ork for F amily–School P artne r ships

The Dual Capacity-Building F r am e w ork for F amily–School P artne r ships. T h e f ol lo wi n g section p r o vi d es a brief e xplanation o f t h e Dual Cap a city-Bui l di n g F r a m e w ork a n d i t s compo n e nt s .

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The Dual Capacity-Building F r am e w ork for F amily–School P artne r ships

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  1. TheDualCapacity-BuildingFrameworkforFamily–SchoolPartnershipsTheDualCapacity-BuildingFrameworkforFamily–SchoolPartnerships Thefollowing sectionprovidesabriefexplanationoftheDualCapacity-Building Frameworkanditscomponents. heDualCapacity-BuildingFramework(See Figure2onpage8)wasformulatedusingtheresearchoneffectivefamilyengagementandhome–schoolpartnershipstrategiesand practices,adultlearningandmotivation,andleader-shipdevelopment.TheDualCapacity-BuildingFrame-workcomponentsinclude: families.Amonitoringreportissuedin2008bythe U.S.DepartmentofEducation’sOfficeofElementary andSecondaryEducationfoundthatfamilyengage-mentwastheweakestareaofcompliancebystates.12Accordingtothe2012“MetLifeSurveyoftheAmericanTeacher,”bothteachersandprincipalsacrossthecoun-tryconsistentlyidentifyfamilyengagementtobeoneofthemostchallengingaspectsoftheirwork.13Acom-monrefrainfromeducatorsisthattheyhaveastrongdesiretoworkwithfamiliesfromdiversebackgrounds andculturesandtodevelopstrongerhome-schoolpartnershipsofsharedresponsibilityforchildren’sout-comes,buttheydonotknowhowtoaccomplishthis.Families,inturn,canfacemanypersonal,cultural,andstructuralbarrierstoengaginginproductivepart-nershipswithteachers.TheymaynothaveaccesstothesocialandculturalcapitalneededtonavigatethecomplexitiesoftheU.S.educationalsystem,14ortheymayhavehadnegativeexperienceswithschoolsinthepast,leadingtodistrustortofeelingunwelcomed.15Thelimitedcapacityofthevariousstakeholderstopartnerwitheachotherandtosharetheresponsibilityforimprovingstudentachievementandschoolperfor-manceisamajorfactorintherelativelypoorexecutionoffamilyengagementinitiativesandprogramsovertheyears.16 adescriptionofthecapacitychallengesthatmust beaddressedtosupportthecultivationofeffective home–schoolpartnerships; anarticulationoftheconditionsintegraltothe successoffamily–schoolpartnershipinitiativesandinterventions; anidentificationofthedesiredintermediatecapaci-tygoalsthatshouldbethefocusoffamilyengage-mentpoliciesandprogramsatthefederal,state,andlocallevel;and adescriptionofthecapacity-buildingoutcomesforschoolandprogramstaffaswellasforfamilies. Afteroutliningthesefourcomponents,wepresentthreecasestudiesthatillustrateandfurtherdeveloptheFramework.Thecasestudiesfeatureaschool,adistrict,andacountywhoseeffortstodevelopcapaci-tyaroundeffectivefamily–schoolpartnershipsembody theDualCapacity-BuildingFramework. Contributingtothisproblemisthelackofsustained,accessible,andeffectiveopportunitiestobuild capacityamonglocaleducationagency(LEA)staff andfamilies.Ifeffectivecradle-to-careereducation-alpartnershipsbetweenhomeandschoolaretobeimplementedandsustainedwithfidelity,engagement TheChallenge Manystates,districts,andschoolsstrugglewithhowtocultivateandsustainpositiverelationshipswith 7

  2. PartnersinEducation:ADualCapacity-BuildingFrameworkforFamily–SchoolPartnershipsPartnersinEducation:ADualCapacity-BuildingFrameworkforFamily–SchoolPartnerships Figure2:TheDualCapacity-BuildingFrameworkforFamily–SchoolPartnerships LackofopportunitiesforFamiliestobuild thecapacityfor partnerships Lackofopportunities forSchool/ ProgramStaffto buildthecapacity forpartnerships Ineffective Family–SchoolPartnerships THE CHALLENGE • ProcessConditions • Linkedtolearning • Relational • Developmentvs.serviceorientation • Collaborative • Interactive OrganizationalConditions • Systemic:acrosstheorganization • Integrated:embeddedinallprograms • Sustained:withresourcesandinfrastructure OPPORTUNITY CONDITIONS Tobuildandenhancethecapacityofstaff/familiesinthe“4C”areas: POLICYANDPROGRAMGOALS • Capabilities(skillsandknowledge) • Connections(networks) • Cognition(beliefs,values) • Confidence(self-efficacy) Familieswhocannegotiatemultipleroles SchoolandProgramStaffwhocan • Honorandrecognizefamilies’fundsofknowledge • Connectfamilyengagementtostudentlearning • Createwelcoming,invitingcultures FAMILYANDSTAFFCAPACITYOUTCOMES • Supporters • Encouragers • Monitors • Advocates • DecisionMakers • Collaborators Effective Family–SchoolPartnerships SupportingStudent Achievement &SchoolImprovement

  3. PartnersinEducation:ADualCapacity-BuildingFrameworkforFamily–SchoolPartnershipsPartnersinEducation:ADualCapacity-BuildingFrameworkforFamily–SchoolPartnerships initiativesmustincludeaconcertedfocusondevelop-ingadultcapacity,whetherthroughpre-andin-serviceprofessionaldevelopmentforeducators;academies,workshops,seminars,andworkplacetrainingsforfam-ilies;orasanintegratedpartofparent–teacherpart-nershipactivities.Wheneffectivelyimplemented,such opportunitiesbuildandenhancetheskills,knowledge,anddispositionsofstakeholderstoengageineffective partnershipsthatsupportstudentachievementanddevelopmentandschoolimprovement. itytoworkaspartnerstosupportchildren’scognitive,emotional,physical,andsocialdevelopmentaswellastheoverallimprovementoftheschool. Relational Amajorfocusoftheinitiativeisonbuildingre-spectfulandtrustingrelationshipsbetweenhomeandschool.Nomeaningfulfamilyengagementcanbeestablisheduntilrelationshipsoftrustandrespectareestablishedbetweenhomeandschool.Afocusonrelationshipbuildingisespeciallyimportantincir- cumstanceswheretherehasbeenahistoryofmistrustbetweenfamiliesandschoolordistrictstaff,orwherenegativepastexperiencesorfeelingsofintimidationhamperthebuildingofpartnershipsbetweenstaffandparents.Inthesecases,mailings,automatedphonecalls,andevenincentiveslikemealsandprizesforattendancedolittletoensureregularparticipationof families,andschoolstaffareoftenlessthanenthusias- ticaboutparticipatingintheseevents.Therelationship betweenhomeandschoolservesasthefoundation forsharedlearningandresponsibilityandalsoacts asanincentiveandmotivatingagentforthecontin-uedparticipationoffamiliesandstaff.Participantsin initiativesaremorewillingtolearnfromotherswhomtheyrespectandtrust. OpportunityConditions Therearemanytypesofeffectivecapacity-buildingopportunitiesforLEAstaffandfamilies,someofwhich areexploredinthecasestudiesdescribedinthenextsection.Opportunitiesmustbetailoredtotheparticu-larcontextsforwhichtheyaredeveloped.Atthesametime,researchsuggeststhatcertainprocessconditionsmustbemetforadultparticipantstocomeawayfromalearningexperiencenotonlywithnewknowledgebut withtheabilityanddesiretoapplywhattheyhavelearned.Researchalsosuggestsimportantorganization-alconditionsthathavetobemetinordertosustain andscaletheseopportunityeffortsacrossdistrictsandgroupsofschools. ProcessConditions Researchonpromisingpracticeinfamilyengagement,aswellasonadultlearninganddevelopment,iden-tifiesasetofprocessconditionsthatareimportanttothesuccessofcapacity-buildinginterventions. Thetermprocessherereferstotheseriesofactions,operations,andproceduresthatarepartofanyactivityorinitiative.Processconditionsarekeytothedesignofeffectiveinitiativesforbuildingthecapacityof familiesandschoolstafftopartnerinwaysthat supportstudentachievementandschoolimprovement.Initiativesmustbe: Developmental Theinitiativesfocusonbuildingtheintellectual,social,andhumancapitalofstakeholdersengaged intheprogram.Providingsupporttocommunitiesisimportant,butinitiativesthatbuildcapacitysetout toprovideopportunitiesforparticipants(bothfamilies andschoolstaff)tothinkdifferentlyaboutthemselves andtheirrolesasstakeholdersintheirschoolsandcommunities.17Inadditiontoprovidingservicesto stakeholders,thedevelopmentalcomponentoftheseinitiativesfocusesonempoweringandenablingpar- ticipantstobeconfident,active,knowledgeable,andinformedstakeholdersinthetransformationoftheir schoolsandneighborhoods. LinkedtoLearning Initiativesarealignedwithschoolanddistrictachievementgoalsandconnectfamiliestothe teachingandlearninggoalsforthestudents.Fartoooften,eventsheldatschoolsforparentshavelittletodowiththeschoolordistrict’sacademicanddevel-opmentalgoalsforstudents.Theseeventsaremissedopportunitiestoenhancethecapacityoffamilies andstafftocollaboratewithoneanothertosupportstudentlearning.Familiesandschoolstaffaremoreinterestedinandmotivatedtoparticipateineventsandprogramsthatarefocusedonenhancingtheirabil- Collective/Collaborative Learningis conductedingroupratherthanindividu-alsettingsandisfocusedonbuildinglearningcom-munitiesandnetworks.Initiativesthatbringfamilies andstafftogetherforsharedlearningcreatecollective learningenvironmentsthatfosterpeerlearningandcommunicationsnetworksamongfamiliesandstaff. Thecollective,collaborativenatureoftheseinitiatives buildssocialnetworks,connections,and,ultimately,thesocialcapitaloffamiliesandstaffintheprogram. 9

  4. PartnersinEducation:ADualCapacity-BuildingFrameworkforFamily–SchoolPartnershipsPartnersinEducation:ADualCapacity-BuildingFrameworkforFamily–SchoolPartnerships Interactive Participantsaregivenopportunitiestotestoutandapplynewskills.Skillmasteryrequirescoachingandpractice.Existingfamilyengagementstrategiesoften involveprovidinglistsofitemsandactivitiesforteach-erstousetoreachouttofamiliesandforfamiliestodowiththeirchildren.Thisinformationdissemination strategyisanimportantbutinsufficientconditionof learningandknowledgeacquisition.Duringlearningsessions,staffandfamiliescanreceiveinformationonskillsandtools,butmustalsohavetheopportunitytopracticewhattheyhavelearnedandreceivefeedbackandcoachingfromeachother,peers,andfacilitators. partnershipstrategiesandinitiativesasacomponentoftheoverallimprovementstrategy.Schoolleadersarecommittedtoandhaveasystemicvisionoffamilyengagementandfamily–schoolpartnerships. PolicyandProgramGoals TheFrameworkbuildsonexistingresearchsuggestingthatpartnershipsbetweenhomeandschoolcanonly developandthriveifbothfamiliesandstaffhavetherequisitecollectivecapacitytoengageinpartnership.20Manyschoolanddistrictfamilyengagementinitiatives focussolelyonprovidingworkshopsandseminarsforfamiliesonhowtoengagemoreeffectivelyintheirchildren’seducation.Thisfocusonfamiliesaloneoften resultsinincreasedtensionbetweenfamiliesandschoolstaff:familiesaretrainedtobemoreactiveintheirchildren’sschools,onlytobemetbyanunrecep-tiveandunwelcomingschoolclimateandresistance fromdistrictandschoolstafftotheireffortsformoreactiveengagement.Therefore,policiesandprograms directedatimprovingfamilyengagementmustfocusonbuildingthecapacitiesofbothstaffandfamiliestoengageinpartnerships. OrganizationalConditions Asorganizations,LEAsandschoolsstruggletocreatefamily–schoolpartnershipopportunitiesthatarecoher-entandalignedwitheducationalimprovementgoals,sustainedovertime,andspreadacrossthedistrict. Researchontheconditionsnecessaryforeducational entitiestosuccessfullyimplementandsustainfamilyengagementidentifiesthefollowingorganizational conditionsthatsupportfidelityandsustainability.18Initiativesmustbe: FollowingtheworkofHiggins,21webreakdowncapaci-tyintofourcomponents—the“4Cs”: Systemic Initiativesarepurposefullydesignedascore componentsofeducationalgoalssuchasschool readiness,studentachievement,andschool turnaround.Family–schoolpartnershipsareseenasessentialsupports19toschoolanddistrictimprove-mentandareelevatedtoahighpriorityacrossstate,district,andschoolimprovementplans. Capabilities:HumanCapital,Skills,andKnowledge Schoolanddistrictstaffneedtobeknowledgeable abouttheassetsandfundsofknowledgeavailableinthecommunitieswheretheywork.Theyalsoneedskillsintherealmsofculturalcompetencyandofbuild- ingtrustingrelationshipwithfamilies.Familiesneedaccesstoknowledgeaboutstudentlearningandtheworkingsoftheschoolsystem.Theyalsoneedskillsinadvocacyandeducationalsupport. Integrated Capacity-buildingeffortsareembeddedintostruc-turesandprocessessuchastrainingandprofession-aldevelopment,teachingandlearning,curriculum,andcommunitycollaboration.Adistrictorschool’seffortstobuildthecapacityoffamiliesandstafftoformeffectivepartnershipsareintegratedintoallaspectsofitsimprovementstrategy,suchasthere-cruitmentandtrainingofeffectiveteachersandschoolleaders,professionaldevelopment,andmechanismsof evaluationandassessment. Connections:ImportantRelationshipsandNetworks—SocialCapital Staffandfamiliesneedaccesstosocialcapitalthrough strong,cross-culturalnetworksbuiltontrustandrespect.Thesenetworksshouldincludefamily–teacherrelationships,parent–parentrelationships,andconnec- tionswithcommunityagenciesandservices. Sustained Programsoperatewithadequateresourcesandinfrastructuresupport.Multiplefundingstreamsareresourcedtofundinitiatives,andsenior-leveldistrictleadershipisempoweredtocoordinatefamily–school Confidence:IndividualLevelofSelf-Efficacy Staffandfamiliesneedasenseofcomfortand 10

  5. PartnersinEducation:ADualCapacity-BuildingFrameworkforFamily–SchoolPartnershipsPartnersinEducation:ADualCapacity-BuildingFrameworkforFamily–SchoolPartnerships self-efficacyrelatedtoengaginginpartnershipactivi- tiesandworkingacrosslinesofculturaldifference. Familieswho,regardlessoftheirracialorethnic identity,educationalbackground,gender,disability,orsocioeconomicstatus,arepreparedtoengageinpartnershipswithschoolanddistrictscanengageindiverserolessuchas: Cognition:Assumptions,Beliefs,andWorldview Staffneedtobecommittedtoworkingaspartnerswithfamiliesandmustbelieveinthevalueofsuch partnershipsforimprovingstudentlearning.Familiesneedtoviewthemselvesaspartnersintheirchildren’seducation,andmustconstructtheirrolesintheirchil-dren’slearningtoincludethemultiplerolesdescribedintheFramework. • Supportersoftheirchildren’slearninganddevelopment • Encouragersofanachievementidentity,apositiveselfimage,anda“cando”spiritintheirchildren • Monitorsoftheirchildren’stime,behavior,boundaries,andresources • Modelsoflifelonglearningandenthusiasm foreducation • Advocates/Activistsforimprovedlearningoppor-tunitiesfortheirchildrenandattheirschools • Decision-makers/choosersofeducational optionsfortheirchildren,theschool,andtheircommunity • Collaboratorswithschoolstaffandothermembersofthecommunityonissuesof schoolimprovementandreform TheFrameworksuggeststhatbeforeeffectivehome–schoolpartnershipscanbeachievedatscaleandsus-tained,thesefourcomponentsofpartnershipcapacity mustbeenhancedamongdistrict/schoolstaffandfamilies. The4Cscanalsobeusedtodevelopasetofcriteriafromwhichtoidentifymetricstomeasureandevaluatepolicyandprogrameffectiveness.22Examplesofcriteriaalignedwiththe4Csforbothfamilyandstaffareincludedinthefinalsectionofthisreport. Asaresultofthisenhancedcapacityonthepartof families,districtsandschoolsareabletocultivateandsustainactive,respectful,andeffectivepartnerships withfamiliesthatfosterschoolimprovement,linktoeducationalobjectives,andsupportchildren’slearninganddevelopment. StaffandFamilyPartnershipOutcomes Oncestaffandfamilieshavebuilttherequisitecapabil- ities,connections,confidence,andcognition,theywill beabletoengageinpartnershipsthatwillsupportstudentachievementandstudentlearning. TheFrameworkbuildsonexistingresearchsuggestingthatpartnershipsbetweenhomeandschoolcanonlydevelopandthriveifbothfamiliesandstaffhavetherequisitecollectivecapacitytoengageinpartnership. Staffwhoarepreparedtoengageinpartnershipswithfamiliescan: • honorandrecognizefamilies’existingknowl-edge,skill,andformsofengagement; • createandsustainschoolanddistrictculturesthatwelcome,invite,andpromotefamilyen-gagement;and • developfamilyengagementinitiativesandcon-nectthemtostudentlearninganddevelopment. 11

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