Parent Engagement

1. Parent Engagement

2. In Africa, the palaver tree is a large tree in whose shade the community gathers as partners with equal power to discuss issues, solve problems and heal itself. When parents and communities are truly engaged, our schools can be the palaver tree for NYC neighborhoods.

3. “My personal mission is to make this an administration that will listen—and respond—to parents. I plan to enhance the Department of Education’s Division of Family and Community Engagement because the relationships we foster in education are crucial. There must be a clear and streamlined method for parents to reach out and speak to the right people for their concerns.” "For many years, there's been a disdain for parent involvement, a disdain for PTAs, I believe parents matter and we want to get them involved." “It’s our goal not just to develop a parent-friendly system, said the Chancellor. “We also want to develop partners.”

4. The Current Opportunity • Family engagement is a top priority for Mayor de Blasio and Chancellor Farina • Chancellor has committed to more parent training workshops, GED and ESL classes, and re-training Parent Coordinators • More time for parent engagement in new teachers contract: • Teachers now have 40 minutes every week dedicated to engaging parents • Schools now have four parent-teacher conferences every year instead of two (September, November, March and May)

5. Parent Engagement • Family engagement is: • A shared responsibility in which schools and other community agencies and organizations are committed to engaging families in meaningful ways and families are committed to actively supporting their children’s learning and development. • Continuous across a child’s life- from cradle to career • Carried out everywhere that children learn- at home, in school, on the street, in the neighborhood Source: National PTA, Karen Mapp

6. What does research say? • Parent and community ties can have a long-term effect on learning outcomes for children and on whole school improvement when combined with other essential supports such as: • a positive, student-centered learning culture • high-quality teaching • community engagement and partnerships • effective training and supports for staff • strong principals • (Source: Chicago Consortium on School Research)

7. Research • Early Childhood: Children whose parents read to them at home recognize letters of the alphabet and write their names sooner than those whose parents do not. • Elementary: Children whose parents explain educational tasks are more likely to participate in class, seek help from the teacher when needed, and monitor their own work. • Middle and High School: Adolescents whose parents monitor their academic and social activities have lower rates of delinquency and higher rates of social competence and academic growth.

8. Black & Latino Students • Low-income African American children whose families participate actively in their elementary school are more likely to complete high school • Latino youth whose parents provide encouragement and emphasize the value of education as a way out of poverty have higher graduation rates

9. Traditional? Or Transformative?

10. Dual Capacity-Building Framework for Family and School Partnerships • Developed by the US Department of Education • School staff and parents both develop skills and capacities to communicate and collaborate effectively so they can better support children and schools • School staff: • Honor and recognize families’ wealth of knowledge • Connect family engagement to student learning • Create welcoming, inviting cultures

11. Parent Rolesfrom US DOE Framework • Supporters of their children’s learning and development • Encouragers of an achievement identity, a positive self image, and a “can do” spirit in their children • Monitors of their children’s time, behavior, boundaries, and resources • Models of lifelong learning and enthusiasm for education

12. Parent Rolesfrom USDOE Framework • Advocates/activists for improved learning opportunities for their children and at their schools • Decision-makers/choosers of educational options for their children, the school, and their community • Collaborators with school staff and other members of the community on issues of school improvement and reform

13. Parent Engagement Models and Programs • Parent-Teacher Home Visits (California and nationwide) • Academic Parent-Teacher Teams (Arizona and nationwide) • Logan Square Neighborhood Association (LSNA): Parent Mentor Program (Chicago, Illinois • AbriendoPuertas (California) • Achievement for All (UK) • Title I School-Parent Compact Renewal (Connecticut)

14. NYC Parent Engagement Models and Programs • Parent-Teacher Home Visit Project • Pilot program in 6 middle schools (MS 50, MS 57, Highbridge Green School, IS 217, IS 68, MS 448) • Parent-Teacher Home Visits to all incoming 6th graders • Partnerships between schools and community organizations • Academic Parent-Teacher Teams (in planning) • Highbridge Green School curriculum project • District 17 parent leadership training

15. Next Steps • We have an opportunity to transform our schools and make NYC a national model for parent engagement under this administration • But parents must join together to make it happen • Join with CEJ to fight for real parent engagement in your school and citywide! • Expand innovative models to your schools • Make sure schools use their parent engagement time effectively • Build parent leadership citywide