Home-School Communication Can You Hear Me Now? Presented by The Department of Family and Community...

Home-School CommunicationCan You Hear Me Now?

Presented by The Department of

Family and

Community Outreach

Prince George’s County Public Schools

The Department of Family and Community Outreach

Warm-up ActivityIntended and Perceived Meanings Objective: To become aware that intended meanings may not

be the same as perceived meanings1. Pair off into groups of two. Stand back-to-back.2. One person will give verbal directions to the other person in

order to have that person complete a drawing. Only verbal directions can be provided, questions cannot be asked or answered.

3. Allow 5-10 minutes to complete the warm-up. Have pairs turn face-to-face and share the results of their communication exercise

4. Have the person giving directions show the “drawer” the original document from which he/she was giving directions to draw. Compare the duplicate to the original, how accurate is the duplicate to the original? How clear were the directions given by the director?

Communicating with ParentsObjectives At the end of this workshop participants

will: Be aware of different means of communication Be able to utilize resources in the school to

enhance home-school communication Recognize how different communication

approaches can strengthen or weaken teacher-family relationships and impact student achievement

Gain practice in using different communication approaches under various circumstances

Communication

What does “communication” mean to you?

As a classroom teacher, what comes to mind when you think of communicating with parents?

Communication Defined The imparting or interchange of thoughts,

opinions, or information by speech, writing, or signs – (Webster’s College Dictionary)

Communication may involve impressions created or words expressed

Communication involves one or two way exchanges (Berger, 1991)

Communication is a message sent and a message received

Communication is a process

One-way vs. Two-way Communication

One-way Newsletters Bulletin boards School handbooks Progress notes Report cards

Two-way Surveys Focus groups Informal

conversations Progress reports

with request for parent response

Resources to engage families in home-school communication

Activities/Events First day of school Back to school night Parents observing classrooms Parents Assisting Teachers Parent/Family workshopsPeople Parent Liaisons P-Team Parent Organizations PTA/PTO Principal/Administrator

Research on Home-School Communication

Benefits of Home-School Communication Parents and teachers consider communication the

number one factor in establishing and maintaining trust

(Adams & Christenson, 2000) Strong communication can encourage higher and

realistic parental expectations (Drake, 2000; James, Jurich & Estes, 2001)

Communication serves as the first step to other types of parent involvement (Elman,1999)

Parental insight can provide additional information to help meet the needs of students (Kronowitz, 2008)

Home-School Communication Standards

Framework for Teaching: Domain 4- Professional Responsibilities: Component 4C-Communicating with Families

National PTA- National Standards for Family-School Partnerships: Standard 2: Communicating Effectively

PGCPS Master Plan-Goal 7: Strengthen relationships with family, school, business, community, and institutions of higher education to support improved student achievement

PGCPS Core Beliefs & Commitments: # 2 Parents are our Partners We commit to increasing family engagement in the education process through communication and outreach

MSDE Goal 5: School systems and schools will communicate more frequently with families and communities

Joyce Epstein’s Framework of Six Types of Family Involvement:Type 2-Communicating

Topics of Home-School CommunicationsFormal and Informal

Student Progress Information about school & community events Information about school’s overall performance Goals & strategies of instructional programs Teacher expectations Parenting information Needs & strengths of students Needs & strengths of parents/families Family issues that may impact learning Expectations of parents/guardians Family ability to volunteer and/or support school

Methods of Home-School Communications

Personal Face-to-Face Telephone Home visits

Writing Notes Letters Report cards/Progress reports Newsletters Student portfolios Student agenda books, logs

Methods of Home-School Communications(Continued)

Electronic/Technological Internet Websites E-mail School Communication System School Information System Video technology

Process for Communication

Identify the goal and reason for the communication

Consider the audience

Choose a communication approach that opens a two-way conversation

Six Approaches to Open Home-School Communication

1. Instructing

2. Following up

3. Asking for help

4. Revealing

5. Informally exchanging

6. Active listening

Instructing

Definition

Explicating and elaborating

Example

Providing an explanation of how to help a student with a homework assignment

Following up

Definition

Reminding and monitoring

Example

Remind parent about due date for a project

Asking for Help

Definition

Looking for assistance

Example

Asking parent to share information about their child (strengths and needs)

Revealing

Definition

Sharing information openly

Example

Informing parents of your class goals and expectations

Informally Exchanging

Definition

Having a reciprocal dialogue

Example

Taking time to sit and chat with no formal agenda

Active Listening

Definition

Listening and paying attention

Examples

Actively listening to a parent express their concerns, opinions, etc.

Challenges to Home-School Communication

Pragmatic Economic Time Transportation Logistics Technological

Cultural Language difference Ethnic difference Gender difference Non-verbal cues

Institutional School climate Teacher/Staff attitude

8 Tips for Communicating with a Person from a Different Culture

1. Take personal responsibility to make the communication effective

2. Clarify the communication, seek feedback, ask questions3. Recognize that some persons may not be comfortable

discussing certain issues. Try to empathize.4. Avoid being judgmental. Respect differences and accept the

person as an individual.5. Observe verbal and non verbal behaviors6. Pay attention to personal space7. Be aware of different uses of eye contact. Indirect eye

contact is the norm in many cultures, especially in male-female communications

8. If the person is non-English speaking, try to learn the language and/or use an interpreter

Strategies to Overcome Home-School Communication Challenges

Challenges1. Language differences

2. Time limitations of teachers & parents

3. Perceptions of teachers & parents

4. Teacher preparation & lack of knowledge

Strategies1A Use of interpreters1B Correspond in the

language of families2A Establish a schedule2B Establish mutually agreed

upon times & venues

3A “Seek first to understand”

4A Pre-service training4B Professional development

Case Study ActivityTim Kelly: A Teacher Responds to a

Family in Need

Closing, Evaluation & Next Steps

Review of Objectives and Q & A Evaluation of workshop Next Steps

Continued professional development opportunities

Read chapter 7 in The Teacher’s Guide to Success (Ellen Kronowitz) and pages 92-96 in Enhancing Professional Practice-A Framework for Teaching (Charlotte Danielson)