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Building Bridges: Developing and Maintaining Positive Parent- Teacher
Relationships
OPEN~UANovember 18,2015
Discuss research on parent-school relationship
Identify methods of building relationships between educational team members
List roles and responsibilities of educational team members
Set a measurable goal to enhance communication between team members
What do we KNOW? Positive parent-teacher relationships directly affect
student achievement Poor parent school relationships result in feelings of
conflict for the child Parents’ sense of efficacy shapes their participation Teachers’ perception of parents’
efficacy affects partnership
Mutual respect Clear understanding of roles Opportunity for feedback Openness to change and adjustment Similar expectation Define common goal
Gorman,Jean Cheng(2004). “working with Challenging Parents of Students with Special Needs”
Students whose parents and teachers work together are more likely to
Earn higher grades and test scores
Enroll in higher-level programs
Are promoted more and earn more credits
Adapt better to school and attend more regularly
Have better social skills and behavior
Graduate and go on to higher educationHenderson, Mapp (2002). A New Wave of Evidence: the Impact of family, school and
community connections on student achievement. Southwest Educational Development Laboratory, Austin, TX.
Discord between parents and teachers creates
Confusion
Divided loyalties
Diminished respect for the teachers
Increased defiance and arrogance
Katz, Lillian G. (1996). Building Resilience: Helping Your Child Cope with Frustrations at school. INSTRUCTOR 106(3): 95-98
Education affects a parent’s sense of efficacy
Attitudes about effectiveness and involvement yields greater sense of efficacy
Teachers’ assessment of parents efficacy is correlated to the amount and type of help offered by parents
High levels of teacher and parent self-efficacy lead to greater communication and more positive relationship
Hoover-Dempsey, K.V. Bassler. O.C., & Brissle,J.S. (1992). Explorations in parent-schools relations. Journal of Educational Research, 85(5), 287-294.
Developing the Fully-Engaged Parents:
A Model for Understanding Parent Involvement in Education
Price-Mitchell and Grijalva (2004)
Avoidance
Blaming
Rumor
Collusion
Pessimism
Judgment
Apathy
Defensiveness
Opposition
Involvement
Problem-Solving
Honesty
Trust
Optimism
Mutual Respect
Empathy
Active Listening
Collaboration
Price-Mitchell and Grijalva (2004)
Traditional School Volunteer(Helper)
PTA LeaderClassroom Aide
FundraiserBoard member
(school focused)
Fully –Engaged Parent(Collaborator)
CommunicatorProblem SolverActive Listener
Strategist
(school and child focused)
Uninvolved Parent ( Outsider)Disengaged, Isolated
RumorBlaming
CollusionReactive Parent( Provoker)
(neither child nor school focused)
Mindful Parent( Mentor)
Teacher respectInstills DisciplineInspires Learning
Models positive Behaviors
(child focused)
Maintaining Documentation
Focusing on truth and the source of information
Seek Help
Being Professional
Actively Building relationships
Gorman, Jean Cheng (2004).” Working with Challenging Parents of Students with Special Needs”.
Anxiety- for parents and teachers
Frustration- which can define your contact
Limited Time-demands are different but add up to the same result
What do you want your relationship with the school to be like….- in one month-At the end of this school year-At the end of five school years-When your child is finished with public education
DREAM BIG and plan annually
Planning for Efficiency
Know the disability, how it effect his/her learning
Consider Strengths and needs
Include the Child
Introducing …MY CHILD
Using the 3 P’s send a quick note and then set up a face to face meeting ( avoid an email at this time)
Medical information Child’s strengths and needs Summary of goals Contact information and best time to communicate Emergency information
Day to Day communication home to school notebook Notes in planner Check in/out sheet If phone call is required set up a consistent call time
and keep it short Conferences IEP meetings “Reviews and Snafus”
Get the lay of the Land
Do your homework
Include the “Most Valuable Player”
Take five…or as long as you need
Get on the same side of the table
Have a follow-up plan
What are people saying…without saying anything at all?
What are YOU saying?
Posture, facial expressions, fidgeting…..
1. Intervention or Special Education Teacher( Case Manager)*
2. General Education Teacher*
3. Principle
4. Special Education Supervisor( when applicable)
5. Director of Special Education
6. Superintendent
7. Board of Education
8. State board of Education
*paraprofessionals report directly to teachers
“He’s an equal opportunity low-achiever”
“ADHD? That’s a cop out”
“You’ve probably been bending the rules for her since she’s been so sick”
“I don’t see the OCD. He just keeps going back to his locker all the time”
“We can’t afford to just give every kid intervention”
“ your child isn’t failing enough”
“He is just lazy”
“ What I want you to do is spend quality time with my son”
“Either you do what we want, or we’ll get a lawyer who will say you have to”
“I don’t care if the kid gets F’s. But you can’t fail him…”
“ I know you are giving 8 weeks of ESY to Mrs. Jones’s kid . I want that , too..”
“ What degree do you have that qualifies you to work with my child?”
Be sure to have your paperwork Copy of IEP, all assessments and progress reports
Get recommendations for the summer
Create templates for record keeping
Write genuine thank you notes
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