WORKING WITH PARENTS & FAMILIES

LEADING THE RELATIONSHIP

““Research shows that parental Research shows that parental interest and attitudes to school, interest and attitudes to school, to books and to education are to books and to education are the single most important the single most important influence on a child’s learning.”influence on a child’s learning.”

ROLE, RIGHTS & RESPONSIBILITIES OF PARENTS

Constitution: Article 42 - “Primary Educator” European Convention on Human Rights Circular 24/91, M27/91 ““Research shows that parental interest and attitudes Research shows that parental interest and attitudes

to school, to books and to education are the single most to school, to books and to education are the single most important influence on a child’s learning.”important influence on a child’s learning.”

White Paper – the active participation of parents at every level Education Act

Boards of Management Parents’ Councils Policy Making Formal home-school links Circulars Whole School Evaluation SEN Etc etc etc

HOW INVOLVED IS INVOLVED?

“The continuum of parental involvement ranges from proximal to peripheral and on the periphery, some voices are more distant than others.”

Hanafin & Lynch, 2002

PARENTAL INVOLVEMENT

“The recognition of parents as the primary educators of their children under the Irish constitution enshrines their right to a say in that education. While this is recognised to some degree in present provision, the practice within schools…allows for little actual influence, and parental involvement is limited to the giving and receiving of information, restricted consultation, and engagement in some supplemental responsibilities.”

PARENTAL INVOLVEMENT

CHANGING THE PARADIGM IN SCHOOLS

Materials

Practices & Behaviours

Beliefs

Shared Tacit Assumptions

Fairly easy Fast

More difficultTakes longer

Difficult Longer term

Highly anxiety- provoking

Difficult Time consuming

15% of a child’s waking hours from birth-16 are spent in school (McBeath)

EXTENDING THE DEFINITION OF LEARNING

“Schools pursuing a systemic agenda have a ‘client orientation’. They maintain a sustained focus on strengthening the involvement of parents with the school and their children’s schooling. They also actively seek to strengthen the ties with the local community and especially those resources that bear on the caring of the children” (Fullan 1999, 46).

Partnership does not mean you always get what you want, it means that you may lose your argument, but you never lose your voice.

(Block 1993)

CONNECTION & COLLABORATION Support & Welfare Prospectus Journal Parent/teacher

meetings: formal & informal

Discipline Homework Induction, Transfer &

Transition Subject choice & level Attendance Uniform Policy Formation Progress Reports

Liturgical events Visits Board of Management Special Needs Information Anecdotal Events Annual Report Communication Parent’s Council Celebrations Work experience Pragmatics: book

rental, fundraising, teams, trips

HOW DOES OUR COMMUNICATION REFLECT OUR VALUES AS A SCHOOL COMMUNITY?

Respectful Inclusive Child-centred Personal Helpful Free of jargon Appropriate Opportunity to contribute/respond Passion Engender Connection Fulfil a function – merely PR Quality Learning

EMOTIONS THAT COME TO MIND

“PARENT/TEACHER MEETINGS……”

PARENT/TEACHER MEETINGS

Purpose Hoped for Outcome Preparation Atmosphere Structure & Layout Where is the Principal? Where is the pupil? Where is the parent?

WSE & PARENTS

The work of the parents’ association How the association supports the work of the

school How parents are involved in helping their

children learn Parental involvement in the life of the school How parents help the principal and teachers Parents’ involvement in school planning Communication between school and parents

Q1. Facilities are good in the schoolQ2. The school is well runQ3. Discipline is good in the schoolQ4. I am aware of the code of behaviour/school rulesQ5. There is good contact between the school and homeQ6. I am aware of the work of the school's Parents' AssociationQ7. There is a good atmosphere in the schoolQ8. The information about how to enrol my child in the school was clearQ9. The school made my child welcome when he/she first enrolledQ10. The school helps my child's social and personal development

WSE - MLL

Q11. My child enjoys going to schoolQ12. I know who to talk to in the school if there is a problemQ13. My child feels safe and well looked after in the school.Q14. The school pays attention to drugs and alcohol issueswith the schoolQ15. I am satisfied with the way bullying is dealt with by the schoolQ16. My child is involved in activities (e.g. music/sports) outside class timeQ17. Teaching is good in the schoolQ18. My child is doing well in schoolQ19. I am happy with the amount of homework my child getsQ20. School reports give me a good picture of how my child is doingQ21. My child has very few free classes in a week

WSE -MLL

WSE - MLL

Q22. I received good advice from the school about my child's subject choicesQ23. Teachers regularly check my child's written workQ24. I sign my child's homework journal on a weekly basisQ25. The school consults me if my child needs extra helpQ26. There are good arrangements for parent/teacher meetingsQ27. The school regularly seeks the views of parents on school activitiesQ28. If I have a problem with the school I get a fair hearingQ29. Financial contributions to help the running of the school are voluntaryQ30. Overall, I am happy

TIMEFRAME

“In the best of schools, with the best resources and the most skilled leadership, the timeframe for transforming culture, structure, belief and practice is years!”

(Evans, 2001)