Partnerships

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Partnerships
Schools
Family
Community
Joel NitzbergCambridge College Joel.nitzberg_at_camb
ridgecollege.edu
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• Given the crisis faced today by all children,
  many of whom are struggling to beat
  insurmountable odds, it is time for our society
  to look at what we can do to make parents jobs
  easier and how we can change some of the
  things we are doing that are making it
• more difficult than necessary to raise
  children.
• Marian Wright Edelman, President of the
  Childrens Defense Fund

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Families the challenges, hopes and potentials

• Every family is unique. Every family is a
  distinctive blend of personalities and
  biological, cultural, economic and social
  influences which change over time.
• America must find better ways to enable children
  and families to develop their potential. To do
  this, America needs to build communities where
  learning can happen communities that have
  economic and physical resources and a profamily
  system of education and human services that will
  support children and families in their efforts to
  succeed. Page 6 Together We Can.
• In communities with a weakened infrastructure and
  where families have few resources, a profamily
  system of education and human services is
  critical. At the same time the best service
  delivery system is no substitute for a strong
  economy, safe streets, affordable housing,
  available transportation, efficient municipal
  services, active civic participation, and family
  resiliency.
• Understand strengths and barriers that impact
  development. What prevents people from achieving
  goals? Look at families, schools and the
  community in terms of the obstacles involved in
  forming partnership. Understand the processes
  that impact relationships and problem solving.
• What is occurring re blaming people and
  institutions? We need to identify same areas of
  concern and understand the gains when resources
  are pulled in. What are the barriers that
  obstruct partnerships and the utilization of the
  strengths of families and family-centered
  practices?

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Family Functions and what parents are trying to
do

• Economic Security
• Money for necessities
• Budgeting for financial needs
• Money for the future
• Stable income
• Special occasions, vacations
• Safe Physical Environment
• Adequate housing
• Safe neighborhood (protection)
• Adequate heat and water
• Organized home with routines
• A home free of physical danger
• A home free of abuse
• Health Care
• Adequate and balanced diet
• Clean clothes for each season
• Routine medical and dental care

• Monitors and guides to develop habits
• Reinforcement of language, behavior,
• and social skills
• Transmission of culture
• Transmission of values
• Emotional Support
• Listens
• Plays
• Laughs
• Positive intra-family relationships
• Positive relationships outside the family
• Nurtures
• Loves
• Hugs
• Shows compassion
• Forgives
• Discusses
• Companionship

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Roles of parents

• Attend school events
• Use effective parenting styles
• Bolster self esteem, help to motivate
• Provide daily experiences for learning
• Help with, monitor school assignments
• Establish home structures that support learning
• Create effective communication within the home
• Connect ones child to resources in the
  community
• Encourage learning as something valued in the
  family
• Establish communication and relationships with
  the school

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Some basic assumptions

• All families want their children to succeed.
• Primary responsibility for the development and
  well-being of the children lies within the
  family, and all segments of society must support
  families as they rear their children.
• Assuring the well-being of all families is the
  cornerstone of a healthy society and requires
  universal access to support programs and
  services.
• Children and families exist as part of an
  ecological system.
• Child-rearing patterns are influenced by parents
  understanding of child development and their
  childrens unique characteristics, personal sense
  of competence, and cultural and community
  traditions and mores.
• Enabling families to build on their own strengths
  and capacities promotes the healthy development
  of children.
• The developmental processes that make up
  parenthood and family life create needs that are
  unique at each stage in the life span.
• Families are empowered when they have access to
  information and other resources and take action
  to improve the well-being of children, families,
  and communities.

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Two sides of the wall
What are the barriers faced by personnel and by
parents that impact family involvement and the
support of families?
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• The person feels inadequate
• which may be due
• to not being
• fulfilled in ones
• own life

There is limited time to do all the things the
person wishes she/he could do
Prior and current negative experiences may
inhibit being more engaged
Culture, language, rules, understanding
expectations, lacks skills
Limited resources books, materials, training,
money Few or unknown community resources
Not being able to understand the materials or
use what has been distributed
Has a hard time making the connection with ones
responsibilities
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Stages of Parent Involvement

• OBSERVER watches what is happening (passive
  stage)
• LEARNER takes an active learning role with staff
  members and/or other parents, but generally
  wishes to be told what to do (relatively passive)
  
• COLLABORATOR works in concert with staff, both
  giving and receiving assistance (team approach)
• TEACHER seeks out methods or materials to use
  with own children
• LEADER has greater involvement in the lives of
  others involved in policy-making and
  decision-making
• CHANGE AGENT believes in self awareness of role
  in community questions methodologies implements
  change seeks improvement (highest level)
• Presented at the Puget Sound Educational Service
  District
• Parent/Family Involvement Institute, August,
  1997.

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Family Support Goals

• Blame- and stigma- free environments are
  established.
• Educators and service providers prioritize
  responsiveness to parents needs and aspirations.
• Parents accept joint responsibility for improving
  family outcomes for themselves and their
  children.
• Involvement by parents is broadly defined, and
  parents are supported in the work that they do at
  home with their children.
• Schools are educational institutions that serve
  adults as well as children.
• Classroom practices and cultures may change as
  paraprofessionals help teachers.
• Student services professionals, co-located
  community service providers, and parents work in
  partnership to support both children and their
  parents.
• Teachers and other educators receive preparation
  for forming partnerships with parents, especially
  culturally-diverse parents and, teachers are
  prepared to work with helpers in their
  classrooms.
• New school-family-community agency partnerships
  are formed and collaborative work practices
  begin.
• Culturally-responsive practices are prized.

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• Understand strengths and barriers that impact
  development. What prevents people from achieving
  their goals?
• Look at families, schools and the community in
  terms of the obstacles involved in forming
  partnership.
• Understand the processes that impact
  relationships and problem solving.

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Get into the community
OUTREACH ENGAGEMENT SUPPORT
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What is a community?

• While we traditionally think of a community as
  meaning the people in a given geographical
  location, it can really mean any group sharing
  something in common.
• Most often what we share with others is

• locale
• experiences
• interests

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Think about the community. Who should be at the
table to create support parent involvement
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What is a community asset?

• A community asset (or community resource) is
  anything that can be used to improve the quality
  of community life, and in our case, it includes
  the quality of life of families that leads to
  quality education of children.

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START BY CONSIDERING YOUR OWN INFORMAL SUPPORT
SYSTEMS
ADVICE GUIDANCE
TANGIBLE SERVICES (Childcare, dog walking)
COMPANIONSHIP FUN
YOU
OTHER CONTACTS CONNECTIONS
INTIMACY EMOTIONAL SUPPORT
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Think about leads to parents, and to other
resources as well
Civic Association leaders
Members
Newsletter
Social Action Group
Church or Temple
Advertisers
Previous experience with foundations
Interfaith Council
Trades People
Leadership training
Organizations have training established
Donations Training on building teams
Businesses
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Natural Resources
Town/City Agencies
Parent/Community Action Groups
Cultural/Faith Organizations
Health
Businesses
Education Enhancement
Social Services
Civic Associations
Industry
Recreation
Other
if you know someone if you have
had a formal relationship if you
have used the service
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Resources available
Connection to parents
Connection to school and learning
Location
Math and science learning Nutrition
information Food services Mental health
services Career information
Waiting room Medical objects Personnel Literature
Kiosk, bulletin boards
Parents receive services They receive
notices Might serve on a board
Health Clinic
Church
Supermarket
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Caring Relationships
Neighbors
Co-Workers
Friends of Friends

Family
Friends
Extended Family
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Community Infrastructure
Youth Programs
Schools
After School Programs
Parent Information Center
Library
Community Center
Playgrounds
Volunteer Groups
Public Housing
Family
Recycling Centers
City Hall
Department of Public Works
Public Access TV
Parks
Fire Dept
Police
Planning Office
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Employment Training
Career Center
Religious Associations
Play Groups
Churches
Hobby Clubs
Hotlines
Head Start
Group Homes
Family Resource Center
Shelters
Therapy
Housing Services
Family
Addiction Treatment
Food Pantry
Alternative Care
Meals on Wheels
Health Clinic
Nutritional Services
Welfare
Student Volunteers
Hospital
Social Security
Ethnic Associations
Nursing Homes
Helping Institutions
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Transportation Services
Pharmacies
Electric Company
Community Newspapers
Gas Company
Radio TV Stations
Telephone Company
Higher Ed Classes
Gym , Health Center
Supermarket
Cable TV
Convenience Stores
Book Stores
Realtors
College Services
Video Store
Family
Hardware Stores
Banks
Movie Theater
Electronic Stores
Bowling Alley
Restaurants
Entertainment Center
Museums
Nature Centers
Amusement Park
Chamber of Commerce
Other Institutions
Auto Mechanics
Electricians
Hair Dressers
Carpenters
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Transportation Services
Electric Company
Gas Company
Community Newspapers
Pharmacies
Telephone Company
Career Center
Radio TV Stations
Employment Training
Play Groups
Religious Associations
Gym Health Center
Hobby Clubs
Higher Ed Classes
Churches
Youth Programs
Schools
Parent Information Center
Head Start
After School Programs
Cable TV
Hotlines
College Services
Book Stores
Neighbors
Family Resource Center
Community Center
Group Homes
Library
Banks
Convenience Stores
Friends of Friends
Public Housing
Housing Services
Realtor
Playgrounds
Shelters
Family
Supermarket
Volunteer Groups
Friends
Food Pantry
Recycling Centers
Video Store
Therapy
Hardware Stores
City Hall
Public Access TV
Addiction Treatment
Meals on Wheels
Movie Theater
Extended Family
Department of Public Works
Electronic Stores
Planning Office
Welfare
Alternative Care
Bowling Alley
Fire Department
Student Volunteers
Parks
Police
Restaurants
Health Clinic
Social Security
Entertainment Center
Museums
Ethnic Association
Nutritional Services
Nursing Homes
Hospital
Nature Centers
Amusement Park
Auto Mechanics
Chamber of Commerce
Carpenters
Hair Dressers
Electricians
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We need to
Define parent involvement beyond what parents can
do in the schools, and what the schools want them
to do. Understand what is needed to establish
the home as a learning environment. Understand
the strengths and barriers of families know
what is already going on in the home and what
more parents want to be able to do. Respond to
parents wanting to know how to monitor the work,
give guidance, and create structures. Know that
some parents may not be able to identify what
they need, and some may need assistance in terms
of basic parenting skills.
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• What can be done?
• Provide parents with information and
  opportunities to discuss and share with others.
• Provide activities and learning events that are
  comfortable and familiar.
• Use hands-on activities to offer real
  experiences.
• Show how to use simple and affordable
  activities to provide meaningful experiences.
• Connect what happens in the classroom to the
  home.
• Provide information on how the home and daily
  living can be used as learning enhancements
  reinforcements.
• Use community such as supermarkets and
  libraries to connect to parents. resources
• Provide follow-through and next steps to
  further support parents.

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EVENTS - SERVICES - PRODUCTSto help parents
Engage-Advocate-Lead
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EXAMPLES OF EVENTS

• Family science night at McDonalds
• Community garden learning festivals
• Remax balloon used with family flight activities
• Multicultural Fair with a focus on classroom
  learning
• Weekend woods cataloguing and clean-up project
• Out-of-school-time career field trips to local
  companies
• Barnes and Nobles hosts an event for families
• Supermarket events with learning stations set up
  throughout stores
• Merge with Bring Your Children to Work Day
• Visits to a shellfish nursery, Audubon centers,
  beaches, forests
• Friday Family Game Night at the local toy shop

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EXAMPLES OF SERVICES

• Parent leadership workshops
• Tutoring
• Information center
• Focus and study groups for parents on curricula
• Web sites with information service
• Evening math classes for parents with dinner and
  childcare
• Cable TV Shows providing information for
  families
• Parents receive training on using the Internet
• Speaker series with residents as presenters
• Homework clubs for parents
• Science fair preparation workshop for parents
• Nature Detectives A Parent/Child Environmental
  Club

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EXAMPLES OF PRODUCTS

• Tips on bags, cards, etc
• Calendars sent home with suggestions for home
  activities
• Take Home Tote Bags each with a different theme
  borrowed from the library on a biweekly basis
• Parent handbook translated into different
  languages
• Articles written for school and business
  newsletters, and local newspapers
• Learning activity books distributed at food
  pantries
• Study guide to include lists of related books,
  Internet sites, vocabulary words and follow up
  activities for families
• Table place mats at restaurants using sample
  mathematics and science problems
• Simple Learning games for home use
• Kits produced for use at clinics and other
  waiting rooms

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In addition..

• Connect education to the communitys interests
• Locate training that is already offered
• Collect resources needed to support the program

support leaders and their needs
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