Establishing the HomeSchool Connection

1
Establishing the Home-School Connection

• Tips for First-Year Teachers
• Carly Hall
• CEP 883
• Summer 2005

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Introduction

• Parents are the most important people in
  students lives. Recognizing the role parents
  play in a childs success in school and
  establishing positive ways of communicating and
  involving them in their childs learning is
  essential. Parents can be a valuable resource.
  Establishing a partnership can prove beneficial
  and make your life as a teacher easier!

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Connecting with Parents

• Early Contact
• Introductory Letter
• Telephone Call
• Open House/Parent Orientation

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Open House/Parent Orientation

• Planning
• Organize classroom- include personal touches
• Be well-groomed and professional
• Provide an outline for topics of discussion
• Assemble handouts/ make folders containing
  important information

5
Information to Share

• Professional background
• Curriculum information
• Class schedule
• Classroom management procedures
• Grade-level appropriate literature
• Contact Information

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Follow Up

• Methods
• Parent questionnaire
• Telephone Calls
• Notes Home
• Conferences

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Continuing Communication

• Methods
• Homework Planner
• Website
• Newsletter
• Activities to do at home
• Phone Calls
• Notes Home

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Continuing Communication (continued)

• Progress reports
• Attending extracurricular activities
• Ask for volunteers

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Parent-Teacher Conferences

• Preparation
• Students Self-Evaluation
• Parents Previous contact and reminder
• Teacher Prepare students and parents
• Collect and organize data about the
• student
• Create an open, relaxed environment

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Conducting an Effective Conference

• Prepare an agenda
• Be positive
• Present data collected
• Provide examples of interventions
• Discuss ways to improve student performance

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Dealing with Parent Criticism and Confrontation

• Greet the parent with a smile.
• Listen.
• Be calm and professional.
• Ask what is to be accomplished.
• Be honest.

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Dealing with Parent Criticism and Confrontation
(continued)

• Ask if the student is aware of the problem.
• Back your position up with data.
• Have a specific plan of action

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Parents as Resources

• Look for parents to
• Show support for learning at home
• Communicate positive feedback
• Volunteer to help in the classroom
• Support fair discipline measures
• See that students complete homework
• Talk to the teacher directly about a problem

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Increasing Support

• Epsteins Framework of Involvement
• Type 1 Parenting
• Help all families establish home environments to
  support children as students.
• Examples Suggestions for home conditions
• that support learning, family
• support programs, home visits

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Epsteins Framework of Involvement (continued)

• Type 2 Communicating
• Design effective forms of school-to-home and
  home-to-school communications about school
  programs and childrens progress.
• Examples Conferences and follow-up, translators,
  weekly or monthly folders of student work sent
  home, report card conference, regular
  communication via notes, phone calls and
  newsletters, clear information about school
  policies

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Epsteins Framework of Involvement (continued)

• Type 3 Volunteering
• Recruit and organize parent help and support
• Examples School and classroom volunteer program,
  parent room or family center, survey for
  volunteer availability, phone trees, parent
  safety patrols

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Epsteins Framework of Involvement (continued)

• Type 4 Learning at Home
• Provide information and ideas to families about
  how to help students at home with homework and
  other curriculum related activities, decisions,
  and planning.
• Examples Information on grade-level skills,
  homework policies, assessment, parent and student
  activities, summer learning opportunities, family
  participation in goal setting

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Epsteins Framework of Involvement (continued)

• Type 5 Decision Making
• Include parents in school decisions, developing
  parent leaders and representatives
• Examples Active PTA/PTO or other parent
  organizations, advocacy groups, district-level
  councils for family involvement, information on
  school or local elections, networks to link
  families with parent representatives

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Epsteins Framework of Involvement (continued)

• Type 6 Collaborating with Community
• Identify and integrate resources and services
  from the community to strengthen school programs,
  family practices, and student learning and
  development.
• Examples Information on community programs and
  services, activities, service learning
  opportunities, alumni programs

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Tips for Working with Parents

• Establish contact early.
• Hold an open house/parent orientation.
• Keep parents informed via newsletter, website,
  weekly report.
• Invite parents into the classroom.
• Let them know how to reinforce classroom learning
  at home.
• Address parents concerns head on.

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Summary

• Establishing positive connections with parents
  takes effort. Using constant communication and
  involvement strategies will help gain parental
  support. You both have whats best for the
  student in mind. Why not partner for success?

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Resources

• Epstein, J.L. (1995). School/family/community
  partnerships Caring for the children we share.
  Phi Delta Kappan, 76 701-712.
• Jeter, D. (1998). Teacher/Parent Conferences
  (Teacher Tips). Retrieved from the World Wide
  Web. Revisited July 16, 2005. http//www.i5ive.com
  /article.cfm/music_education/8215
• Jones, V. F., Jones, L. S. (2004).
  Comprehensive classroom management, Creating
  communities of support and solving problems (7th
  edition). Boston Allyn Bacon
• McCaleb, S.P. (1994). Building Communities of
  Learners A Collaboration among Teachers,
  Students, Families, and Community. New Jersey
  Lawrence Erlbaum Associates
• Sprick, R., Garrison, M., Howard, L. (1998).
  CHAMPs A proactive and positive approach to
  classroom management. Longmont, CO Sopris West
• Sweeny, B. Preparing for Parent Conferences.
  Retrieved from the World Wide Web. Revisited July
  16, 2005. http//www.teachermentors.com/MCenter20
  Site/ParentConfr.html