Title of the Assessment: Critical review of teachers' work in engagement and partnerships Date of Submission: 1 September 2018 2 (original) (raw)
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Critical review of teacher's work in engagement and partnerships
This is an essay based on readings from Lisa Delpit (2006) "Education in a multicultural society", Hickling-Hudson and Ahlquist(2004) "Teachers as 'two-yeas tourists' in an Australian State for Aboriginal children: dilemmas of curriculum, agency and teacher preparation" and others.
Leading for parental engagement: working towards partnership
School Leadership & Management, 2018
In spite of the increasing number and range of tasks which schools are asked to undertake (such as recent suggestions about the role of schools in supporting mental health among young people [Department of Health and Department for Education 2017]), the overall purpose of schools, and of schooling, remains that of supporting the learning processes of young people (Osberg, Biesta, and Cilliers 2008). The importance of school leadership is well known (Day et al. 2009; Huber and Muijs 2010; Harris and Jones 2015) and although definitions vary, there seems to be a consensus that one of the main functions of school leaders is to facilitate learning among both staff and students (Youngs 2007; Moos 2010; Clarke and Wildy 2011), tying the purpose of school leadership intimately to the purpose of schools. This would suggest that the ultimate purpose of school leadership is to support learning, within and without school. This of necessity involves school leaders in a complex web of relationships, not only with staff and students but with the wider community (Moos 2010). It is important to note that this means that the remit of the school leader extends beyond the school gates, just as learning extends well beyond the confines of the school; schooling is a subset of education, which is itself a subset of the much larger process of learning (Goodall 2017b). Taking this into account, it is clear that the school leader's role cannot, and should not, be confined to only what happens within the walls of the school building, or even the metaphoric confines of 'the school' as an entity. This wider remit accords with an understanding of the child/young person as being a part of a complex and interactive set of relationships. This understanding of the child is by no means new (Bronfenbrenner 1979; Epstein 1995), yet it often seems to be neglected in schools and by school leaders. School staff often act, and leaders lead, as if all that matters in their students' lives takes place within the school grounds, and that all significant learning happens within the classroom; children and young people are treated as isolated units with no connection to events and persons outside the school (Goodall 2017b). Yet if this were the case, that students learned only within schools and only things taught by staff, it would be impossible to explain the persistent gaps in educational achievement which seem to be based on background, rather than ability (Bourdieu 1977; Rasbash et al. 2010; Andrews, Robinson, and Hutchinson 2017; Whitty and Anders 2017). It is clear that factors outside the school influence and significantly affect learner outcomes; if school leaders are to support learning overall, they must take account of, and work with, those factors. This edition of School Leadership and Management deals with the interplay between school leadership and parental engagement. Parents' engagement with children's learning may be defined as 'parents' engagement with the broad sphere of their children's learning' (Goodall 2017b, 139); this may be contrasted to parental involvement with schooling, in which the agency for action remains with the school, rather than with the parents or family (Goodall and Montgomery 2014). While parental involvement with school and schooling is obvious and easy to measure, for example, in the percentage of parents who attend parents' evenings, evidence consistently shows that it
Parent Engagement in Schools (PES) - All schools summary
2016
Thank you to the 457 school Principals and 492 P&C Presidents who participated in the study. Of the 729 schools who participated, we have fully complete information from 618 schools (385 school Principals and 402 P&C Presidents) and the results will be based on these surveys. The 618 schools comprise 427 primary schools, 26 special schools, 122 secondary schools and 43 combined schools which are located across remote (n=67), rural (n=212), provincial (n=59) and metropolitan (n=280) zones. The distribution of schools across three ICSEA bands were: ICSEA scores <900 (n=55), ICSEA scores between 900 and 999 (n=341), and ICSEA scores of 1000+ (n=222). Snapshot of the survey results.
2017
Presently, over 40 states in the U.S. have legislation in place to promote professional development in family engagement in school districts. Some of these states also have a mandate in place that preservice teachers are required to take a course in family engagement to obtain teacher licensure. This has spurred an interest in how various assignments that are part of a course in family engagement influence preservice teachers’ development of an understanding of the National Standards for Family–School Partnerships (National PTA, 2012). The purpose of this study was to provide a summary of outcomes from two sections of a secondary preservice teacher course on family engagement. A pretest posttest design was used to explore changes in preservice teacher perceptions. The National Standards were used as the outline for the curriculum of the online course entitled Parent Involvement and Family Engagement (7–12 Perspective). Working with diverse families and helping families help their ch...
Family Engagement: Establishing a System to Support the Parent-Teacher Partnership
2013
The Family Map Inventories were developed to support programs in their efforts to engage parents and understanding family needs and strengths. The Family Map Inventories are supportive of the framework put forth by Office of Head Start’s National Center on Parent, Family and Community Engagement (NCPFCE) and were developed with the Head Start performance standards as a guiding principle. This study provides evidence of the feasibility and usefulness of the Inventories used with parents of Infants and Toddlers. Parents and teachers were accepting of the Inventory. The Infant – Toddler Family Map Inventory appeared to provide an accurate assessment of the risks and strengths in the home and parenting environments of young children. The potential for use by educators is discussed.
Parental involvement to parental engagement: a continuum
Educational Review, 2013
Based in the literature of the field, this article traces a continuum between parental involvement with schools, and parental engagement with children's learning. The article seeks to shed light on an area of confusion; previous research has shown that different stakeholder groups understand "parental engagement" in different ways (name removed to protect the integrity of the review process). Other literature makes it clear that the greatest benefit is derived from the furthest end of the proposed continuum, that is, parental engagement with children's learning. The continuum gives examples of each stage of the movement along the continuum. The continuum is illustrated not only in prose but as a diagram. The article concludes with a discussion of the agency of parents and schools in the movement along the continuum.
Breaking the Mold of Classroom Organization and Management: Innovative and Successful Practices of Engagement, Motivation, and Student Empowerment for 21st Century Schools: A. Cohan & A. Honigsfeld (eds): Rowman and Littlefield., 2014
This chapter discusses an innovative project involving primary pre-service teachers in both the study of the importance of school-community engagement and significantly in the practice of working productively and authentically with cultural, linguistic and economically diverse communities. The project involved partnering with primary schools in which student learning difficulties and disengagement are significant issues. The chapter draws on the perspectives of children and their mentors as well as reports from principals and teachers to illustrate how authentic partnerships may be developed and sustained. CORE (Connecting-Owning-Responding-Empowering) Pedagogy is explored for its potential to enhance student engagement and achievement, teaching and empowerment through focussed community involvement.