CREATING AND SUSTAINING PARTNERSHIPS

schools, families and communities working together for the good of our children


Parents, families, educators and
communities -there is no better
partnership to assure that all students
pre-k to high school - have the
support and resources they need to
succeed in school and life
-NEA President Dennis Van Roekel
DEVELOPMENT DURING MIDDLE
CHILDHOOD
During middle childhood children acquire skills that are important to their culture.
They develop self-awareness, better coping skills in new situations, planning
strategies, the understanding of different viewpoints, and increased social
interactions.
It is my job as a professional child assessor to
understand
how children grow. I use information from parents,
school
personnel and other community members as well as
speaking with
and observing the individual child to determine how
the child learns
and what the child knows.
BRONFENBRENNER
ECOLOGICAL
SYSTEM
A childs development consists
of a complex system of
relationships that are affected
by multiple levels of the
environment in which they
interact.

The Mesosystem shows that the
child's progress depends on
classroom, home, and
childcare. Development is
supported when these
environments are linked
together in a cooperative way.
EPSTEIN'S TYPES OF
INVOLVEMENT
Helping children reach their full potential
PARENTING
Students tend to earn
higher grades and have
higher self-esteem when
their parents, families and
communities are involved
in their education.
Home visits are a great
way for the parents,
teachers and students to
learn to work together for
the good of the child.
Communications about school programs and student progress (Epstein, n.d.)
COMMUNICATING
Through teacher conferences with EVERY
parent when the parent picks up report
card we can have better communication
creating a better atmosphere for the
children.

Teachers should be bilingual in the school
due to the high percentage Hispanic
population. This will increase
communication between the teachers and
the parents.
VOLUNTEERING
Through parent volunteering
children learn better
communication skills with adults.
They also become more aware of
various talents and contributions
that parents have to offer.
Allowing volunteer
opportunities for outside of
classroom hours. Reach
out multiple times during
the year for volunteers.
LEARNING AT HOME
Positive attitudes towards school
work comes from parental
involvement at home. Children
are more likely to gain grater skills
and abilities as well.

Make assignments that include
family. Allow parents to participate
in goals that are set for their child.
DECISION MAKING
Students feel their rights are
protected through families making
decisions in school settings.

Encourage a varied ethnic
background in PTA/PTO
organizations so that everyone has
a say in the school atmosphere.
COLLABORATING WITH
COMMUNITY
Students get increased skills
and talents through activities
in the community. They also
grow knowledgeable about
a variety of enrichment
activities.

Make information about
community happening
available to those who
attend the school. Help a
diverse community come
together.
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.

Epstein, J. (n.d.). Epstein's framework of six types of involvement. Retrieved from
http://www.unicef.org/lac/Joyce_L._Epstein_s_Framework_of_Six_Types_of_
Involvement(2).pdf

Family Learning (n.d.). Welcome to Family Learning: What is family learning. Retrieved
from: http://www.familylearning.org.uk/