The Principal & Communities of Engagement for Families in

2015-2016

Felicia Walker
Role of a Principal EDAD 6308_Online
Dr. Julie Fernandez
June 25, 2015

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Family, school, and community engagement in education is an essential strategy in

building a pathway to college-and career readiness (Lopez et. al, 2010) both students and
schools benefit from the active participation of families in the process (Fajardo et. al, 2014) yet,
this strategy is rarely activated as an integral part in the efforts of school reform (Lopez et al,
2010). Research repeatedly correlates family engagement with student achievement.
School community partnerships refer to the connections between schools, community
individuals and organizations that are created to enhance students social, emotional, and
intellectual development (Gonzalez-DeHass & Williams, 2012). A central principle to Epsteins
theory of overlapping spheres of influence is that goals for student academic success are best
achieved through the cooperation and support of schools, families, and communities (GonzalezDeHass & Williams, 2012).
The need for strong family engagement starts in preschool and continues throughout
high school. As children grow older, the methods and expectations for family engagement
must evolve and change until graduation (www.communityschools.org). Engagement is more
than good attendance at school-sponsored events or a strong volunteer program. Its strongest
support for learning occurs at home, through positive parenting styles, nightly reading,
homework policies, and high expectations (Kinney, 2007). Advocacy for quality schools is a
manifestation of high parent expectations. High-achieving suburban schools in communities
with well-educated and affluent parents are successful in part because the parents expect and
demand quality schools (Murphy et. al, 2011). Epsteins theory, based on the data of several
research studies sustain that the status variables are not the most important measures towards
understanding the parents' involvement. The evidence suggests however, that school policies

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and teacher and family's activities are more important. Theyre more important than race,
parents' education, family size, marital status and even the degree of determination if the
parents continue to be part of their children education (Mircea, 2007). Additional studies of
families show, that what the family does with the children is more important to student success
than family income or the education level of the parents. Parental participation improves
student learning whether the child is in preschool or in an upper grade, a familys struggling
economically or affluent, a high school graduate or college degree holder (Murphy et. al, 2011).
The benefits for students when parents are actively involved in schools include higher grades
and test scores, better attendance, more homework completed, fewer placements in special
education, more positive attitudes and behaviors, higher graduation rates, and greater
enrollment in post-secondary education. John Hopkins University, with over 15 years of
research and educational practice has focused on school, family and community partnerships.
Based on the theory of overlapping spheres of influence, a framework was developed about
how family and community engagement can become a sustainable aspect of school
organization and culture. These principles have been shown to work with schools and districts
to make family and community engagement a more integrated aspect of schooling
(www.communityschools.org). Harvard Family Research Project, a worlds leading institution
that promotes parental involvement in schools, bring attention to crucial points. Firstly,
parental involvement in schools should be a high priority and be explicitly acknowledged at the
university level for initial teacher training. Secondly, rather than a series of disconnected
projects focused on parental involvement, this important factor of school life should be

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embedded in educational policy, advocating an integrated approach to family engagement in

schools (Mleczko, 2013).
The most effective family and community engagement programs create a welcoming
culture that invites all stakeholders to take an active role in supporting student learning and
school improvement. This culture honors the strengths and contributions of stakeholders and
provides ways for all to engage in a joining process (Baldwin et. al, 2010). To be successful in
a school environment, families need to have learning resources and a wealth of social capital to
help with achievement goals (Ferarra et. al, nd) social capital is composed of two general
elements: the social relationships that one possesses, and the degree to which the individual
has quantity and qualities in those relationships and their resources.
During the process of engaging families and communities in the school there are several
things that must be done to navigate through the process. The steps of the process include
assembling a team, collecting the data, using the data to set priorities, writing a partnership
plan, and encouraging positive parenting skills. The first step of building a team should consist
of a diverse group of individuals, yet be strategic in nature. The team should consist of parents
who represent any major groups at the school, such as, parent-teacher association, Englishlanguage learners, and representatives of majority ethnic groups. If the school has any
designated federal program staff such as, Title I, IV, or VII, they too should be involved. Of
course, we must bring in the community members and agencies that represent the community.
Finally, our traditional key players of the school environment, the teachers, principal, district
staff, and students, when appropriate.

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Once the team is established, assess the current situation. Data can be collected by
assigning various tasks to the team. Analyze both past and existing school partnership efforts.
Review the characteristics of the families in the school community by asking questions such as,
Is this a school with a high percentage of single-parent family homes? Does the school have
many English language learners? Does the school have a high mobility rate? What
educational goals do the families have for their children? The team should also collectively
review the schools achievement data. The data should be made reader-friendly to all
stakeholders. Finally, disseminate the information to the parents and community members and
inquire their feedback of what the school is doing well, where improvements are needed, and
what contributions they feel they can do to help the students succeed.
Next, identify the priority areas, assign tasks, and make plans to evaluate progress over
time should be put into place. The collected data about the school can be used to answer the
following questions: What are the goals for improving our school, family, and community
partnerships over the next three years? How can we effectively involve the families and
community in the decision making process? Do the decision makers have the appropriate
research and training to make informed decisions? Do the materials need to be translated? Do
translators need to be provided at the meetings? Does childcare need to be provided while
parents attend meetings or volunteer at school? How can family and community outreach link
to the academic needs of the school? What kind of support do teachers need? What are the
achievement trends? What do parents say about past successful events? What activities do
parents feel would be most beneficial? How can we most effectively use community
resources? Once priorities have been set, the team can write the schools partnership plan.

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Having a comprehensive approach to partnerships between schools, families, and

communities is necessary. Theres an abundance of ways to reach out, create, and strengthen
partnerships. Each school must design its own individualized plan based on its own needs. The
framework, developed by Joyce Epstein and her colleagues at Johns Hopkins University, is a
useful model for analyzing and designing family-involvement programs. It can create a
comprehensive approach to family and community involvement that promotes student success
(Blitz et. al, nd).
The school leaders role throughout this process is very instrumental. They not only
establish the team, but guide the team throughout the process of collecting the data, writing
the plan and establishing the partnerships. He or she must have a listening ear and discerning
eye to know which issues are most important to their school community, as well as, the
comprehensive approach they must take to engage all stakeholders. In the partnership, the
teachers and administrators can create more of a family-like school. A family-like school that
recognizes each childs individuality and welcomes all families, not just the families that are
easy to reach (Gonzalez-DeHass & Williams, 2012). Children are most likely to become avid
readers, skilled learners, socially adept, and self-confident human beings when they are part of
a community of people working together on their behalf (Murphy et al, 2011).
This process of reform and cultural shifting does not come with a makeshift solution and
therefore require vision, patience and consistency to bring about lasting results. We must
collaborate, share what works and support one another as if were supporting our very own
vision. Professional teamwork is important and can greatly improve teaching, instruction, and

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professional relationships in a school, but it falls short of producing a true community of

learners. However, a school learning community includes educators, students, parents, and
community partners who work together to improve the school and enhance students' learning
opportunities (Epstein & Salinas, 2004).

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References

Baldwin, M., Ferguson C., Jordan, C. (2010). Working Systemically in Action: Engaging Family &
Community. Retrieved from http://www.sedl.org

Community & Family Engagement Principals Share what works.(nd) Retrieved June 25, 20015
from Coalition for Community School: www.communityschools.org

Blitz L., Murray C., Thompson T., Yull D., (nd) Can We Talk? Using CommunityBased
Participatory Action Research to Build Family and School Partnerships with Families of
Color. School Community Journal

Epstein, J., Salinas, K. (2004, May). Partnering with Families and Communities. Educational
Leadership. Retrieved from http://www.ascd.org/publications/educationalleadership

Fajardo, I., Salvador, J., Torres, K., Tran, C., Williams, D. (2014). Charting a Course to Equitable
Collaboration: Learning from Parent Engagement Initiatives in the Road Map Project.
Retrieved from http://education.uw.edu

Ferrara, M. (nd). Parent Involvement Facilitators: Unlocking Social Capital Wealth.

Retrieved from http://www.schoolcommunitynetwork.org

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Gonzalez-DeHass A., Williams, P. (2012). SchoolCommunity Partnerships: Using Authentic

Contexts to Academically Motivate Students. School Community Journal

Kingston, A., Mleczko A. (2013). The Impact of School Leadership on Parental Engagement: A
Study of Inclusion and Cohesion Macro Think International Research in Education.
Retrieved from http://www.macrothink.org/journal

Kinney, S. (2007). Engaging Parents in Education: Lessons From Five Parental Information And
Resource Centers. Retrieved from http://www.isbe.net

Lopez M., Rosenberg H., Weiss H. (2010). National Policy Forum for Family, School, &
Community Engagement Beyond Random Acts- Family, School, and Community
Engagement as an Integral Part of Education Reform.

Mircea, A. (2007). Relationships Between School and Family: The Adolescents' Perspective
Qualitative Social Research

Murphy M., Redding S., Sheley P. (2011). Handbook on Family and Community Engagement.
Retrieved from www.families-schools.org

Van Roekel, D. (2008). Parent, Family, Community Involvement in Education

NEA Education Policy and Practice Department . Retrieved from http://www.nea.org
Volume {11}