Family-School Collaboration: Building Positive Parent-Teacher Relationships at the Schoolwide Level

1. Family-School Collaboration: Building Positive Parent-Teacher Relationships at the Schoolwide Level Kansas Association of School Psychologists October 29, 2009 Kathleen Minke, Ph.D., NCSP University of Delaware Minke, 2009

2. Objectives Review strategies for teaching systems concepts and encouraging a positive approach to families. Review communication strategies that teachers can use to support development of good working relationships with families. Review schoolwide strategies that make a school more “family friendly.” Minke, 2009

3. Family Collaboration at all Levels PCP Wraparound FBA/BSP Problem solving meetings Communication Skills Family-School Conferences Family participation in planning, implementing, and evaluating School-wide program Information sharing to and from families Systems Thinking

4. Involvement vs. Collaboration “How can we....” “We want you to....” Minke, 2009

5. Involvement vs. Collaboration “Help me understand..” • “I will tell you how...” Minke, 2009

6. Involvement vs. Collaboration “One size fits all.” “Each child, family, teacher, classroom is unique.” Minke, 2009

7. Main message… Without first learning FROM families about their strengths, resources, beliefs, and needed supports, no programs FOR families will be successful. Minke, 2009

8. Overview of Skills/StrategiesThe CORE Model of Collaboration Connected Optimistic Respected Empowered Minke, 2009

9. Overview of Skills/StrategiesThe CORE Model of Collaboration THINKING DIFFERENTLY Ecosystemic approach CORE beliefs TALKING DIFFERENTLY 7 Communication Strategies BEHAVING DIFFERENTLY Proactive outreach strategies Conferences and Problem-solving Meetings Minke, 2009

10. Minke, 2009

11. Thinking Differently • Systems Theory/Principles • Wholeness • Each member affects, and is affected by, every other member • When a member is added, subtracted or changes behavior in some way, the entire system must reorganize to accommodate the change. • System as a whole is greater than the sum of its parts Minke, 2009

12. Thinking Differently • Systems Theory/Principles • Patterns of Interaction • Behavior occurs in circular patterns with each person contributing • Circularity = Repetitive cycles in which the same outcomes occur repeatedly a to b to c to a • Punctuation = View of reality reflected by arbitrary starting point Minke, 2009

13. Behavior Problem from a Systemic ViewA to B to C to D to A Teacher criticizes child Child misbehaves in class Child complains about teacher to parent Parent criticizes teacher Minke, 2009

14. Behavioral Patterns of Interaction Significance: Intervention possible at any point in the circle “how” not “why” No Blame!!! Minke, 2009

15. CORE Model: Talking Differently 7 Communication Strategies Attend to non-verbal communication Listen to understand: reflecting and summarizing Model the collaborative role: avoid labeling, jargon and advice giving! Search for strengths Reframing Delivering/Receiving negative information Blocking blame Minke, 2009

16. Skill#2 Listen to understand: reflect/clarify/empathize • An empathic response: • Helps the other feel heard and understood • Usually involves both content and affect • NEVER involves judgment • Does not introduce the speaker’s point of view

17. Build Empathic Responses • Main content (what the person said or implied): ____________________ • Affect/Feelings (stated or implied): _____________________ • Combine content and affect into brief response (paraphrase): ______________________ • Add “checkout” (Is that right?), if needed (invite the other to keep talking)

18. Empathy Practice Mom (speaking quickly and in great distress): My son is driving me crazy. At ten years old you would think he could be responsible for himself at least a little bit! He can’t accomplish a single thing unless I’m standing right there, nagging him all the way through. Homework is a nightmare! I feel like I’m the one with homework and we struggle for at least two hours before it is done. This can’t go on. He’s not learning and I’m out of patience! How can I help him?”

19. CORE Model: Talking Differently 7 Communication Strategies Attend to non-verbal communication Listen to understand: reflecting and summarizing Model the collaborative role: avoid labeling, jargon and advice giving! Search for strengths Reframing Delivering/Receiving negative information Blocking blame Minke, 2009

20. CORE MODEL:Behaving Differently Proactive Outreach Strategies Conferences and Problem-solving Meetings Minke, 2009

21. Proactive Strategies for Reaching Out to Familiesoverview The School-wide team The physical plant Written communications (policies and personal) Activities at school Minke, 2009

22. Proactive Strategies:Getting information FROM families Family members as participants on the school-wide team? School climate data from families? Input from families in planning, implementing, and evaluating the school-wide discipline plan? Minke, 2009

23. Proactive Strategies:The Physical Plant How welcoming to families does the school appear? Are visitors a priority? Minke, 2009

24. Proactive Strategies:Written Communications Forms and policies Personal communications Minke, 2009

25. Written Communications:Forms and Policies What reading level is required to interpret the documents? Is there jargon that can be removed or better explained? How do we ensure that families with limited written English literacy have access to this information? To what extent do documents encourage: Parental choices and options Two way communication Minke, 2009

26. Written Communications:Personal “Good news” notes are usually welcome and helpful. Avoid using notes home or emails to communicate about problems. Communicate about concerns early and directly. Concentrate on your main goals. Consult with others when needed. Minke, 2009

27. Proactive Strategies:Activities at School Examine Current Activities for Opportunities for Relationship-building Needs Assessment/Evaluation Build in Options Minke, 2009

28. Behaving Differently:Routing Conferences and Problem-Solving Meetings Two types of conferences are discussed Routine Problem-solving Minke, 2009

29. Conferences and Meetings 5 ways family-school conferences are different All parties prepare in advance Students are active participants Educator concentrates on receiving rather than giving information. Educator acknowledges, expands and underscores the strengths of the family. The conference is a “conversation.” At no time is the educator the “presenter.” Minke, 2009

30. Conferences and Meetings Outcome goals A plan is developed collaboratively for supporting the student’s continued success, including plans to remediate identified difficulties All participants leave feeling hopeful about their participation and future success Students leave feeling greater ownership of their own learning Minke, 2009

31. Conferences and Meetings Process goals Each participant has ample time to share thoughts in the conference Shared expectations for the child are developed by the group Each participant is both a teacher and a learner Minke, 2009

32. Family-School Conferences Outcomes • Participating parents and teachers agreed that the conferences were beneficial and they wanted to continue using the FSC style. • Children were active participants. • Parents and teachers valued watching each other interact with the child

33. Family-School Conferences Outcomes • FSCs took roughly the same amount of time but participants felt more information exchange occurred. • Teachers felt they needed lots of practice and feedback to do the process well.

34. Evaluation Data Does participation in collaboration training have a positive effect on teacher: Beliefs about parent involvement Practices (e.g., number and type of contact with families) Minke, 2009

35. Required Reflection Think about the operation of your school-wide team. Describe: the ways in which your practices have changed as a result of what you learned in the family-school collaboration workshop (if any); your plans for further development of family-school collaboration in your practice (if any); barriers that must be overcome in order for change to occur Minke, 2009

36. Reflections Data Most frequent positive comments concerned communication strategies Increased positive contacts More attention to wording of notes home Increased effort to translate documents and positive notes Greater attention to seeking information and limiting advice giving Minke, 2009

37. Reflections Data Meeting changes were discussed frequently Avoiding jargon Avoiding advice Listening more carefully Including positive information Minke, 2009

38. Reflections Data Innovative strategies Welcome back activity for “frequent flyers” and their families Using email to elicit parent ideas on the School-wide program Creating a spreadsheet to monitor positive contacts Using the district’s world languages teachers to help with parent contacts Minke, 2009

39. Reflections Data Barriers to change Time (teachers and parents) Language Lack of support from administration Minke, 2009

40. Contact Information Kathleen Minke: minke@udel.edu Website: www.Delawarepbs.org Minke, 2009