Families as Partners in Learning

1. Families as Partners in Learning What does this mean Why does it matter? Why should we care? How do we do it?

2. A few definitions before we start • Partnership • Education / Learning • Families

3. We need a change in focus: From

4. We need a change in focus: To Social Political Resources Cultural Child Services Economy Labour Markets

5. Where do we do most of our learning? Source: Banks, J et al, 2007, Learning in & out of school in diverse environments

6. The research in unequivocal…Kids do better at school when parents are involved in their child’s schooling • High performing schools have high levels of family and community involvement • This holds equally true for ‘high poverty’ schools as it does for white, middle class schools • In fact, family participation in education has been found to be twice as predictive of students’ academic success as family socio-economic status • Greatest impact in areas of highest disadvantage • Holds true across ALL levels of education – all ages, all stages

7. Benefits for children & young people • Higher grades and test scores • Higher self-esteem • Improved social competence • Concerns are sorted more quickly when parents have a positive relationship with staff • Improved school graduation rates • Increased enrolment in post secondary education

8. Benefits for families • Their children do better at school and achieve more • Families show more sensitivity to their children’s social, emotional and intellectual developmental needs • Families are better able to help & encourage their children • Use more complex language with their children and encourage their children to verbalize more • Have more information about their children’s education • Build their own confidence & skills • Build trust in educational institutions

9. Benefits for schools • Improved student achievement • Families bring skills which complement the teacher’s skills & expertise • Improved communication to and from families • Improved community support • Increased public support for schools • Families contribute their time which frees up teachers to do more with students • Improved student behaviour • Parents can give help & advice on how to reach other parents • Improved teacher morale

10. Family-School Partnerships Framework : What does it look like? 7 key dimensions: • Communicating • Connecting learning at home and at school • Building community and identity • Recognising the role of the family • Consultative decision-making • Collaborating beyond the school • Participating Note: This framework builds on the work of Joyce Epstein and the National Network of Partnership Schools

11. Impact on student learning • Connecting learning at home and at school has the greatest effect on student achievement • This is often one of the hardest things for schools to do as teachers need to explicitly connect with families around curriculum/programs • The challenge here is to broaden thinking beyond homework and families monitoring compliance with homework

12. Barriers to the formation of Partnerships: School perspective • Belief systems • Perception that families don’t understand the school, the education system, its constraints etc • Perception that families don’t care about their children / don’t know how to parent and therefore are likely to add little (if any) value • Lack of knowledge of the positive research findings on the part of schools & parents • Little understanding of how to effectively engage with families and little preparation for this role • Structural constraints • Reporting and communication from a deficit model ie what’s not going well • Language & cultural differences are not understood by schools and no strategies to involve ‘hard to engage’ families

13. What might get in the way of families partnering with schools? • Believe an authoritarian Principal / teacher is to be valued so leave them to get on with the job • Feel they have little to offer • Concerns about their ability to help (time commitment required etc) • Unsure of their role or what they have to offer • Embarrassed about own education level / language abilities • Feel unwelcome / intimidated / talked down to / not understood by the school or its parent organisations • Teacher's assumptions of parental disinterest or inability to help with children's schooling • Carry own baggage from their school years

14. What can families do? • Use everyday opportunities to educate • It’s the little things we do everyday, not the occasional special, event, that are of most value • Take an active interest in what’s going on at school - ask your children what they are learning • Encourage your child to read – at all ages • Show how you use maths and science in everyday applications

15. What else can families do? • Be aware of the possibilities offered by technology • Visit the school, classrooms, attend parent-teacher interviews, ask questions • Show interest in your child’s homework and assignments • Raise concerns early with the teacher • Show that you value education • Have high expectations of your child and your child’s school

16. What next – Establishing a Partnership Action Team • Your school may choose to establish a Partnership Action Team (PAT), which reports directly to School Council or one of the School Council sub-committees. • The PAT develops a Family-School Partnerships Program

17. For further information • Education Regeneration & Community Partnerships Division, DEECD (www.education.vic.gov.au/) • Family-School & Community Partnerships Bureau (www. familyschool.org.au)