Parents in Education Specialisation “Fostering home-school links, parental involvement and lifelong learning” Sandro Spiteri Senior Excecutive, FES QualiFLY Malta Meeting 14th February 2006
Why ? • Principle 14 of the NMC: Increasing Participation in Curriculum Development’EXCERPTS • School councils have set the stage for greater parental involvement • Schools are requesting more training and technical assistance for parental involvement • State schools are set to become more autonomous through School ClusteringFACTS
Parental Involvement in the NMC (excerpts) • An effective educational system recognizes the link between the home environment and differences between children. When possible, the education of children should be linked to educational and participatory programmes for their parents or guardians. Students who are denied a support system outside the school should be given special attention. NMC Page 31 • The NMC, encourages schools to include: programmes of parental education and school involvement in their development plan (SDP). NMC Page 84 • Parent education undoubtedly provides an important foundation for the education of children. The National Minimum Curriculum not only encourages educational programmes for parents of children who are attending school, but also urges schools to organize meetings and educational programmes for parents whose children are not yet attending the school. NMC Page 86BACK
Parents in Education Specialisation… A Pro-Active Response to present and future school community needs.
Aims • Understand and appreciate the role of the parents in the educational development of their children, the school and their community • Implement systems and strategies that support and strengthen parents’ role in education whilst the latter are strengthening their children’s educational development, and that empower parents to become lifelong learning adults • Learn how to organise and run family literacy programmes and parent-to-parent programmes • Support and encourage parents to have a central role in the educational development of their children, the school and their community, including participation in school councils • Become key resource and reference persons for their teaching colleagues and for the community as regards the parents’ integration in the school’s educational life.
What ? • Not studying ‘about’ parents • Learning from and with parents • Problematising own perceptions and present practices • Celebrating good practice and mastering specific strategies and skills • 2 major strands: • Working with Parents • Strengthening Basic Skills in the Family • Hands-on skills acquisition, observation of programmes, meeting and working with parents ‘in the field’ • 8 units over three years: • 2004-05: 2 units • 2005-06: 4 units • 2007-08: 2 units
2004-2005 Programme PRE 1202 Working with Parents 1 • Our perceptions and stereotypes, and our positive and negative experiences of parental involvement in school • Range of experiences of school participation of parents in Malta and internationally • Meeting parents in Parent to Parent programmes in Malta • We visit Parent to Parent programmes - What are the benefits and risks of such programmes ? PRE 1203 Strengthening Basic Skills in the Family 1 • Role of the family in the strengthening of the children’s basic skills • Literacy and numeracy strategies already present in families before children even start school • Experiences, research and perspectives on the role of the family in strengthening basic skills • We visit family literacy programmes - What are the benefits and risks of such programmes ?
2005-2006 Programme (1) PRE 2307 Strengthening Basic Skills in the Family 2 • Development, delivery and evaluation of a family literacy programme. • Critical reflection: how do such programmes bring about: - The children’s educational development - Parents’ lifelong educational development - Integration with school work PRE 2308 Working with Parents 2 • Forms of parental participation in education, especially school councils and similar entities in the non-state sector. Their present and future say in the life of the school; how do they lead to enhanced parental empowerment? • Assessing the effectiveness of parent education participation programmes, with special reference to participants’: - lifelong educational development - commitment to their families, school community and local community - Impact on their families, school community and local community.
2005-2006 Programme (2) PRE 3305 Strengthening Basic Skills in the Family 3 • Development, delivery and evaluation of a family literacy programme that is adapted and personalised for children with severe basic skills needs. • Possibilities for parental involvement in the case of children with special needs. • Critical reflection: how do such programmes bring about: - The children’s educational development - Parents’ lifelong educational development - Interaction with school work - The role of the day school PRE 4302 Strengthening Basic Skills in the Family 4 • Other forms of parental participation in the strengthening of their children’s basic skills, such as keeping a home-school journal for joint parent-child reading and/or writing. • Practical tips that teachers may give to parents to help their children in reading, writing and maths, and concrete ways how to maintain parent-teacher communication throughout the scholastic year. • Critical reflection: how do such programmes bring about: - The children’s educational development - Parents’ lifelong educational development - Interaction with school work
2006-2007 Programme PRE 3407 Working with Parents 3 • Development, delivery and evaluation of a parent to parent programme. • Critical reflection: how do such programmes bring about: - Participants’ lifelong educational development - The children’s educational development - Advantages for the school community and local community. PRE 4405 Strengthening Basic Skills in the Family 5 • Assessing the effectiveness of family literacy and parental empowerment programmes, with special reference to: • The children’s educational development • Parents’ lifelong educational development • Effect on the school’s teaching-learning dynamic: How can these programmes fit in the FACTS Reform ? • Adapting the various types of parent education participation programmes for different socio-cultural contexts, for social and educational emancipation.
Useful Websites related to Family Literacy and Parental Involvement in Education • http://www.famlit.org • http://www.read2kids.org • http://www.famlit.ca • www.epa-parents.org • www.cppp.org/kidscount/education/parental_involvement.html • www.standards.dfes.gov.uk/parentalinvolvement/ • www.pta.org/parentalinvolvement/index.asp