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Parent Involvement Philosophy & Approach

Simone R. McMahan
April 19, 2011
ED 676 Dr. Engblom-Bradley
Alaska PaciIic University
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As a parent oI two wonderIul school aged girls, I can attest to the importance oI a
welcoming classroom. I would not Ieel comIortable with my children in a class where I was not
appreciated and encouraged to participate in their education. I believe my willingness to help
with and my enthusiasm Ior my children`s education is directly correlated to their success in
school. It is this understanding oI the importance oI parent involvement in the classroom that I
will carry into my own classroom one day. I have seen how important Iamilies are to their
students; everything I can do to Ioster parent involvement in their child`s education is a positive
move. The results will be Ielt in two diIIerent ways; Iirst, the students will realize the
importance oI education and that their parents care enough about them to participate, and second,
I will have an involved group oI people who are working in collaboration with me to educate
their children. As Amatea (2009) states, 'teachers and schools do not educate alone. Instead, a
child`s Iamily can make the diIIerence in whether the child succeeds in gaining an education
Irom schools (p.8).

Collaborative Paradigm for Parent Involvement
From the very Iirst day oI their child`s presence in my classroom, I will be in constant
communication with parents. I do not want them to see the classroom as an island where no
other inIluence can be Ielt; rather I want to Ioster a Ieeling oI collaboration with parents where
they understand that they are a valuable part oI their child`s education. I will be in
communication through a classroom website, e-mails, and letters sent home that will not only
keep them updated oI the goings on in the class, but that will also invite them to actively
volunteer and/or participate in the classroom. As diIIicult as it is Ior me to admit, I cannot do
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everything Ior my students. Their Iamilies need to be active participants in their child`s
education. Every communication and interaction with parents and Iamilies will show them that I
encourage them to share their thoughts, Ieelings, and concerns about the classroom with me. My
classroom will be a warm, welcoming place where education is my number one priority, but
always with the willingness and openness on my part to include Iamilies in their education oI my
students/their children.
Purpose for Parent Involvement
Parents and Iamilies are the most important part oI a child`s liIe. Friends, school, and
teachers are secondary; without a support system oI some kind, children will have a much more
diIIicult path to navigate. That being said, parental involvement in a student`s education is vital
to their success in school. Why would a child care about something they are shown is not
important? Students who have parents and Iamilies who take the time to invest in their
children`s education by being involved are modeling the importance oI school and education to
their child. In my classroom, I will actively Ioster this parent involvement by letting them know
just how important I believe their role is. In essence, we are partners in their child`s education.
'All Iamilies are knowledgeable experts who powerIully inIluence their child`s in school and out
oI school learning (Amatea, 2009, p.53).
Plan for Involving Parents in Children`s Education
My plan Ior involving parents and Iamilies in their child`s education will include many
diIIerent opportunities Ior participation. First, on a daily basis, I will have opportunities to help
in the classroom; this can include assisting with reading groups, working on setting up projects,
updating Iiles and portIolios, etc. I will communicate with the parents at the beginning oI the
school year that their involvement is always welcome and that I would appreciate their help. I
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will send out reminders throughout the year that parents/Iamilies are always welcome additions
to the classroom. Second, I will communicate the importance oI helping their students with
homework. 'II we want them to choose to complete homework, we must create appealing tasks
that they are capable oI doing (Vatterott, 2010, p.31). This does not mean I want parents to do
the homework Ior their students; rather I want them to assist with understanding the homework
and play an active role in their education. When students are shown how important school is by
their parent`s involvement, they will do better in school. Third, I will oIIer periodic
opportunities Ior parents/Iamilies to participate in special events. This can include Iield trips and
aIter school activities where the object is to have Iun and enjoy their time at school with their
child. Essentially, I will develop activities Ior my students to do with their parents out oI the
classroom, as well as invite parents and Iamilies to participate in class.
Parent Involvement Notebook
One way to be sure that parents always have something to work on when they come to
the classroom is to develop and continually update a parent involvement notebook. I do not ever
want a parent who has taken the time out oI their busy day to come to my classroom and Ieel like
they have nothing to do. I will communicate with parents that when they are able to come in, all
they need to do is to take a look at the opportunities I have Ior them to complete. The items in
the notebook can range Irom grading to copying to putting together the parts oI a project the
class will be working on. The notebook can also serve as a reminder to me that I need to
communicate my needs to the student`s parents and Iamilies. Communication is the key in these
situations how will parents know I need help iI I do not tell them? Frequent e-mails and
reIerrals to our website will give parents access to the goings on oI the classroom and invite them
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to participate by helping/volunteering during the school hours or at home aIter school Ior parents
who are unavailable during the school day.
Collaboration with Parents on Goal Setting & Curriculum
Communication is the key Ior collaboration with parents and Iamilies. In order Ior them
to know where their student`s education is heading, I have to tell them. It seems like such a
simple concept, but it can be diIIicult Ior teachers to remember that their student`s Iamilies are
not in class with them all day every day. I have to be sure to place myselI in a parent`s shoes and
ask myselI 'what are we doing in class that I would want to know about? The Irequent use oI
e-mails and updating the class website should help with communication oI the curriculum.
Goal setting is a completely diIIerent type oI communication with parents and Iamilies.
At the beginning oI each quarter, my plan is to sit down with my students one-on-one and
discuss what I would like to see them accomplish/master during the school year. Once these
goals have been set, I plan to send a copy oI what we agreed upon to parents. By doing this,
parents can see what direction their child is heading as well as include them in ensuring their
child is progressing appropriately. As always in my classroom, I will encourage parents to
communicate with me regarding the goals set. II they Ieel the expectations are set too low or
high, I am open to discussions regarding their student`s goals. It is my goal to ensure we
(students/parents/teacher) are all on the same page.
Communicating Progress & Individual Issues with Parents
Communicating progress has traditionally been done through the use oI report cards and
parent-teacher conIerences where the student is not present. My plan is to continue the use oI
report cards to communicate their overall perIormance in the class, but instead oI conIerences, I
would like to introduce student-led portIolio shares. I have Iirsthand experience with portIolio
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shares in both oI my daughter`s classrooms and they are Iabulous! It gives the students a sense
oI pride to show all the work they have completed during the previous quarter to their parents
and/or Iamilies. And it is an extra incentive Ior students who may have trouble completing their
work iI their portIolio is empty, they are responsible Ior explaining what happened to their
parents. PortIolios give the students a sense oI ownership oI their work; they are not just
creating paper that is thrown away it is valuable evidence oI what they have been doing and
learning. 'The primary premise in portIolio assessment is that a particularized collection oI
student`s evolving work will allow both the student and you to determine the student`s progress
(Popham, 2011, p.223).
Family Contributions to Student Learning
Families contribute to their student`s learning on a daily basis through their
encouragement and active involvement in their lives. However, this usually takes place outside
oI the classroom. My goal is to have that same type oI participation Irom parents and Iamilies
within the classroom. I have determined three main ways parents and Iamilies can contribute to
student learning in the classroom:
O 'olunteering the number one way a student`s Iamily can contribute to student
learning is by helping out in the classroom. When my time can be spent actively
teaching rather than worrying about all the other things (making copies, organizing
portIolios, putting together needed materials, etc.) that go into successIul lessons,
everyone wins.
O Parent Expertise Presentations Throughout the year, while moving through
diIIerent units oI study, I plan to invite parents who have an area oI expertise in to the
class to share with the students. For example, a presentation by a parent who is a
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IireIighter, doctor, pilot, etc. can greatly enhance lessons on Iire saIety, health
discussions or transportation. Every parent is an expert in something and I will ask
that each Iamily have a parent that can come in to teach a lesson at some point
throughout the school year.
O Communication with parents Although I may be doing much oI the
communicating, I would like to ask Ior one parent to serve as the 'room mom or
'room dad. The room parent will be responsible Ior communicating inIormation
about the classroom and school to other parents. There are times when
communication Irom me is not appropriate (messages Irom the PTO, etc.); the room
parent will Iill that need to keep our classroom and school running smoothly.
Community Experts Contribution to Student Learning
Although including the community into student learning is not the Iirst place I would
look Ior contributions to the classroom, it is a valuable resource when used appropriately. The
health and saIety oI my students is my Iirst priority, but when weighed on a case by case basis,
members oI the community can contribute in the Iollowing ways:
O Experts in the Class Similar to welcoming parent experts into the classroom Ior
presentations on lessons we are studying, community experts can also be invited Ior
presentations. I would love to have a policeman join us when we are studying our
city, a member oI a diIIerent culture make a presentation during our study oI
diversity, or even someone Irom the Alaska Zoo during our study oI animals.
O Field Trips Some Iield trips are meant Ior Iun, but most Iocus on a Iield oI study
that students are exploring. The experts present at many oI the Iield trip locations
have wealth oI knowledge to share with the students. For example, visiting the
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Alaska Experience Theater when learning about Alaska History, going to the
Museum Ior studies oI ancient people, cultures and traditions, or even traveling to
Seward to visit the Sea LiIe Center when learning about Alaskan animals.
O School-Business Partnerships Businesses within the Anchorage area have
developed school-business partnerships so that students can gain the knowledge oI
how businesses are run. Accessing the inIormation these community members have
and are willing to pass along to students would be an amazing addition to an
appropriate unit oI study. For example, Tastee Freeze has been a school-business
partner with the Anchorage School District Ior many years. The institutional
knowledge the owner has would be invaluable to students who are learning about
business, accounting, competition, marketing, etc.
Participation on Teacher Committees to Involve Families in School Events
I plan to participate in committees that plan school events as well as plan ways Ior the
parents to be involved in the events. Back to school nights, class bowling nights, school movie
nights, etc. are all ways Ior parents to become more involved with their child`s school. Many
parents work during the day and are simply unable to volunteer in the classroom. By providing
opportunities aIter school hours Ior parents to participate in their child`s classroom or school, the
parents take an active role in their education. It is an easy way Ior everyone involved to Ieel
good about the school and the education the students are receiving.
Participation on Teacher Committees to Involve the Community in School Events
I look Iorward to my involvement in teacher committees to involve the community at
school events. It is a way to show students that their education is preparing them Ior liIe beyond
school. By inviting members oI the community to share their expertise with the entire school,
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we will be able to present Iun and educational events to the students. For example, we can invite
an animal handler Irom the Imaginarium to make a science presentation with the live animals
(turtles, lizards, crocodiles, etc.) they have. Another idea would be Ior the Air Force Band oI the
PaciIic to play music during 'Music in Our Schools week and talk to the students about the
instruments and how much practice goes in to learning to play. The possibilities are endless and
are only limited by our imagination.

Parents and Iamilies are the most important part oI my student`s liIe. I do not expect that
need Ior Iamily or its importance to shut oII when my students enter my classroom. I want to
create a warm, inviting place where students and their Iamilies are welcome. We are all in this
together we have a mutual desire Ior their children to grow and become educated, productive
members oI society. 'The teacher`s attitude and practices not the education, socioeconomic
status, or marital status oI the parent have the strongest inIluence on whether parents become
involved in their children`s schooling (Amatea, 2009, p.202).


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#eferences

Amatea, E.S. (2009). Building culturally responsive Iamily-school relationships. Upper Saddle
River, NJ: Pearson Education, Inc.

Popham, W. J. (2011). Classroom assessment. What teachers need to know (6
th
ed.). Boston,
MA: Pearson Education, Inc.

Vattererott, C. (2010). Spotlight on homework: Five steps to more eIIective homework. Middle
Ground, 14(1), 29-31.