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HACA Parental Involvement: A Case Study

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Open Communication and Involvement Through open communication this encourages parental involvement, more understanding of factors which affect the student 's’ performance and an open dialogue for the teacher and the parents to work together to create a balance for the student. The disconnection between parents and the school system affects parents and students including public housing residents, and the Housing Authority of the City of Annapolis (HACA) employees.
HACA Helping HACA employees want to see their residents succeed, especially students by supporting several new initiative proposals including the Partnership and Resource Development. The HACA proposal initiative will increase parent participation in the schools which …show more content…

Now we are aware of all the programs that suit a student and their needs to exceed academically, the initiative also offers more opportunities for students to bond with their family and a multitude of extracurricular activities. HACA offers students the opportunity to attend enrichment field trips to continue their learning and to explore their local community historical landmarks, parks, vernacular architecture or even the flora and fauna. For families, HACA offers a Family Night Out to provide an opportunity for families to meet. But best of all HACA offers the opportunity for students to participate in athletics such as basketball and swimming along with summer programs. HACA covers all of the family and student needs with the effects of an unstable student and family are quickly forgotten due to the numerous HACA programs …show more content…

In the article by LaBahn, his colleague, Gelfer states “This helps to provide a bond between home experiences and the educational program” (LaBahn 1). First this means support in the school to ensure teachers provide the school to home communication. The notifications can come in the form of physical papers newsletters or memos or in electronic format of robo calls, texts, or emails. Getting the information to the parents is important so they are aware of what is going on. Second, the education system benefits from electronic communication to create a two way dialogue via e-mail and texting to parents (giving them the option to sign up) or on-line through programs like Edmodo. Even social media such as Facebook and Twitter are become other ways to create a dialog between parents and the school system. Last, encouraging participation in the school for events programs or activities help other parents and teachers to know one another. The level of commitment helps parents to become more familiar with the school environment, its expectations, with the intention to improve student

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How does that awareness direct your teaching practices? I try to stay educated on every child’s “home life” by communicating with the child’s family. I

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One strategy to help parents would be to conduct a workshop, or multiple session workshops, for parents in help them learn how to participate in their children’s learning process. It is also stated that schools must empower parents who may feel “less useful in school work due to lack of formal literacy skills” (Njeru, 2015). Many parents in low SES communities do not have the skills to work with their children at home. Classes should be held in order to teach the skills that parents need. Once parents are given the training that they need they can help their students succeed.

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If we are unable to communicate with the parents then this could have an impact on the child’s development and lead to the child’s issues progressing and getting worse. Strong positive relationships within the school environment and with parents is very beneficial to children. It helps to model effective communication and set a good example of appropriate behaviour towards others which in turn helps the children to recognise boundaries and what is acceptable when communicating with their peers and adults. Plus building a strong, trusting relationship with the children and young people makes them feel valued and helps provide a more effective learning environment and helps build their confidence with communicating as they progress through their lives.

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Therefore, emails, newsletters, sign-up sheets, or phone call reminders can be given a month in advance. (Scully, Barbour, & King, 2015) A great tool teachers can use to assist the parents with academic involvement is to always have an open door policy. Teachers should encourage all parents to volunteer or advocate for all students. Reminding parents that fifteen minutes you spent with your child or someone else’s might change the child’s outlook on their education.

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In today's world we do learn valuable information at school but when we come home technology consumes most people today. Technology ends up going against the information that people learn in school which is why your home environment can go against your school

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Overall, there are significant findings throughout the article that implement how to successfully collaborate with families, as a teacher. Within the article, the author mentions how difficult it is to reach parents due to the overlap between parent and practitioner work schedules. Therefore, online technology is a substantial suggestion for individuals having communication

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Interested parents can choose to participate on an advisory council. This committee works with GATE resource teachers, school administrators, general education teachers, and other school personnel to receive updates, provide feedback, and ask questions related to GATE programs. The advisory council meets at least three times a year in order to ensure that the education of every child is enhanced by assisting with program planning and assessment. The role of parent representatives is to serve as a liaison between the school’s GATE program and the school community. Parents may find information about joining the local advisory council by meeting with a school administrator or the GATE coordinator.

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The overall goal of this program, as discussed by Rodriguez-Brown (2010), is so that Latino parents can be more involved with the education of their children. The program has four components: literacy modeling, literacy opportunity, literacy interaction, and home-school connection. Although each of these have their own individual purpose, together they work to make sure parents are more equipped with the literacy tools they need for themselves and their children as well as a foundation for connection to the school (Rodriguez-Brown,

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However, it is fundamental to involve not only the school, but also parents to give support for postschool

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I plan to send out emails and class newsletters regularly to keep parents in the know about their student’s learning. I believe if parents are involved in their child’s school, the child will have more support at home and the parent can help with any issues that arise. With this open communication with parents, and I can to notify parents about their student’s behavior (both positive reports and behavior that needs work) regularly. This will ensure that my students, their guardians, and myself are all on the same page regarding the social emotional growth of the

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Home schooling is a trending concept that is popular mostly in US and around the world. Home schooling preferred often by the parents that have environmental concerns, religious beliefs, lack of confidence to the education quality of the public and private schools and inadequacy of curriculum. They believe that they can give better education to their children at home. According to Jamie Martin (Homeschooling 101: What Is Homeschooling, 2012), home schooling began to grow in the 1970s, when popular writers and researchers such as John Holt and Dorothy and Raymond Moore wrote about the educational reforms and they alleged that home schooling is a valid educational alternative.

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Dietz(1997) argued that when a school limits parental involvement to a particular type of involvement (e.g. fundraising, committee membership) then only a small proportion of parents become involved. As a result the school neither really involves parents, nor reaps the potential benefits from involvement. Instead, a more comprehensive model of parental involvement which elicits a wide variety of parental involvement is advocated (Dauber & Epstein, 1993). Epstein and colleagues (Epstein, 1992) thus developed a typology which aimed to comprehensively categorise the variety of involvement activities in which could potentially engage. These are summarised in the table below.

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Although this initiative demonstrates considerable essential features and strengths related to PTA Standard 1, there is one notable weakness. One Standard 1 indicator stresses the importance of respecting all families, including assuming a “collective responsibility to break down barriers to family engagement related to race, ethnicity, class, family structure, religion, and physical and mental ability” (PTA, 2008, Standard 1, p. 3). Our community consists of mostly affluent families, with little ethic diversity. The large majority of our students are Caucasian, affluent, and speak English as their primary language. On the rare occasion that a family enters the district and encounters financial hardships, or students are of a different ethnicity, I don’t believe that our PTA/parent group leaders make extra efforts to make those families feel comfortable and welcome,

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As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.

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It is true a partnership providing two way information flow from the teacher to the parents about the child’s classroom achievements and persona and from the parent to the teacher about the complementary elements in the home environment. It provides the mechanism

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