Information Sharing

A Note to Educators

Dear NPENers,

Please feel free to share this with colleagues and/or excerpt it, with credit, of course, in newsletters, especially those for parents in your circle. I bolded a couple of key bits.

Parent involvement in schools – and evaluation of schools on how and how well they accomplish this – is an issue across the country, not only in Massachusetts. As individuals and as an organization we need to foster expectation of and promote demand for parenting resources. Where better to do this than in schools and (with a nod to Rabbi Hillel) if not now, when? I just finished reading ‘Among Schoolchildren’ Tracy Kidder’s 1989 year-in-the-life story of a Holyoke Mass. fifth-grade teacher. It has so much evidence of children off track because their parents are off track, but not one word about parenting education. It was nearly 25 years ago. But how far have we come? Not far enough.

Note that John D’Auria, coauthor of this piece, and I reference the Pediatrics article, subject of my previous post this morning.

Best,

Eve

A Note To Educators As School Begins

http://teachers21.org/a-note-to-educators-as-a-new-school-year-begins/

Parents and teachers are natural allies with common interests in promoting healthy development in children and young people. It must be acknowledged, however, that we can also be natural adversaries, in that our roles in some measure differ and our goals occasionally diverge. The Massachusetts Department of Education’s publication of a new framework for supervision and evaluation, with one of its four standards focusing on family and community engagement, gives us occasion to consider how we can be more successful in working together and more open in communicating our different perspectives.

We are both former teachers and parents, and writing from that second vantage point, we ask you to consider parents as a significant source of information and history about the children in your classes. We know that you have valuable information to share related to our children’s behavior, attendance, homework record and test scores. In turn, we know keenly how we came to give our child a particular name and how we see their distinct approach to life in our family.  Our parental perspectives can be incredibly helpful nuggets for educators. While a call from a teacher sharing a concern about our child’s behavior might be warranted, it cannot compare in its impact to an authentic inquiry into a child’s strengths and needs.

School staff may complain about the lack of parent participation, on one hand, or parents’ over-involvement, on the other.  Behaviors at these extremes certainly exist, but parent support for schools can be seen as a ‘ladder’ starting with participation and moving through involvement, engagement and empowerment, finally to leadership. While not every parent needs to take a leadership role, certainly all parents can be expected to take some part in school activities. If you as educators offer us a means to strengthen our parenting, our collaboration will become a two-way street.

As parents, many of us would rather support our children’s learning directly than bake cupcakes or sell raffle tickets (although we will, usually happily, contribute that way as well).  How can we strengthen our children’s love of books and help them overcome their anxieties about math, art, sports or any other subject? Can educators help us become more effective not only in supporting our children’s learning but in our parenting as well? We believe you can.  The understanding you have of ways to develop children’s capacities can help us better understand how to help our children reach and exceed their potential.

We urge teachers and administrators to look for creative, low-cost ways to provide parenting resources, specifically in parenting education, thereby acknowledging and supporting our essential work on the home front. For some educators, this will feel as if schools are once again taking on responsibilities beyond their original scope. Such programs may at first seem hard to defend in a time of dwindling budgets and increasing responsibilities.

A recent article in Pediatrics[1], published August 1st, “Respect for Parents Day,” by happy coincidence, communicates the urgent importance of helping parents do better in our essential role. The article calls for universal interventions aimed at promoting the type of parenting that is recognized as necessary for optimal child development. Schools have an important role to play in this effort.

For one teacher, striving to help her students read, write, calculate and create, all the while developing their social and emotional competencies, the task is daunting.  When that teacher gains the support of well informed parents and community members, the collaborative effort will, in the short term, help our children succeed, and, in the long term, strengthen the community that benefits us all.

BY: Eve Sullivan, Education Policy Fellow, Northeastern University 2012-2013 and author of Where the Heart Listens: a handbook for parents and their allies in a global society

-and-

John D’Auria, President of Teachers21 and author of Ten Lessons in Leadership and Learning [1] Psychological Maltreatment Roberta Hibbard, Jane Barlow, Harriet MacMillan, and the Committee on Child Abuse and Neglect and AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY, Child Maltreatment and Violence Committee Pediatrics 2012; 130:372-378

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