Some teachers may seem naturally comfortable building partnership with parents with little apparent effort. However, the reality is they more likely mastered emotional intelligence skills and are aware of personal needs in relation to social dynamics. These teachers exhibit genuine interest in the parents’ point of view. They exhibit effective communication strategies and willing use two-way communication skills for building parental partnerships.
Productive partnership is an outcome of teachers and parents engaging in a collaborative exchange of ideas that is more than simply sharing assessment and instruction information (Shapley & Case, 2004). Now, perhaps more than ever, diverse communication strategies requires knowledge of two-way compared to one-way communication strategies (Barbour and Barbour, 2001; Berger, 2000; Townsend, 2009). While one-way communication strategies such as newsletters, school handbooks, and progress reports, help to keep parents informed about school activities and policies, effective partnership with parents requires proficiency with two-way communication strategies.
Most prospective teachers need to develop these skills for building effective parent partnership. Awareness of a need is insufficient to ensure implementation of effective practice. Simulations and multimedia case studies can build the teacher candidate’s self-efficacy. Research by Walker and Dotger (2011) identifies the advantages of such a process for optimizing this essential correlate of Effective Schools Research.
We all desire to make a difference for our future students. Therefore, it is time to embrace the reality that the most effective way to mitigate the adverse impact of a lack of opportunity is to ensure public schools are culturally responsive, capable of emotional nurturance, AND staffed by highly qualified educators prepared to deliver the curricula. Maslow (1959) initially referred to basic needs as “deficiency needs” that must be satisfied BEFORE growth can occur (p.125).
Teacher preparation programs need to offer this type of professional development. Otherwise, teacher candidates will continue to enter the classroom ill-prepared for embracing and optimizing the home-school correlate. Twenty-first century tools such as avatar simulations and multimedia case studies can supplement Clinically Rich Teacher Preparation Programs.
A better relationship between teachers and parents results in more dialogue, improved school climate, and increased student achievement (Purkey & Novak, 2016). Knowing this, effective leaders plan for teachers’ professional development needs and encourage utilization of action research to improve instruction and classroom assessment (Marzano & Waters, 2009). The result would be optimal home-school relationships.
To cite:
Anderson, C.J. (August 31, 2020) Effective professional preparation programs can optimize the home-school relationship [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
References:
Anderson, C.J. (2016). A correlational study examining demonstrated emotional
intelligence and perceptions of school climate. ProQuest 1771637101
Lezotte, L. W., & Snyder, K. M. (2011). What effective schools do: Re-envisioning the
correlates. Bloomington, IN: Solution Tree Press.
Marzano, R. & Waters, T. (2009). District leadership that works. Bloomington, IN: Solution
Tree Press
Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2nd Ed). International
Alliance for Invitational Education. Retrieved from: http://invitationaleducation.net/product/category/books
Shapley, K.L. & Case, B.J. (2004) Building partnerships with parents. Retrieved from
Walker, J.M.T., & Dotger, B. (2012). Because wisdom can’t be told: Using comparison of
simulated parent-teacher conferences to support prospective educators’ interpersonal skill
development. Journal of Teacher Education 63 (1): 62-75. Retrieved from
