Tag Archives: parent involvement

Bellwether’s Parent-Teachers in the Time of COVID-19

By

Here at Bellwether, we consider our people a big asset (we even made a video about how much we like working together). We fancy ourselves as a fun, smart, and high-achieving group committed to facing the biggest challenges in education. Many of our team members were classroom teachers prior to entering administrative, policy, evaluation, and strategy roles at Bellwether, so overseeing the education of our own children should come naturally — right?

Toddler on a coach with a laptop, tablet, smartphone, and videogame controller

Photo courtesy the author

Not exactly. Even with the benefits of a work-from-home culture, a core value of flexibility, and myriad other forms of access and privilege, my teammates are struggling. Many of us are now juggling being both a parent and a professional within the same limited hours in a day.

When I asked the Bellwether parents of pre-Kindergarten through high-school-age students to share their experiences, I got a number of candid responses. Even these competent, tech-savvy, education professionals identified palpable struggles managing their time, knowing how to prioritize support of their home learners, and meeting the individual needs of each child.

The Bellwether parents who responded live in eight different states (Colorado, Illinois, Maryland, Massachusetts, North Carolina, Ohio, Texas, and Virginia), and collectively, they have 21 students. Most states were still in the early stages of closure when I conducted these polls, so the experiences below may not reflect improvements schools have made or will make.

What I heard around communications, materials, and processes is both scary and encouraging:

Continue reading →

“I’d Better Bring Home An A”: The Power Of Parent Expectations

By

This week, Bellwether staff share their perspectives on family and parent engagement. Follow Ahead of the Heard from now until Friday for a series of blog posts that tackle common misconceptions about engaged parents, working with multilingual families, and more. Click here to read other posts in the series thus far.

 

It’s the beginning of the school year, and I’m already behind on my assignments — that is, the flurry of forms to fill out, orientations to attend, and Back-to-School nights to add to the calendar. As an education researcher, I applaud all the efforts to engage me in what’s going on at school — and I love hearing about what my kids are learning — but as a working parent of a middle schooler and a high schooler, I admit I groan a little trying to fit it all in.

Often, parent involvement gets framed as caregivers’ level of interaction with the school — coming to school events and volunteering with the PTA, for example. While such activities may present minor scheduling headaches for me, many caregivers face much bigger obstacles, including lack of childcare, language barriers, or working multiple jobs. Framing engagement around school-based activities can lead to the assumption that the parents who don’t appear, especially low-income parents, are apathetic about their children’s education.

But that assumption is off the mark. A parent or guardian can have a powerful impact on a child’s achievement even if they never set foot in the school. A 2013 meta-synthesis of research on parental involvement drives this point home: out of a wide variety of types of involvement explored in many different studies, parents’ expectations for academic achievement had the strongest impact on students’ academic performance.

A student I met once in a focus group at a large city high school made this point even more succinctly. When asked her thoughts on parent involvement during high school, she said emphatically: “My mom is working in another city right now, so she’s not at home. But I know I better bring home an A, or else!” Even though they were physically separated, her mother’s expectations for high achievement were a very real motivating factor.

Ultimately, a central goal of family engagement is to increase the alignment between home and school in support of each child’s education. One way to do that is by inviting caregivers to the school, but there are many other ways to provide families with the tools they need to champion learning at home. For school leaders and policymakers seeking to engage a wider range of families, below are several examples of strategies that empower parents and guardians to reinforce high expectations for academic achievement, even if they are not able to physically come to the school. Continue reading →

Assets, Not Barriers: 5 Ways Teachers Can Connect With and Empower Families Across Language Barriers

By

This week, Bellwether staff share their perspectives on family and parent engagement. Follow Ahead of the Heard from now until Friday for a series of blog posts that tackle common misconceptions about engaged parents, working with multilingual families, and more. Click here to read other posts in the series thus far.

 

We know that parent engagement makes a difference. Students whose family members are involved in their education, regardless of their background or income, have better attendance, higher grades, and more rigorous course schedules.

But what if a language barrier keeps schools from fully connecting with parents and families?  English Language Learners are the fastest growing segment of the student population — in 2014, 11.8 million students spoke a language other than English at home. It’s imperative for schools and teachers to collaborate in support of students and families across languages. Not only that, but embracing and encouraging multiple languages and cultures (in the classroom) can be an educational asset. In order to get there, teachers must be willing to engage.

Christian Martínez-Canchola, photo via author

I spoke with my friend and former colleague, Christian Martínez-Canchola, about the best strategies teachers can employ to connect across language barriers. Christian currently serves as the Primary Years Programme Dean at Uplift Grand Preparatory in Dallas, Texas. As a classroom teacher, Christian led her bilingual students to outstanding outcomes — they consistently outperformed district averages by 30-point margins on district, state, and national assessments.

While this is by no means an exhaustive list, Christian suggests five ways teachers — regardless of their language abilities — can engage multilingual families and communities in a partnership for student success:

  1. Establish trust: Speaking in a language you aren’t comfortable with is a vulnerable experience; building a trusting relationship with students and families should be one of a teacher’s first priorities. To foster this, Christian is a proponent of starting the year off with a bilingual parent survey. The outreach effort signals immediate investment to parents, and allows teachers an early look into their students’ lives. Questions range from basic contact information, to more personal inquiries. “I ask parents to describe their child’s strengths, their weaknesses, what they want to be when they grow up,” says Christian. “These are the people who know their children best.”
  2. Listen and then act: It can be easy for teachers and school staff to make well-intentioned assumptions even without a language barrier — when communication is challenging, the danger for misdiagnosis intensifies. Make conscious contact with parents and community members to identify needs.“There are always parents talking to one another. Leverage conversations with those key stakeholders — you may think parents would benefit most from a car seat drive, but in reality, they may need assistance calling the electric company or accessing dental care instead.”
  3. Redefine what engagement looks like: A narrow definition of family engagement can lead otherwise interested parents to count themselves out. Says Christian, “the parents who typically volunteer in classrooms can afford the time. For most parents though, that’s a privilege. I found that there was this misconception that parents had to physically be in the school to help, when that wasn’t the case at all.” Family members, regardless of language, can assist teachers in other ways. Classroom support can happen at home, from cutting out math manipulatives to assembling packets and leveled books. Christian adds: “Parents want to be involved. Even something small, like sending home classroom materials to be cut out, allows them to have a role in the success of their kids.”
  4. Prioritize intentionality and structure: Home visits and back-to-school nights can provide opportunities to establish trust and build partnerships. At the same time, Christian stresses the importance of planning these interactions and of not allowing them to be too ad-hoc. “If they’re intentional, [home visits] can be really impactful, but they lose all power when flimsily done,” she says. “I like when they’re structured, when schools or even outside agencies provide [teachers with] training on their actual impact and the logistical needs a bilingual home visit requires.”
  5. Empower teachers with existing resources: Districts and school leaders can connect their teaching staff with free and low-cost tools to make translation easier. Many large districts, including District of Columbia Public Schools, New York City Department of Education, and Dallas Independent School District, have translation hotlines, where teachers can reach interpreters and teams dedicated to translating documents. In addition, the Google Translate app has text translation for over 100 languages, and can translate bilingual conversations for 32 others. While not a true replacement for face-to-face translation, these tools can serve as a point of entry.


Christian’s work is fueled by a fervent desire to exemplify the strength and power of her students and their families. As one of the few Latinx and bilingual school leaders in her network, Christian says she is passionate about building a pipeline of educators who both reflect the communities that they serve and driving transformational, sustainable change. We can borrow lessons from her work empowering teachers to connect across lines of differences in the pursuit of positive outcomes for all children.