Running head: YOUNGMAN PARENTS AND COMMUNITY STATEMENT

Parents and Community Statement

Anita Youngman

Dr. Katy Spangler & Dr. Beth Hartley

University of Alaska Southeast

ED 698

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Parents and Community

This A-Z Spanish book started as a little project and transformed into a meaningful

community project that reached a far away community in Puerto Rico. Coulter (2018) explains,

“learning that is ‘just in time’ to be useful is often more engaging than learning that is to be

mastered ‘just in case’ you need it some day.” When teachers know the importance of

establishing and maintaining a positive collaborative relationship with families, school

colleagues and agencies in the larger community, they promote the intellectual, social,

emotional, physical growth and well-being of children. In this A-Z book, Alaska knowledge was

the beginning inspiration. This inspiration grew reaching other colleagues, engaging local

students and enlightening a community of students in Puerto Rico.

In creating the book I used my knowledge of a variety of Alaskan themed concepts

representing each letter of the alphabet. In addition, I enlisted my daughter and a couple 6th

grade students as translators for the book and had a teacher at the school edit the translations.

Having a positive relationship with the school community made me feel comfortable in

collaboratively working on this project. Henderson, Mapp, & Southwest Educational

Development Lab (2002) explains, “Effective programs to engage families and community

embrace a philosophy of partnership. The responsibility for children’s educational development

is a collaborative enterprise among parents, school staff, and community members.” (p. 51) Not

only did this project develop useful resources to teach social studies standards, but students used

their knowledge to work on Spanish language arts standards in a constructive manner. Later the

A-Z book was utilized again by the Spanish Immersion community as a gift to a school in Puerto

Rico. Biannually, the Spanish Immersion students visit a school in Puerto Rico making
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connections to understand their home, the A-Z book was a unique Alaskan gift that allowed

students in Puerto Rico to understand a bit about Alaska.

In this example of the collaborative book project, the school was open to parental

contributions and involvement in the education process. Mag (2011) explains

partnerships with parents are a unifying theme of early education in the entire world,

because teachers need parents’ support for their children learning and development

process. Parents are not a homogenous group but neither are teachers, and the

relationship between these groups needs to acknowledge the strengths and expertise of

each. (p. 38)

This experience, and many others as an involved parent in my children’s education has proven to

me the power of inviting and encouraging parental and community involvement for the children

in my classroom today. For instance, in my classroom of military children, a parent approached

me to have a military dog demonstration. Along with being a relevant and interesting

demonstration, students were able to see and appreciate one of their own family members taking

an interest in and adding purpose to their education.

In my classroom it is very important that students and their families feel comfortable and

a part of our classroom and school community. Cotton, & Wikelund, (1989) explain

The research also shows that the earlier in a child's educational process parent

involvement begins, the more powerful the effects will be. Educators frequently point out

the critical role of the home and family environment in determining children's school

success, and it appears that the earlier this influence is "harnessed," the greater the

likelihood of higher student achievement. (p. 19)

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With that being said, I feel even more responsible for enlisting parents and community members

as partners in the raising of our children. The A-Z book was one of many of my own experiences

with my children's education. I believe when adults engage in students lives and educations they

demonstrate to children that education is important.

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References

Cotton, K., & Wikelund, K. R. (1989). Parent involvement in education. School improvement

research series, 6(3), 17-23.

Coulter, B. (2018). Building citizenship through community engagement. Environmental

Education, 117, 16. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=128773524&site=eds-live

Henderson, A. T., Mapp, K. L., & Southwest Educational Development Lab., A. T. (2002). A

New Wave of Evidence: The Impact of School, Family, and Community Connections on

Student Achievement. Annual Synthesis, 2002. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED474521&site=eds-live

Mag, A. G. (2011). Parents and early teachers: sharing education. Procedia-Social and

Behavioral Sciences, 11, 37-41. https://doi.org/10.1016/j.sbspro.2011.01.029