KASARJIAN MASTERS PORTFOLIO 1

Parents, Families, and the Community

Creating a positive collaborative relationship with families and the school is

key to student success. “Schools are not the only institutions in society in which

teaching and learning occur. The family is a critical institution in this regard, and

parents are teachers of their children” (Greenwood & Hickman, 1991, p. 280). My

job as a teacher includes communicating with parents and families on a regular

basis. I do this in several different ways: open house, emails, phone calls,

conferences, a class website, and parent volunteer opportunities.

It is natural to include parents and families in student learning. As Berger

(1991) notes, “Before history was recorded, evidence indicates that parents were

nurturers and educators of their children through modeling, care giving, and

guidance” (p. 210). Parents are the first educators of their children. Teachers and

parents should work together to educate the student. Not only will students see

growth academically but parent teacher collaboration will also improve student

behavior and attitude. Epstein (1985) as cited in Kessler-Sklar and Baker (2000)

found that student achievement and students’ attitudes and behaviors improved

when teachers communicated with parents about specific ways they could help

their children learn at home” (p. 103).

Involving parents in student learning is key to student success. “The evidence

is clear that parental encouragement, activities, and interest at home and parental

participation in schools and classrooms positively influence achievement, even after

the student's ability and family socioeconomic status are taken into account”

(Epstein, 1985, p. 19). To meet this need of my students I regularly communicate

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with parents about students’ success and growth. I also maintain a class website

where I post helpful resources for learning at home and class updates. “Parents who

received these communications were more effective reinforcers of positive school

behaviors”. (Kessler-Sklar and Baker, 2000, p.103) Including parents in my

classroom community benefits my practice as an educator. When parents and

families also understand the classroom expectations they can help these

expectations be met. At the beginning of the year I send out a welcome packet

welcome packet clearly explaining my classroom procedures and expectations.

Another way I communicate with families and parents is through parent-

teacher conferences. These are district mandated and requited however I see them

as an opportunity to collaborate with my families even further to achieve growth for

each student. Through this collaborative approach to parent-teacher conferences I

work to “develop trusting relationships with families that are characterized by

respect for each other’s expertise, mutually agreed upon goals, two-way

communication, and shared decision making” (Minke and Anderson, 2003, p. 50).

When parents and families have trust in their student’s teacher they can work

together to develop the best educational plan.

I see it as my responsibility to regularly communicate with families to ensure

growth for my students. As Berger (1991) states, “strong parent-teacher

collaboration will be needed to ensure continuity in care and education, and support

for children of all income levels and ethnic backgrounds” (p. 217).
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References

Berger, E.H. (1991). Parent involvement: Yesterday and today. The Elementary

School Journal 91(3), 209-219.

Epstein, J.L. (1985). Home and school connections in schools of the future:

Implications of research involvement. Peabody Journal of Education 62(2),

18-41.

Greenwood, G.E. & Hickman, C.W. (1991) Research and practice in parent

involvement: Implications for teacher education. The Elementary School

Journal 19(3), 279-288.

Kessler-Sklar, S.L. & Baker, A. J. L. (2000). School district parent involvement

policies and programs. The Elementary School Journal 101(1), 101-118

Minke, K.M. & Anderson, K.J. (2003). Restructuring routine parent-teacher

conferences: The family-school conference model. The Elementary School

Journal 104(1), 49-69.