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Beyond Coffee with the Principal

ED 360 Foundations of Educational Leadership - Fall 2012

Kristine Keller

on 14 November 2012

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Transcript of Beyond Coffee with the Principal

Capture Learnings Three lessons to spark more authentic school and family partnerships (Auerbach, 2011). Document our thoughts
on Google Docs Peer Reviewed Journals take notes, record, observe, take more notes, observe some more, .... Narrative Storytelling Thread 6 More about James here... Photo here... behind words ED360: Foundations of Leadership and Education
Fall 2012
Instructor: Susan B. Charles, Ed.D. Photo by Angela Jong January 22, 2009 (Nix, 2006, p. 109). Beyond Coffee
the Principal Share thoughts, stories, impressions IMAGE SOURCE: Auerbach, 2011. By synthesizing our notes taken at the museums, we came up with a list of the findings that related to our challenge:
a) A colorful and effective hook is needed to draw children in.
b) The activity needs to be compelling for the students.
c) There needs to be feedback to students' input.
d) The activity needs to be relevant to the students and have a clear goal.
e) Inclusion of technology is not a must.
and more ... Kristine Keller How might the principal of a low-income, predominately Latino elementary school in San Jose create meaningful school-family partnerships? The Challenge: Processes for Change Planning Supporting Advocating Communication
and Monitoring Implementing -Define the Challenge -Research for Empathy -Create empathic invitational school climate to enhance parent involvement (Dotger, 2011). Plan: Site Visits
Prep: Observation Questionnaire Collect Data Interview: Parents Engage people, ideas, and resources to put into practice the activities necessary to realize authentic school-family partnerships. -Get faculty onboard to do what's necessary to involve parents (e.g. Mr. Crim) Peer-reviewed articles on "best practices" for addressing this unique problem. Create enabling conditions Parents of color and low-income parents are traditionally viewed by educators through a deficit lens, which assumes that they do not care about or support education and which devalues their contribution to student learning (Delgado-Gaitan, 1994; Valencia, 1997). Plan for family inclusion must promote the diverse needs of students within and beyond the school. Advocating for families is often an issue of social justice. Communicate -Develop, utilize, and maintain systems of exchange among members of the school and with its external communities. Make families aware of how it's going. -- Validate families' cultures -- recognize the moral and emotional support they give their children -- Keep it small -- so they don't feel isolated -- Nuture Parent Voice -- may involve social justice and community revitalization.

DON'T IMPOSE SCHOOL AGENDA OR TRY TO "FIX" PARENTING PRACTICES! + Monitor -Systematically collect and analyze data to make judgments that guide decisions and actions for continuous improvement. Keep on top of results to make program sustainable! Active Listening School
environment money Teacher
support - secure and use the financial, political, technological, and human resources necessary to promote parent involvement. analyze
data Time At this time, traditional principal preparation programs neither address communication "best practices" nor prepare school leaders to interact effectively with parents, faculty, or students in challenging situations they routinely face (Jackson & Kelly, 2002). Principals need to approach their work in a way that will get the job done.
The Vanderbilt Assessment of Leadership in Education (VAL-ED) is a tool that assesses principal performance and suggests six key processes in carrying out important leadership responsibilities: planning, implementing, supporting, advocating, communicating, monitoring California Professional Standards for Educational Leaders (CPSEL) Standard 4
Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. "What if instead of seeking to contain, train, or manage parents in line with school agendas, schools sought out and attended to parent voices? What if educators got to know families' dreams, goals, and concerns, and what if administrators did more than simply calendar in coffee with the principal?" (Auerbach, 2010). -Listen to parent concerns and actively seek information from parents on how the school is serving the needs of their children -increased parent involvement is directly linked to student achievement Examples: (Auerbach, 2007; Henderson & Mapp, 2002; Jordan, Orozco, & Averett, 2002; Miretsky, 2004). Mr. Crim (University of Georgia case study, 2008) instituted a policy that required teachers to talk to parents on a regular basis and record the encounters on a log sheet. Whether the communication was by phone, in person or via e-mail, it didn't matter, but it had to be done. The parent contacts were not simply conducted when a student was doing poorly. The purpose of the program was to fully engage the students and involve the parents in the student’s learning. The program was successful and contributed to the decrease in the dropout rate while increasing the graduation rate. Additionally, parents chaperoned field trips and events. More and more parents are attending events at the school and this can be attributed to Mr. Crim’s philosophy that parent involvement is the key to a child’s success. Another principal in LAUSD brought in the Mexican American Legal Defense and Education Fund (MALDEF) to train parents in their rights, the U.S. school and political systems, and leadership skills. One LA principal worked to "co-construct the school" with mostly immigrant parents through weekly discussions. He found their number one complaint was about food in the cafeteria, so that's where he started. Parent leaders organized a conference on Cesar Chavez Day with the theme of "Breaking the Cycle of Poverty" and "Violence through Education" for an event that drew more than 250 families on a Sat- urday, with free meals and bilingual teachers in charge of registration and children’s activities. Instead of exercising power over families and teachers, work with them to develop relational power to accomplish goals of common interest (Warren, Hong, Rubin, & Uy, 2009). Validate families' cultures - recognize the moral and emotional support they give their children recognize
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