Transcript Slide 1

Working Together
School-Family-Community Partnerships
A Toolkit for New Mexico
School Communities
Module 1:
Improving Communication
Background
• The Toolkit was sponsored by New Mexico
Public Education Department (NMPED)
and developed by the Center for the
Education and Study of Diverse
Populations (CESDP)
• It is based on the six national standards for
family involvement of the National PTA
• It is available in hard copy, on CD and on
the web: www.ped.state.nm.us
www.cesdp.nmhu.edu
Overview of Six Toolkit Modules
1. Improving Communication
2. Promoting Positive Parenting
3. Enhancing Student Learning
4. Increasing Volunteerism
5. Supporting Decision Making
and Advocacy
6. Collaborating with the Community
Goals for Module 1
• Provide tools to measure and improve
school-family-community partnerships.
• Understand and appreciate the benefits
of two-way communication.
• Develop site-based, appropriate and
effective two-way communication
strategies.
• Enhance awareness of the diversity in the
school community.
• Review strategies for effective
parent-teacher conferences.
New Mexico Teacher Competencies
• The New Mexico 3-Tiered Licensure
System includes competencies and
differentiated indicators that apply to
Module 1:
Improving Communication
• This training can assist in fulfilling
requirements for Teacher Professional
Development Plans (PDP).
Competency 5
The teacher effectively utilizes student
assessment techniques and procedures.
Relevant Master Teacher –Level III Indicator:
D. Develops a two-way system of
communicating with students and
families about student progress.
Competency 7
The teacher recognizes student diversity
and creates an atmosphere conducive to
the promotion of positive student
involvement and self-concept.
Relevant Master Teacher – Level III Indicator:
G. Fosters the development of respect for
individual, cultural, linguistic, disability
and religious differences.
Competency 9
The teacher works productively with
colleagues, parents and community
members.
Relevant Master Teacher – Level III Indicator:
E. Works collaboratively and creatively
with colleagues, parents, and community
members regarding educational matters.
For more information and a complete listing of
competencies and leveled performance
indicators visit www.teachnm.org
Activity: Teacher Self-Assessment
• Divide into small groups of no more
than six.
• Individually, complete and date the
Teacher Self-Assessment Rubric for
Improving Communication included
in the handouts.
• Discuss findings as a small group and
record strengths and needs.
• Discuss how you may be able to use this
rubric in a teacher PDP.
• Report out to the group.
Effective Parent-Teacher Communication
There are two general types of
communication strategies:
One-way and Two-way
One-Way Communication:
One-way communication is linear and limited
because it occurs in a straight line from
sender to receiver and serves to inform,
persuade, or command.
Effective Parent-Teacher Communication
Two-Way Communication:
Two-way communication always includes
feedback from the receiver to the sender that
lets the sender know the message has been
received accurately.
In two-way communication both sender and
receiver listen to each other and work toward
a clear understanding.
(Adapted from Harcourt Assessment, 2004)
Examples
One-way:
Two-way:
Newsletters
Surveys
Focus groups
Informal conversations
Progress Reports with
request for parent
response
Problem solving and
goal-setting
Bulletin boards
School handbooks
Progress notes
Report cards
Activity: Effective Communication
• In small groups review the handout:
A Model for One-Way and Two-Way
Communication.
• Complete the bottom section of the
handout.
• Prepare to share responses with the
whole group.
Two-Way Communication:
What the Research Says
• Students achieve at higher levels when
they have strong support from both
school and home (SEDL, 2002).
• When students receive complimentary
and consistent support at school and at
home they are more successful
(SEDL, 2003).
Two-Way Communication:
What the Research Says
• Using both formal and informal methods
of communication help families better
understand what schools expect from
them and their children.
• Parents have good intentions yet may not
understand how to help their children or
how the school works (SEDL, 2003).
Promoting Two-Way Communication
1. Create opportunities for frequent, open
communication.
2. Use everyday language and avoid using
educational jargon.
3. Focus conversation on teaching and
learning.
4. Maintain a positive tone.
5. Practice patience and active listening.
6. Prepare for conferences with families.
Activity: Family Involvement Ideas
• Review the handout:
Family Involvement Ideas: Communication
• In small groups discuss which of the
ideas have been successful and
which ones have presented challenges
and why.
• Prepare to share responses with
the group.
Diversity: A Viewpoint
“Acknowledging and valuing diversity
means more than celebrating food or
holidays. It means making room for a
range of voices, perspectives, resources,
and styles of interacting.”
-Adger, 2001, Lopez, Sanchez and Hamilton, 2000
Activity: Diversity
What does diversity look like in our
school families?
1. In small groups, brainstorm a list of
examples of diversity represented in your
school and community.
2. Identify key factors that need to be taken
into account when working to improve
one-way and two-way communication
with diverse populations.
Diversity in Our Schools
Ethnic Diversity
Language Diversity
Families with
Disabilities
Families Living in
Grandparents Raising Poverty
Children
Single Parent Families
Non-Literate Families
Homeless Families
Religious Diversity
Same Gender Parents
Activity: Strategies for Working
With Diverse Families
• Reach out in more than one way to
increase parent and community
involvement.
• Become familiar with the culture,
language, and activities of the community
you serve.
• Understand and value different ways
parents are involved at home with their
children and acknowledge their efforts.
An Opportunity for
Two-Way Communication
Powerful Conference Strategies:
1. Be strategic. Send home a planning
guide for parent-teacher conferences
that facilitates two-way planning and
communication.
2. Be prepared. Provide grade-level
standards, samples of work, test results,
and other student data.
More Powerful Conference Strategies
3. Consider student participation in
conferences.
4. Have an interpreter if necessary.
Maintain eye contact with the parent.
5. Always begin the conference with
something positive about the student
and/or family.
More Powerful Conference Strategies
6. Begin the conference with a question
that is open-ended, but linked to the
conference goal.
7. Don’t try to do too much. Make sure to
leave enough time to listen to families.
8. Use the same models of communication
that work with the students in your class.
More Powerful Conference Strategies
9. Always follow conferences with a thank
you, including a general summary of
the benefit you gained as a teacher,
and the positive impact on the student.
10. Be sure to follow up on what you have
agreed to do.
Best Practice Recommendations
• Practice one-way and two-way
communication with families.
• Carefully consider the diversity in your
community (such as ethnic, cultural,
linguistic, educational, and socioeconomic diversity).
• Plan for effective parent-teacher
conferences.
• View the Toolkit on the web or CD and
utilize the resources in the Teacher
Tools and Family Tools for this module.
Activity: Teacher Reflection
• Reflect on the workshop and the
strategies you have learned to
improve communication.
• Refer again to the
Teacher Self-Assessment Rubric.
• Then review the Teacher Reflection Tool
for this module and take 10 minutes to
individually complete the Plan for
Improvement Column.
Inside the Toolkit
Teacher Tools Resources
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Worth a Click Links
Examining Assumptions About Families
A Model for One-Way and Two-Way
Communication
Family Involvement Ideas: Communication
Positive Phone Calls Can Make a Difference
Half and Half Letters
Making Parent-Teacher Conferences Meaningful
Parent and Child Rights in Special Education
Bilingual Education in New Mexico
Progress Report Template
Inside the Toolkit
Family Tools Resources
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Worth a Click Links
Communication Ideas for Parents
Experiences with One-Way and Two-Way
Communication
Talking with Your Child
Ask the Right Questions
Understanding Standards-Based Education
Communicating the Importance of Education
Developing a Vision for Your Child
Planning Guide for Parent-Teacher Conferences
Parent and Child Rights in Special Education
Bilingual Education in New Mexico
Activity: Where do we go from here?
How can we use what we learned in
this workshop in our schools, homes,
and communities?
To Learn More:
• Access the complete Toolkit with
resources, references, and websites at:
www.ped.state.nm.us
www.cesdp.nmhu.edu
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Complete Evaluation Form