Engaging Parents Families and Communities in Childrens Learning

Engaging Parents, Families and Communities in Children’s Learning: A Perspective from Ontario Dr. Hélène Grégoire May 11, 2012

§ Moving beyond “random acts of family involvement” (Weiss, Lopez & Rosenberg 2010) § Authentic partnerships: “respectful alliances among educators, families, and community groups that value relationship building, dialog, and powersharing as part of socially just, democratic schools” (Auerbach, 2010).

Questions for reflection § Under what conditions would authentic partnerships between home and school become typical rather than exceptional or random? § How can we enable and contribute to building a culture in which educators see parents as partners and parents feel valued and welcome? § What role can policy play in cultivating values and beliefs and fostering relational trust and power sharing?

An Overview § The context § The development of parent engagement policy in Ontario § Overview of the parent engagement policy: § Vision § Key strategies § Actions § Tools for monitoring § Reflection on the challenges of changing practice

Ontario Context § Canada’s most populous province and home to its largest and most diverse city, Toronto § Approximately 2 million students in 5000 schools § About 95% are enrolled in English language schools and 5% in French language schools § Ontario publicly funds Catholic schools. § Schools are administered by district school boards and school authorities. § 72 school districts (60 English, 12 French) and 11 school authorities * Numbers subject to change.

A Leader in Educational Excellence § Mc. Kinsey Report 2010: How the World’s Most Improved School Systems Keep Getting Better § “Great” systems included: Ontario, Singapore, Hong Kong, South Korea, Saxony § Ontario: sustained improvement, from 2003 -2009 moved from “good” to “great”, now moving from “great” to “excellent” § The latest OECD report (2012) has identified Ontario as a high-achieving jurisdiction with a relatively small gap in student achievement.

Key Elements of Reform § Have a plan that focuses on improved student outcomes and is founded on the best available evidence; § Implement that plan in a careful but relentless way; § Create real buy-in by paying careful attention to two-way communications and taking very seriously the views and ideas of stakeholders; § Manage inevitable distractions and competing pressures so that there can be a sustained focus on a small number of key goals. Levin, B. (2008). Reform Without (Much) Rancor. In Hargreaves & Fullan (eds). Change Wars. Bloomington, IN: Solution Tree.

Ministry Goals § High levels of student achievement § Reduced gaps in student achievement § High levels of public confidence in public education

Building an Evidence Base for Parent Engagement Positive link between parent involvement/engagement and various indicators of student achievement and school success

Increasing Student Achievement § Parent and community involvement that is linked to student learning has a greater effect on achievement than more general forms of involvement (Henderson & Mapp, 2002). § Parental expectations are the aspect of parent involvement that yield the greatest effect on student achievement (Jeynes, 2005).

Reducing the Achievement Gap § Parental involvement enjoys an influence that largely transcends differences in SES, race, and other factors (Jeynes, 2005). § The majority of parents want their children to do well in school and have a desire to help their children succeed (Mapp, 2002). § “…parents need to hold high aspirations and expectations for their children, and schools need to work in partnership with parents to make their expectations appropriately high and challenging, and then work in partnership with children and the home to realize, and even surpass, these expectations” (Hattie, 2009).

Raising Public Confidence § Schools that work well with families have improved teacher/staff morale and higher ratings of teachers by parents (Moore & Lasky, 2003) § “When schools work with families to develop their connections, families become powerful allies of the schools and advocates for public education” (Henderson & Mapp, 2002: 63).

Historical Context § 1980: Bill 82 – Establishment of Special Education Advisory Committee (SEAC) § 1997: Legislation mandating school councils and Regulation 612/00 requiring school boards and principals to solicit input from school councils

Parent Voice in Education Project (2005) The PVEP report: § reflected parents’ desire to feel their voice was being heard and to see a more welcoming and inclusive system respectful of Ontario’s diversity § highlighted the need for a new and fundamental commitment to parent involvement at all levels and for a range of tools and training

A Blueprint for a Parent Engagement Policy § § § § Establishment of Parent Engagement Office (2006) Implementation support from six regional offices Parent Involvement Committees (PIC) Provincial Parent Board (2007 -09) Base funding Parents Reaching Out grants Parent resources website: www. edu. gov. on. ca/abc 123

Parent Associations

Engaging the Research Community § Faculties of Education § Ontario Education Research Symposium § Dr. Debbie Pushor, University of Saskatchewan: Contributed to shifting the language from parent involvement to parent engagement

Continued Research and Consultation § Leithwood, K. , & Jantzi, D. (2006). A critical review of the parent engagement literature. Toronto, ON: Ontario Ministry of Education: § skills, attributes, attitudes, behaviours, and/or beliefs § contextual factors § Consultations with parents, teachers and principals

RELATIONSHIP WITH MINISTRY INITIATIVES System Leadership/ Principals/ Research Aboriginal Education French Language Education Aménagement linguistique Community Use of Schools Curriculum/ E. L. L. New Teacher Induction Program Parent Engagement Best Start Special Education Healthy schools Safe Schools Literacy/ Numeracy (incl. Character Education) Student Success/ Learning to 18

Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy, 2009: http: //www. edu. gov. on. ca/eng/policyfunding/inclusiveguide. pdf Sets out a vision of education in Ontario in which all students, parents, and other members of the school community are welcomed and respected.

2009: Amendment to Regulation 612/00 required each school board to have a Parent Involvement Committee (PIC) in place 2010: Parents in Partnership: A Parent Engagement Policy for Ontario Schools: http: //www. edu. gov. on. ca/eng/parents/involvement/PE_Policy 2010. pdf

Vision All partners acknowledge the positive impact of parent engagement on student achievement. Students are supported and inspired to learn in a culture of high expectations in which parents: § are welcomed, respected, and valued by the school community as partners in children’s learning and development; § have opportunities to be involved, and also a full range of choices about how to be involved, in the educational community to support student success; § are engaged through ongoing communication and dialogue with other educational partners to support a positive learning environment at home and at school § are supported with the information and tools necessary to participate in school life.

Fullfilling the Vision Four key strategies: § § School climate Eliminating barriers Supports for parents Parent outreach

School Climate § Ontario Leadership Framework § New Teacher Induction Program (NTIP) § Policy Statement and Guidelines on the Admission, Welcoming, and Support of Students in French-Language Schools in Ontario § Safe Schools Teams

Eliminating Barriers § Parents Reaching Out grants § Equity and Inclusive Education Strategy § First Nation, Métis and Inuit Education Policy Framework (2007) § Community Use of Schools (CUS)

Supports for Parents § Ministry website and publications § Fact sheets § Video podcasts § Shared Solutions: A Guide for Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs (2007)

Parent Outreach § Multilingual materials § Parenting and Family Literacy Centres (PFLCs) § Politique d’aménagement linguistique (PAL) § Parents Reaching Out grants

Action Plan Fulfilling Ontario’s vision of parent engagement requires commitment and action by all our partners at every level of the education system. (Parents as Partners, 2010)

Creating the Conditions § Seek parent input § Expand communication with parents § Provide training and develop resources and tools to foster parent engagement § Clarify role of parent committees § Create networking opportunities and facilitate the sharing of best practices § Provide financial support § Make adjustments where needed § Expand where possible

Monitoring School Actions: § Monitor school climate to help identify barriers to parent involvement or issues that should be addressed in order to foster and support a safe and welcoming learning environment; § Review self-assessment processes to determine the effectiveness of parent engagement strategies; Board Actions: § Monitor parent engagement in ways that support and foster student learning and achievement; § Communicate progress on parent engagement to the local community, including educators, students, parents, and the public.

Indicator 6. 1 The School Council has a meaningful role in supporting learning and achievement for students. At the school: § The School Council in partnership with staff consults with and assists the parent community to become familiar with current issues and information § The School Council partners with staff to support implementation of the School Improvement Plan. § Targets and achievement results are communicated to the school community both to build public confidence and to engage parents to support student learning. § There is a focus on increasing parent involvement to reflect the diversity of the school community to support student achievement. In the classroom: § The School Council encourages and organizes parent involvement in classroom activities. § The School Council identifies and works with staff to address barriers to parent engagement. Students: § Benefit from role models in the community. § See the link between home and school. § Recognize and value the contribution of parents and community members.

Indicator 6. 2 Students, parents and community members are engaged and welcomed, as respected and valued partners.

Indicator 6. 3 The school and community build partnerships to enhance learning opportunities for students.

Indicator 6. 4 Learning opportunities, resources and supports are provided to help parents support student learning, and have productive parent-teacher-student conversations.

School Administrator’s Guide to Parent Engagement – Strengthening Partnerships Within the K 12 School Communities, 2011

Does Parents as Partners help create the conditions under which authentic partnerships can flourish? Photos from: School’s Administrator’s Guide to Parent Engagement (2011)

Building a culture in which educators see parents as partners and parents feel valued and welcome…

Changing Practice Requires. . . § Sustained effort § Lots of feedback § Support to learn new ways of doing and relating § Networks/learning communities § Getting buy-in § Collaborative leadership

Harnessing teacher leadership

Student achievement goals and Social justice and democratic goals

Hélène Grégoire Senior Policy Advisor Research, Monitoring and Evaluation Team Student Achievement Division Ministry of Education Toronto, Ontario Email: Helene. gregoire@ontario. ca Photos from School Administrators’ Guide to Parent Engagement (2011)

Acknowledgements Parent Engagement Office, Inclusive Education Branch, Ontario Ministry of Education