Stakeholders About The Benefits Of Strong School-Family Partnerships

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When building strong school-family partnerships, I see the following steps as essential:
1.Inform and educate all stakeholders about the benefits that strong school-family partnerships have on student achievement.
Before effective partnerships can be developed, it is important that families and schools truly understand the necessity of school-family engagement, and the effects it has on student success. When it comes to teachers, the research discussed by Ferlazzo (2011) has shown there is often a prevailing negative attitude in schools regarding working with parents that “do not lead to the kind of school-family connections that raise student achievement” (p. 10). School personnel must be trained regarding the importance of these partnerships,
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40). When educating school personnel about the benefits of school-family partnerships, it is important for staff members to understand what they may be up against. Family challenges related to demographics, the community, or each individual child’s needs, must be discussed and included in any action plan to foster more family involvement at school. Teachers must be aware of numerous elements in a child’s life in order to truly understand the best ways to go about engaging families.
If school-family partnerships are not recognized as important, do not involve frequent communication that is positive and welcoming, or include a lack of understanding for one another, a strong partnership may never develop. Communication and information are crucial components to the first step of developing strong school-family partnerships.
2. Develop activities, programs, policies, and practices that encourage and foster family
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12). “A school striving for family engagement, tends to lead with its ears – listening to what parents think, dream, and worry about” (Ferlazzo, 2011, p. 12). When developing programs for families, school personnel must listen to family concerns and learn what would help them to become more engaged in their child’s learning. Their goals and thoughts should factor into the programs that are developed to help family-school partnerships to grow. Some families may be more apt to become engaged if they have smaller, more intimate committees available for them to be a part of. Others may have specific concerns that make them feel unwelcome at school. By communicating with families, and making listening a top priority, schools can develop programs that better encourage family engagement and get more impressive

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