Epstein's Framework of Six Types of Parental Involvement

Introduction

E-book is about

This e-book is about Epstein's framework of six types of involvement. I will discuss the six types of Epstein's framework with examples, challenges, and recommendations. Moreover, I will evaluate school policies based on Epstein's framework and discuss the recommendations for improvement.

The importance of parental involvement

Students with parents who are involved in their education are more likely to get higher grades, enroll in programs at higher levels, pass their classes, attend school regularly, and have stronger social skills.

The purpose of Epstein's framework of six types of involvement

Enables families to be informed about the substance of their children's classwork and offers students responsibility for discussing important concepts they are learning.

Joyce L. Epstein

Joyce L. Epstein, Ph.D. in sociology, is a professor of education at the Johns Hopkins University School of Education and the director of the Center on School, Family, and Community Partnerships.

Joyce Epstein developed this framework. She divides types of par i l i i i P ing, Commu ecision M y.

This figure shows a diagram of the six types of parental involvement.

(Framework of six types of involvement,

Parenting

Parenting is providing a healthy home environment to support their children’s education. Parents can help their children by offering workshops, finding needed support programs, and encouraging them to model pro-education behavior, such as reading to and in front of their children.

Example:

Duri he school held a reading day, and they ate in this event to support their the

Parents participated in the reading day to support their children.

Challenges:

Some information about the student and family is not clear.

Not all parents attend workshops or school meetings.

Some parents do not communicate with schools about their children's needs, talents, and cultural backgrounds.

Recommendations:

Encourage parents to communicate with schools about their children's needs, talents, and cultural backgrounds.

Make sure that all information for and from families is understandable, and related to the academic performance of the student.

Expected Results

Student:

Good attendance and behavior.

Awareness of the importance of school.

Awareness of parental supervision and respect for it.

Parents:

Awareness and feeling confident about parenting, child. development, and changes to the learning environment at home.

Awareness of own and others' challenges issues oneself in parents.

Feeling of support and solidarity with the school and other parents.

Teachers:

Respect for families' strengths and efforts.

Awareness of the diversity of students. Share information about child development.

Understanding families' goals, needs, and views of their children.

Communicating

Communication Keeping parents informed and making it easy to ask questions or express concerns is vital to parental involvement.

My MST u parents to discuss th g, such as lessons, p elopment.

Discuss learning programs through Telegram group

Challenges:

The existence of barriers such as language and reading in communication between teachers and parents.

Poor communication value in some families.

Recommendations:

Consider parents who have difficulties in reading or speaking English or who need uppercase letters.

Evaluate the effectiveness of key communications (report cards, newsletters, conference schedules, etc.).

Review all notes, notices, and other printed and non-printed communications for readability, clarity, format, and repeatability.

Expected Results

Student: Parents:

Awareness of own development and the steps required to maintain or improve grades.

Awareness of the school's policies on attendance, behavior, and other aspects.

Making educated choices regarding courses and programs.

Understanding educational policies and programs.

Monitoring and being aware of the child's progress. Interactions with the school and teachers, as well as interactions with the teachers.

Teachers:

Increased diversity and use of communications with families. Appreciation and communication with the parent network.

Improved capacity to elicit and comprehend perspectives from families regarding the programs and development of children.

Volunteering

Volunteering is one of the most direct ways for parents to involve themselves in their children. Teachers can welcome parents to assist in the classroom and let them know about the school's volunteer possibilities, such as helping with office work, supporting safety patrols, etc.

Examples:

On Flag Day, some parents volunteered at the school to organize Emirati folk games and participate with their children.

On Healthy Food Day, some parents volunteered to do a session at school about the importance of he

Challenges:

Parents' time and abilities are not encouraged and appreciated.

Some parents are not able to attend due to a lack of flexibility in school schedules.

Recommendations:

Recruit volunteers widely to value families' time and efforts.

Make volunteer, assembly, and event times flexible so that working parents can attend.

To ensure that volunteers are effective, provide training, organize volunteer work, and recognize efforts so that participants are productive.

Expected Results

Student: Parents:

Ability to interact with others.

An increase in the learning of skills that tutoring or targeted attention from volunteers.

Awareness of many skills, passions, professions, and contributions of parents and other volunteers.

Gains in specific skills of volunteer work.

Understanding the teacher's job, feeling more comfortable at school. Self-confidence in the ability to work in a classroom with children. Awareness of the importance that families are welcome and valued at school.

Teachers:

Readiness to engage and involve families.

Being aware of parents' academic interests and talents. More individualized instruction for each student with volunteer assistance.

Learning at Home

Learning at home helps parents keep their children informed about homework assignments and projects. Parents and other family members can be great learning resources for students and provide resources designed to help them understand the subject they are studying.

Example:

During my teaching practice, I saw my MST communicate with parents and give them resources to develop students' skills, su ksheets, crafts, and others.

The color-changing flower experiment was one of the tasks the teacher asked the students to do at home.

Challenges:

Lack of a regular schedule of interactive homework that gives students the responsibility to discuss the important things they are learning.

Lack of coordination of family-related homework activities.

The school fails to involve families and their children in critical decisions related to the curriculum.

Recommendations:

Create and implement a regular schedule of interactive homework.

If students are taking classes from multiple teachers, Coordinate family-linked homework activities.

Involve families and their children in crucial decisions regarding the curriculum.

Expected Results

Student:

Completion of homework.

Self-concept of ability as a learner. A positive outlook toward schoolwork. Parents are seen as being more like teachers, and the home is seen as being more like school.

Parents:

Awareness of the child as a learner. Discussions of school, classes, and homework.

Understanding of the curriculum each year and what the child is learning in each area.

Teachers:

Respect for family time.

Improved homework assignments design. Satisfaction with parental support and involvement.

Decision Making

Good Schools work as a partnership between parents and teachers. It’s encouraged parents to join and participate in local education-focused advocacy and advocacy groups.

Example:

The teacher invites parents monthly to discuss and share their opinions about the things they would like to add to develop h i hild ' d i

Monthly meeting for parents

Challenges:

Lack of inclusivity among parents' representatives.

Lack of training and necessary skills.

The school does not involve students in decision-making organizations.

Recommendations:

Include parent leaders from all ethnic, socioeconomic, and other groups in the school.

Provide training so that parent leaders can get the necessary skills to represent other families.

Include parents and student representatives in decisionmaking organizations.

Expected Results

Student: Parents:

Understanding how families are represented in school decisions. Realizing that student rights are protected. Specific benefits related to policies passed by parent organizations that students have experienced.

Awareness of school policies.

Being aware of parental input in educational decisions. Connections and shared experiences with other families. Input into laws that have an impact on the education of children.

Teachers:

Giving family members equal standing on committees and in leadership positions.

Understanding parent viewpoints as a consideration in policy development and decisions.

Collaborating with the Community

Thecollaborationofparentswiththecommunityintheschool systemhelpsthemtocommunicateanddevelopcommunity serviceprojectsthatbringtogetherparents,teachers,and administrators.

Examples:

Lastsemester,theschoolcontactedoneoftheorganizersin DubaitotakethestudentsonatriptotheExpoandlearnabout oneofthemostimportanteventsintheUAE

Parents engaged their children to participate in the EXPO trip

Parents engaged their children to participate in the zoo trip

Challenges:

Resolve issues surrounding the role, funding, responsibilities, and venues for collaborative activities.

Unequal opportunities to participate in programs for students and families.

Need help with the business, community volunteers, and resources with school goals.

Recommendations:

Solve the issues surrounding the role, funds, responsibilities, and places for collaborative activities.

Make sure that students and families have an equitable opportunity to access services or take part in community programs.

Match business and community volunteers and resources with school goals.

Expected Results

Student:

Knowledge of professions, choices for further education, and work. Specific advantages related to opportunities, services, programs, and resources that help students engage with the community. Increased skills as a result of enriched curricular and extracurricular experiences.

Parents:

Participation in community events with other families. Awareness of the community's contributions to the school.

Teachers:

Understanding community resources to enhance curriculum and instruction

Helpful, knowledgeable recommendations of children and families to needed services.

Interview

Type1:Parenting

Doyouthinkthatparentsprovideasafeenvironmentathome whichsupportstheirchildren’slearning?Ifyes,how?

Parentsareprovidingasafelearningenvironmentanditshowsin students'behaviortowardlearning.

Doyoufeelthatyourstudentshaveahealthylifestyleandgood nutrition?

Themajorityofstudentshaveahealthylifestyle.

Type2:Communication

Howoftendoestheschoolcommunicatewithparentstoinform themaboutschoolprogramsandchildren’sprogress?

Wehaveaweeklyformalnewslettersenttoparentsregarding learningoutcomesandupcomingevents,andwehavepublic channelstoinformandcontactparentsofanyupdates.

Howdoparentscommunicatewiththeirchildren’steachers?

Telegram,Whatsapp,phonecalls,officemeetings.

Arethecommunicationstwo-waychannels?Forexample, doyoucommunicate?

Yes,Iconstantlycommunicatewithparentsaboutthe student'sprogress.

Type 3: Volunteering

Do you provide the opportunity for parents to volunteer in schoolrelated experiences? If yes, what volunteering opportunities have you provided this year?

Yes, they can participate in the parents' council to participate and hold events in school, and another thing called (class assistant) which any mother can come and do activities for the class.

Type 4: Learning at home

Do you inform parents about the instructional program and what the child is learning in each subject and how? Yes, we use LMS to add support to students learning materials.

Question 8: Do you think parents have the authority to work with the curriculum and help children learn at home? yes, to realize the level of their child.

Type 5: Decision making

Do have a parent association or committee in your school? Are they involved in decision-making? For example, do parents give their opinion and participate in school events, activities, and programs?

Yes, they can participate in the parents' council to participate and hold events in school, and (class assistant).

Type 6: Collaborating with the Community

Do you integrate resources and services from the community to strengthen school programs, family practices, and student development? If yes, how?

Yes, we invite other schools to participate in students' learning and events, and we share best practices to improve student's achievements.

Evaluation

Al Oula KG policies are successful, and they respect parents by allowing them to express their opinions and give suggestions about the school's programs to develop their children's education. The school has strong communication with parents. They always involve them in all meetings and events. So, the school provides a great environment to communicate with parents positively.

On the other hand, some parents don't like to communicate with the school to know about their child's education and don't prefer to participate in school meetings and events. Moreover, some parents didn't have time to attend and participate in school programs. I have previously mentioned some recommendations for each type.

Instructional Guidelines

Parenting

Communicating

Provide a positive learning environment to support your child. Model good behavior to make sure that your child is protected from behavior problems.

Communicate with teachers to be aware of students' progress, and visit your child's classroom to know what your child does at school.

Volunteering Learning at Home

Inquire with your child's teacher if they have any resources you can use to support your child at home and to supplement homework.

Volunteer to help in the classroom as an assistant, and try to participate in workshops that are offered.

Decision Making

Be part of decision-making committees about school issues and problems, such as a Parent Advisory Committee.

Collaborating with the Community

Collaborate and involve yourself in school events. Incorporate resources from the community into school programs.

References

Epstein, J. (2009). Epstein’s framework of six types of involvement (Including: Sample practices, challenges, redefinitions, and expected results). Baltimore, MD: Center for the Social Organization of Schools.

Framework of six types of involvement. (2019, November 5). Retrieved December 2, 2022, from https://organizingengagement.org/models/framework-of-sixtypes-of-involvement/

Parent Involvement | SDSU. (n.d.).

https://newscenter.sdsu.edu/education/parent/involve.aspx

Walden University. (2021, March 25). Six-types-of-familyinvolvement-every-school-should-consider. Walden University. Retrieved December 2, 2022, from https://www.waldenu.edu/online-masters-programs/ms-ineducation/resource/six-types-of-family-involvement-everyschool-should-consider