EPSTEIN FRAMEWORK OF SIX TYPES OF INVOLVEMENT E-BOOK
H00414828
ECE3703 Building Learning communities
Fatma Mohsen ID:
Course:
Table of content Parenting......................................................................................4-6 communication ...........................................................................7-9 Volunteering.................................................................................10-12 Learning at home........................................................................13-15 Decision making ..........................................................................16-18 Collaboration with the community..............................................19-21 Chapter One ( Introduction )...........................................................2 Chapter Two......................................................................................4 Chapter Three ....................................................................................10 Chapter Four......................................................................................16 Interview............................................................................................22-23 School Evaluation ..........................................................................24 Instructional Guidelines for Parents.................................................25 Conclusion......................................................................................26 References.......................................................................................27 1
Chapter One : Introduction
Joyce Epstein was the first developer to collaborate in the mid-1990s. The school-family-community collaboration concept includes six forms of framework involvement. Parents accept their common interest in and responsibility for their children. They can collaborate to develop better programs and opportunities for learners. The students can also form a school-based action team to oversee partnership initiatives, formulation, and implementation.The purpose
of Epstein's Framework of Six Types of Involvement Epstein's Framework of Six models of Involvement includes parenting, communicating, volunteering,
learning at home, decision-making, and collaborating with the community. The purpose of the framework is to support educators to develop more comprehensive school programs, family practices, and community partnerships, "The main reason for developing these programs and practices is to encourage children to succeed in their school and in later life". (Newman, Northcutt& Black, 2019)
In this e-book, I will discuss Epstein's six framework model in order to demonstrate the six elements of the model's role in the development of the students' future (Framework of Six Types of Involvement, 2020)
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Figure 1 Joyce L Epstein, Ph D in sociologyfromJohnsHopkinsUniversity,
Six Type of Parents Involvement
Figure 2 A diagram of the six type of parental involvement
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Chapter Two / Parenting
"Assist families in developing parenting skills, providing family support, understanding child and adolescent development, and creating home environments that promote learning at all ages and grade levels". (Gordon (1979)family practices and home surroundings promote children as students" and when schools understand the families of their children. It assists children in programs that provide health, nutrition, and other assistance to families.
Example of involvement
Figure 3. The mother support her daughter with reading
figure 4. The family school council brings together families and schools to develop and discuss education programs.
(Ignite school, 2022) 4
Challenges
Corroborate all information is ready and clear about your child so it leads to the student's success.
A straightforward method of providing necessary information to the entire society that is accepted by all
Make sure that all family are welcomed at the school meeting and events not only few
Suggestions for Parents
Sit with your child every day after school and talk about what happened/ what was interesting
Assess your, child, with their homework and provide a good learning environment
Provide a space for the child with a variety of needs martial at home.
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Students
Parents
Manage the time between studying and playing.
More creativity, thinking out of the box, and increased innovation skills.
Greater regard for parents.
Support their child's needs
Acknowledgment of student's behavior so when a child performed this behavior at school
Feel supported by another parent in school
Teacher
Respect for the strength and effort of family.
Assist the child when misconception
Determine children's interests and hobbies.
Expected Result
6
Communication
Recognize educational programs and children's progress. "Build compelling methods of communicating about school programs and children's progress from school to home and from home to school".(Rogers, 2015). Communication can be in a different way for example: by email video calls or even calls, and school meetings.
Example of Communication
Figure 5. Parents meeting with teachers to talk about children progress and behavior
Figure 6. School sends the family an email about their child's report card collecting or checking in the portal.
(Ignite school, 2022) 7
1.
Challenges
Parents have problems at their work which can affect student's progress at school
2. parents have difficulties contacting schools / have a lack of technology
3. Some parents have difficulties to understand with different languages
Suggestions for Parents
Manage the time between the work and students timing more flexibly. do a schedule to be more organized
The best way to communicate with teachers is to show them that parent values their time when meeting to be aware of school meetings.
Talk to the teacher about the child's academic performance. keep in touch with the school ( school portal, WhatsApp, video calls).
(Diane,1995) 8
Expected Result
Students
Parents
More informed decisions about courses and programs. Higher grades and achieve high scores. Have better social skills and good behavior. More likely to complete secondary school.
Better parents teacher relationship
Well socioemotional adjustment of children positive and sustained involvement throughout my academic career
Teacher
Know the student's parents' opinion about the school program. determine the tasks that students should be able to complete after completing the course. set a goal based on their parent's meeting and child's achievement.
(Nelson, 1995) 9
Chapter Three- Volunteering
A volunteer is to recruit and organizes parent help and support. Activities bring together parents and anyone who can volunteer their time and abilities to support the school, teachers, and student activities at the school or elsewhere. ( L. Epstein)
Example of Volunteering
Figure 8. Parents volunteer to Read a story to the students. In the library and use various material
Figure 7. Parents volunteer to show students different types of cultural toys through a topic of social subjects about the country's culture.
(Ignite school, 2022) 10
Suggestions for Parents
Becoming a school volunteer allows you to share school-related experiences and spend more time in the school with your child. Be the first parents who attend events and parent's school council. attending different events or feel trips will help the school and the outside community
Challenges
Parents may have time-consuming with the other thing
The easy thing to do when volunteering such as Reading time, events, etc... people do not know / sure about what is volunteering means
(Nelson, 1995)
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Expected Result
Students
Parents
Master communication skills with different people.
Increase learning and talented skills and talk with adults without hesitating.
Feel confident when new parents engage in the class for assessment volunteering.
Teacher
May help the school in the media center/library, family room, computer lab, and playground.
Assist individual teachers by helping students practice specific skills.
Learn specific volunteer professional skills.
Increased attempts to involve families, including those who do not ordinarily volunteer at school, in new ways.
More free time for planning and teacher meets -teacher when there is parent volunteer to assist students in class
(Diane,1995) 12
Learning at Home
"Equip families with information and ideas on how to aid students with homework and other curriculum-related activities, decisions, and planning". (Diane,1995). Families are stated to be involved when they are given knowledge, suggestions, or instruction on how to "assist kids at home with homework and other curriculum-related chores, decisions, and planning."
Example of Learning at Home
Figure 10. Students at home and some of them at school with the teacher " Flexible with teacher and parents with learning"
Figure 9. students learn new activity skills at home and use more material.
Do the activity outdoor
(Ignite school, 2022) 13
1.
Challenges
Many parents have other obligations and are unable to adequately supervise their children's schoolwork.
Students may overrelax and fall asleep on their beds, while the teacher explains with no responses.
Suggestions for Parents
2. 3.
Learning at home is the most important thing to do with your child. Sit with your child after school and talks about what happened at school. make corners in the home for studying, look at all subjects and do the homework together. This may assess your child's development to have the ability to learn and a positive attitude. (Nelson, 1995) 14
Expected Result
Students
Parents
Gains in student skills, abilities, and test scores linked to homework and classwork.
Being independent in doing homework and other activities.
A new way of learning. Plus, a new routine.
Teacher
Manage time with their child homeschooling and studying at home.
Assist parents in assisting their children in practicing and mastering specific skills at home.
Choose different courses for the summer program or other learning opportunities. And plan for secondary education.
Help the family to be part of the educational process.
Spend more time at home preparing homework.
know the time limits of the family with the learning at home to be flexible.
(Nelson, 1995) 15
Chapter Four - Decision Making
The 5th type of involvement under Epstein's framework addresses. Involve parents in school decision-making by developing adult members and leaders." Activities include the work of parent representatives who serve on the School Improvement Team, ATP, other committees, PTA, PTO, or other parent organizations."( Joyce L. et al.)
Example of Decision Making
Figure 12. School ministry takes a decision to sign a contract to help make the school better ( Positive choice)
Figure 11. choosing class leaders to make a decision in their classrooms (students council)
(Ignite school, 2019-2020) 16
Challenges
Different views between families and differences of opinion
Inclusion of students in decision-making Including parent leaders from different categories in decision making
Some parents don't give their opinion so the school takes a decision or a step forward.
Suggestions for Parents
1. 2. 3.
Parents should accept different ideas from different parents and get the experience. The school supports active parent-teacher organizations, advisory, councils, or committees for parent leadership and participants. Give Information on school or local elections for school representatives.
(Nelson, 1995) 17
Expected Result
Students
Parents
Realizing that students' rights are protected. Understand the significant value of family representation in school choices.
Sharing thoughts between schools and other families.
One decision put more people or family the more solution they will find.
Teacher
Networks are built up for communication between parents and teachers. Information is provided to all about teachers and other administrative staff. Understand students' rights.
(Nelson, 1995)
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Collaborating with Community
Activities promote school and family collaboration with community groups, organizations, agencies, and individuals."There are connections in both directions: The school, students, and families can benefit from community resources."( Joyce L. et al. 2004). Engage resources and services from the community to the family program.
Example of Collaborating with Community
Figure 13. At this time of the school's long-term planning agenda, it was a field trip. they take the students to EXPO 2020 The big events happened differently than ever.
Figure 14. Students, Teachers, and parents. Designed the entrance of the school.
(Nelson, 1995) 19
Challenges
Adequate management and diligent efforts are required to maximize resource use. Suit of community program with school goals.
some parents don't give their opinion so the school takes a decision or a step forward.
Suggestions for Parents
1. 2.
The school gives information about local community activities that relate to students' learning abilities and talents, such as summer programs. Service to the community by students, families, and schools.
(Nelson, 1995) 20
Expected Result
Students
Parents
The linked program and resource with the community = more benefits.
Creative and talented skills will increase More choices in the future for jobs and business.
Teacher
participate in community activities. support to the education system to strengthen fast
Networks are built up for communication between parents and teachers. Information is provided to all about teachers and other administrative staff.
(Nelson, 1995) 21
Interviews
I interviewed my MST at the teaching practice and write down her answer referring to the six types of involvement.
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Me and my MST interview 23
Ignite School Evaluation
When I was in training at a private school. We touched on the conversation with the officials in the school from the principal and the assistant principal, etc., and we talked about some of the school’s policies, and this took a role in clothing, that all students are committed to wearing a uniform apron, commitment to the time of attendance and leaving at the specified time, and not be late, and this decreases the degrees of behavior, no bullying in school this is a law for everyone.
The school used to communicate with the parents via e-mail and send weekly messages about what will happen this week in terms of activities, grades, exams, and the continuous evaluation of the school. And the teachers’ communication with the parents was in the form of emails, as well as WhatsApp, plus on that school portal, The school opened when covid started so they have never begun to do partnerships with other schools or another council. But other schools and another family member were coming to the school and started to talk about partnerships for their schools. Perhaps, the school has no issues with involving parents and communicating with each other.
The school has to improve the teaching way based on the child's learning using different technics and do more parent meetings in 1 semester. I really recommend parent send students to this since this school have all the engaging stuff for students and parent
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Instructional Guidelines for Parents
Parenting
\(Pamela, 2022)(How to support Studen Learning at Home, n.d.)
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Set the guidelines in a compassionate and strict manner to allow your child to distinguish between To increase your child's self-esteem and confidence, show them love, trust, and respect. both correct and incorrect Be in touch with the teachers to know your child's improvement • Establish a positive relationship with the teacher in order to improve communication. Contact the teacher and check if any help is needed from you as a parent. • Help in organizing special and important events ( flag day.) Follow the school plan, sit with your child Suitable study area at home. to check homework, tests..etc Observe your child to determine their learning needs and share this information with the school. Participate in school planning. Collaborating with Community Decision Making Learning at home Volunteering Communicating Collaborate and participate in traditional, cultural, and educational events.
Conclusion
The six categories of the engagement model help to understand how the family, society, and school interact to promote the development of children. The six categories of the engagement model support working with families, schools, and the community to comprehend, motivate, and foster a respectful environment for children's growth. As a result, every institution should use this paradigm, especially for student training. The user-friendly guide written by Joyce L. Epstein & Co. Al. gives state, district, and school leaders the ability to plan and carry out effective, long-lasting programs of school, family, and community collaborations. The framework mentioned above aids educators in creating school and family partnership initiatives. These results are consistent with prior research results that imply successful students come from nurturing and encouraging homes. In addition, the social and educational backgrounds of the parents don't seem to matter all that much. Because education is a key factor in determining a country's growth, both the school and the home environment should work together to provide students with success in their academic endeavors. Providing parents with information on the different types of parental involvement, giving parents a voice regarding their opinions on parental involvement, and promoting partnerships with schools through the implementation of research outputs fill the knowledge gaps step by step, stage by stage - involving families in the learning - were the three main points the paper cited as ways to improve the school-home partnership.26
References
DIANE. (1995). National education goals report. Google Books. Retrieved December 3, 2022, from https://books.google.ae/books?id=szjwypY56YC&pg=PA66&dq=epstein%27s%2Bframework%2Btypes%2Bof% 2Binvolvement&hl=en&sa=X&ved=2ahUKEwiyg83ms9r7AhX uTaQEHZ29AOIQ6AF6BAgJEAI#v=onepage&q=epstein's%20framewor k%20types%20of%20involvement&f=false
Epstein, J. L., Mavis, G., & Rodriguez, N. (2005). School, family, and community partnerships. Google Books. Retrieved December 3, 2022, from https://books.google.ae/books? id=QflmDwAAQBAJ&printsec=frontcover&dq=epstein%27s%2Bfr amework%2Btypes%2Bof%2Binvolvement&hl=en&sa=X&ved =2ahUKEwjvv6Xv09r7AhW2TKQEHaHJA38Q6wF6BAgIEAE#v=onepage&a mp;q=epstein's%20framework%20types%20of%20involvement&f=false
Epstein, J. L., et al. (2019). School, Family, and Community Partnerships: Your Handbook for Action. Fourth edition. Thousand Oaks, CA: Corwin Press.
Epstein, J. L. (May 1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.
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