EPSTEIN'S FRAMEWORK OF SIX TYPES OF INVOLVEMENT E-BOOK

Introduction

Did you ask yourself who explored Epstein's Framework of Six Types of Involvement?

Joyce L. Epstein, PhD

Professor, Director, Center on School, Family, and Community Partnerships, Director, National Network of Partnership Schools (NNPS), Co Director/Directorship Team CSOS

In 1995, she established the National Network of Partnership Schools (NNPS), which guides educators to develop research-based programs of family and community engagement .

The purpose of each type of Epstein's Framework of Six Types of Involvement:

1. Parenting:

Assist all families in creating home settings that will support their children as students.

Examples:

• Suggestions for home environments that promote learning at each grade level.

• Parenting and raising children workshops, videotapes, and automated phone messages for all ages and grade levels.

• Parent education and other parent courses or training (e.g., GED, college credit, family literacy.)

• Family support programs that provide health, nutrition, and other assistance to families.

• Home visits from before the school, primary, middle, and high school transition stages. Neighborhood gatherings to allow families to understand schools.

Challenges

• Make information available to all families who want or need it, not just those who can attend seminars or meetings at the school.

• Allow families to share information with schools about their children's culture, history, abilities, and needs.

• Ensure that all data for and from families is accurate, useful, and relevant to children's academic progress.

(Epstein, 1995)

Figer (1)

Here is the WhatsApp group , where the parents and the teacher communicate in social media to know about the homework or the test that requierd from the student.

Students' Results

Respect for parents; awareness of family supervision; positive personal attributes, habits, beliefs, and values as taught by family Maintain a healthy balance of time spent on housework, other hobbies, and schoolwork. Attendance that is satisfactory or improved. School significance is recognized

Parents' Results

Understanding and confidence in parenting, child and adolescent development, and changes in home learning environments as children progress through school Parents must be aware of their own and others' difficulties. a sense of support from the school and other parents.

Teachers' Results

Understanding families' backgrounds, cultures, concerns, aspirations, needs, and children's perspectives; and respecting families' strengths and efforts. Understanding of the variety of students Awareness of one's own abilities to offer information about kid growth. (Epstein, 1995).

The purpose of each type of Epstein's Framework of Six Types of Involvement:

2. Communicating:

Create effective methods of communicating about school programs and children's development from school to home and home to school.

Examples:

Meet with each parent at least once a year, with additional meetings as needed. Language interpreters are available to assist families as required.

Student work folders are given home weekly or monthly for evaluation and feedback. Report card pickup includes parent/student conferences on improving grades. Regular distribution of important announcements, notes, phone calls, newsletters, and other communications.

Clear information on selecting schools or courses, programs, and activities within schools; clear information on all school policies, programs, reforms, and transitions; and clear information on all school policies, programs, reforms, and transitions.

challenges:

Examine the readability, clarity, format, and frequency of all memos, notifications, and other print and nonprint communications. Consider parents who do not read well, do not speak English well, or require big text.

Examine the quality of significant communications (such as newsletters, report cards, and conference schedules). Establish clear two-way communication routes from home to school and from school to home.

(Epstein, 1995)

Students Result

Understanding of school regulations on behavior, attendance, and other areas of student conduct. Informed judgments regarding courses and activities. Awareness of own position in partnerships, functioning as courier and communicator.

Parents' Result

Understanding school programs and procedures. Monitoring and awareness of children's growth. Effectively responding to kids' difficulties. Interactions with instructors and the ease with which they may communicate with the school and teachers

Teachers Result

Increased diversity and usage of communications with families, as well as knowledge of one's own capacity to communicate clearly Improved capacity to elicit and comprehend family perspectives on children's programs and growth.

Chapter three

The purpose of each type of Epstein's Framework of Six Types

of Involvement:

3. Volunteering:

Recruit and coordinate parental assistance and support.

Examples:

Volunteer program in schools and classrooms to assist teachers, administrators, kids, and other parents. Parent room or family center for volunteer work, meetings, and family resources. Annual postcard survey to identify all available volunteer abilities, hours, and places.

Class parent, telephone tree, or other structures that convey the required information to all families Parent patrols or other actions to help with the safety and running of school programs are encouraged.

Challenges

Recruit volunteers broadly so that all families understand that their time and talents are valued. Create flexible scheduling for volunteers, assemblies, and activities so that working parents may participate. Organize volunteer labor, give training, match time and talent with school, teacher, and student requirements, and praise volunteers' efforts so that they are beneficial.

(Epstein, 1995)

Figer (3)

Parents volunteer to do some activities in the school, to make some happy energy to their students.

Students' Results

Increased learning of abilities that receive tutoring or specific attention from volunteers. Awareness of the varied skills, talents, jobs, and contributions of parents and other volunteers.

Parents' Results

Understanding of the teacher's role, enhanced comfort in school, and continuation of school activities at home. Self confidence in one's capacity to work in school and with children, or to take efforts to better one's own education. Gains in specialized voluntary job skills.

Teachers' Result

Availability to include families in new ways, even those who do not volunteer at school; awareness of parents' abilities and interests in school and children; Greater personalized attention to pupils, with the assistance of volunteers

of Involvement:

The purpose of each type of Epstein's Framework of Six Types

4. Learning at home:

Provide families with information and suggestions on how to assist kids at home with homework and other curriculum-related activities, decisions, and preparation.

Examples:

Information for families on the abilities expected for children in all disciplines at each grade level, as well as regulations on homework and how to monitor and discuss academics at home.

Information about ways to help kids improve their performance on different class and school tests.

Regular homework schedule that requires children to speak and communicate with their families about what they are learning in class.

Calendars contain activities for parents and kids at home, as well as activities for families in math, science, and reading at school.

Summer learning materials or activities

Family involvement in defining student objectives and planning for college or job each year.

Challenges

Develop and implement a regular schedule of interactive homework (e.g., weekly or biweekly) that gives students responsibility for addressing major concepts they are learning and assists families in staying informed about the substance of their children's classwork. If pupils have many teachers, coordinate family-related homework tasks. Involve families and their children in critical curricular decisions.

(Epstein, 1995)

Figer (4)

The parents help their children while working at home with the homework, and reviewing the outcomes, to improve their level .

Students' Results

Gains in skills, talents, and exam scores associated with homework and classwork. Attitude toward academics that is positive.

Parents are viewed as more comparable to teachers, whereas homes are viewed as more similar to schools.

Ability to self concept as a learner.

Parents' Results

Each year, I know how to support, encourage, and assist students at home. Discussions about the school, classes, and homework. Understanding each year's educational program and what the kid is learning in each topic.

Appreciation for teaching abilities. Recognize the youngster as a learner.

Teachers' Results

Improved homework assignment design. Family time should be respected.

Recognized as equally helpful in inspiring and reinforcing student learning are singleparent, dual-income, and less formally educated households. Satisfaction with family participation and support.

The purpose of each type of Epstein's Framework of Six Types of Involvement:

5. Decision-making:

Involve parents in school decision-making by cultivating parent leaders and representatives.

Examples:

Involve families in school decision-making and build parent managers and representatives.

Effective PTA/PTO or other parent groups, advisory groups, or committees (e.g., content, safety) for parent involvement and leadership.

Advisory groups and committees at the district level.

challenges:

Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school. Provide training to enable leaders to serve as representatives of other families, with input from and information returned to all parents. Involve students (along with parents) in decision-making groups.

(Epstein, 1995)

Figer (5)

All the parents of the students make a group to lead some work about their child's school interests.

Students' results

Awareness of family representation in school choices. Understanding that student rights are safeguarded. Specific advantages associated with parent organization policies that students have experienced.

Parents' Results

Input into policies that impact a child's education A sense of school ownership Awareness of parents' voices in school choices. Shared experiences and relationships with other families. Knowledge of school, district, and state laws.

Teachers' Result

Parental viewpoints are recognized as a component in policy creation and decision making. Family representatives are given equal standing on committees and in leadership posts.

The purpose of each type of Epstein's Framework of Six Types of Involvement:

6 Community Collaboration:

Identify and incorporate community resources and services to improve school programming, family practices, and student learning and development

Examples:

Provide information to kids and families about community health, cultural, recreational, and social assistance programs, as well as other programs or services.

Inform kids about community activities that are related to their learning abilities and talents, such as summer programs.

Coordination of community resources and services for families, students, and the school, as well as service to the community

Challenges

Resolve turf issues such as roles, funding, personnel, and places for joint activities; inform families about community services for children such as mentorship, tutoring, and corporate collaborations; and

Ensure that students and families have equal access to community programs and services Align community contributions with school objectives, and integrate child and family services with education.

(Epstein, 1995)

Figer (6)

This pictures shows that mother participates with the school's national day celebration.

Students' Results

Increased abilities and talents as a result of enhanced academic and extracurricular experiences. Awareness of occupations and possibilities for future education and employment. Specific advantages related to programs, services, resources, and opportunities that connect students with the community.

Increased abilities and talents as a result of enhanced academic and extracurricular experiences. Awareness of occupations and possibilities for future education and employment. Specific advantages related to programs, services, resources, and opportunities that connect students with the community

Parents' Results

Family and kid knowledge and usage of local resources to improve skills and abilities or receive required services

Interactions with other families at community events. Understanding of the school's involvement in the community and the community's contributions to the school.

Teachers' Results

Openness to and competence in utilizing mentors, corporate partners, community volunteers, and others to aid students and complement instructional techniques. Knowledgeable, helpful recommendations of children and families to required services.

Evaluate Al Aasima school policies and strategies for parental communications and learning.

The policies and strategies for parental communications and learning:

Regular in person communication: This type of communication works great for parents who typically drop off and pick up their children from school.

Parent teacher conferences: This type of communication is less consistent, but parents and teachers can schedule meetings to discuss a student’s work and future goals.

Phone calls and emails: Parents with busy work or personal schedules may not have the opportunity to go to school or schedule conferences

Text messages: Some teachers use text messages or unique messaging apps to communicate with parents.

Class websites: methods of communication including social media sites or learning management platforms such as ClassDojo

How successful are they in building partnerships? How successful are they in building partnerships?

Provide continuity of services across the day and year, easing school transitions and promoting improved attendance in after school programs;

-Facilitate access to a range of learning opportunities and developmental supports. providing opportunities for students and teachers alike to experiment with new approaches to teaching and learning

Facilitate information sharing about specific students to best support individual learning

Provide family members with alternative entry points into the school day to support their student’s learning.

The barriers:

Lack of parent education to help with schoolwork Cultural or socioeconomic differences

Language differences between parents and staff. Parent attitudes about the school.

Staff attitudes toward parents

Concerns about safety in the area after school hours

Recommendations for improvement of parents' involvement: 1)USE A SCHOOL PARENT COMMUNICATION APP.

SHARE POSITIVE NEWS.

PROVIDE HOME ACTIVITIES 4) TREAT PARENTS AS A PARTNER AND THE MAJOR STAKEHOLDER

COMMUNICATE EFFECTIVELY.

BUILD TRUST WITH PARENTS

2021)

Guidelines

Epstein’s

1. PARENTING

for parents based on

Framework of Six Types of Involvement

Attend parent-teacher conferences and school events.

2. COMMUNICATION

Stay informed about what’s happening in your child’s school, and keep communicating with the school staff.

3. VOLUNTEERING

Get to know your child’s teacher and ask about ways you can help in the classroom.

4. LEARNING AT HOME

Help your child develop good study habits and create a quiet place to do homework.

5. DECISION MAKING

Get to know your child’s teacher and ask about ways you can help in the classroom.

6. COLLABORATION

Encourage your child to participate in extracurricular activities and support their interests.

INTERVIEW WITH MS.MARIAM (MST)

AlAasima primary school (Boys)

Here is an interview with my MST on the practicum based on Epstein’s Framework of Six Types of Involvement

Type 1: Parenting

Question 1: Do you think that parents provide a safe environment at home which supports their children’s learning? If yes, how?

Yes, most parents are concerned about their child’s learning They attend parent meetings and frequently enquire about and monitor their child's progress.

Question 2: Do you feel your students have a healthy lifestyle and good nutrition? Some students bring healthy lunches.

Type 2: Communication

Question1: How often does the school communicate with parents to inform them about school programs and children’s progress?

The main and most frequent method of communication is via Telegram groups. It also allows an opportunity for parents to contact teachers on a one-to-one level

Question 2: How do parents communicate with their children’s teachers? Via Telegram or the school’s Social Workers.

Question 3: Are the two-way communications channels? For example, do you communicate Yes, in addition to a general group for the grade I have a separate group for each of the sections that I teach.

Type 3: Volunteering

Question1: Do you provide the opportunity for parents to volunteer in school-related experiences? If yes, what volunteering opportunities have you provided this year? Not yet, but I have been considering inviting parents to support classes during experiments in the Science lab

INTERVIEW WITH MS.MARIAM (MST)

AlAasima primary school (Boys)

Type 4: Learning at home

Question 1: Do you inform parents about the instructional program and what the child is learning in each subject and how? Yes via a weekly newsletter.

Question 2: Do you think parents have the authority to work with the curriculum and help

Do children learn at home?

Parents are provided with the opportunity to follow up and monitor their students learning with the materials shared in the newsletter and on the LMS platform.

Type 5: Decision making

Question 1: Do have a parent association or committee in your school? Are they involved indecision-making? For example, do parents give their opinion and participate in school events, activities, and programs?

The school has a parent committee that includes mothers who are involved in special events at school.

Type 6: Collaborating with the Community

Question 1: Do you integrate resources and services from the community to strengthen school programs, family practices, and student development? If yes, how? Not recently due to COVID-19.

Reference list:

9 strategies to improve parent involvement in education. MyEdu. (2021, November 18). from https://www myeducomm com/blog/9 strategies to improve parent involvement in education/

Epstein's six types of parent involvement sharpschool (n d ) from https://cdn5ss2.sharpschool.com/UserFiles/Servers/Server 995699/File/2015 16/Parents/Epstein%20 %20Six%20Keys.pdf

Framework of six types of involvement. Organizing Engagement. (2019, November 5). from https://organizingengagement.org/models/framework of six types of involvement/

Highlights, parent involvement in CHILDREN?S Education: Efforts by public elementary schools (n d ) Retrieved December 8, 2022, from https://nces ed gov/surveys/frss/publications/98032/index asp?sectionid=7

Llego, M. A. (2022, September 6). 50 tips for parents to get more involved in their child's education. TeacherPH. from https://www.teacherph.com/tips parents involvement childs education/

Parent teacher communication: Strategies for Effective Parent Inclusion & Engagement: American University School of Education Online (2022, October 27) Retrieved December 8, 2022, from https://soeonline american edu/blog/parent teacher communication/