Assessment 3 Project
ECE 3703
Year 3, Semester 6
FWAproject
Cover Page
Table of content
Table of content
Introduction
Epstein's Framework
Six Types of Involvement
Interview
Examples
Evaluate
Instructional guidelines
Conclusion
References
Introduction:
- The director of the Center on School, Family, and Community Partnerships and a professor of education at the Johns Hopkins University School of Education is Joyce L. Epstein, Ph.D. in sociology. She founded the National Network of Partnership Schools (NNPS) in 1995, which offers leaders professional development to create family and community involvement programs that are based on research. She has written more than 150 books, including School, Family, and Community Partnerships:Your Handbook forAction, 4th Edition (2019), and School, Family, and Community Partnerships: Preparing Educators and Improving Schools, 2nd Edition (2011), a textbook for college courses. Lester, J. (2020, March 24).
Epstein's Framework:
- The Framework of Six Types of Involvement, also known as the "School-Family-Community Partnership Model," was initially created by Joyce Epstein and colleagues in the early 1990s. Over the years, it has undergone revisions, but its core components have remained constant. One of the most important models in the area of school, family, and community participation and cooperation is Epstein's Framework of Six Types of Involvement. Clark, K. (2019, November 5).
Epstein's Framework of Six Types of Involvement:
- Parenting
- Communicating
- Volunteering
- Learning at Home
- Decision Making
- Collaborating with the Community
-
Parenting:
When family customs and home surroundings promote "children as students" and when schools are aware of the families of their pupils, participation develops. Clark, K. (2019, November 5).
Type 1
- Example:
Assisting all families in creating a home atmosphere that will help kids as students.
Parent education and additional training programs or classes for parents. Mattson, G. (2019).
Type 2
- Communicating:
When educators, students, and families "create efficient means of school-to-home and home-toschool communications," participation happens. Clark, K. (2019, November 5).
- Example:
Yearly meetings with every parent, at the very least. Families may require assistance from language interpreters. Mattson, G. (2019).
- Volunteering:
When parents are included in student activities and when educators, students, and families "seek and coordinate parent aid and support," participation happens. Clark, K. (2019, November 5).
Type 3
- Example:
For volunteer work, gatherings, and family resources, visit the parent room or family center.
To determine all volunteer skills, availability, and hours, an annual postcard survey is conducted. Mattson, G. (2019).
Type 4
- Learning at Home: participation is when parents are given knowledge, suggestions, or instruction on how to "assist pupils at home with homework and other curriculum-related activities, decisions, and planning.” Clark, K. (2019, November 5).
- Example:
Information about the abilities needed by pupils in all disciplines at each grade level for families. Information about how to monitor and talk about schooling at home as well as regulations around homework. Mattson, G. (2019).
Type 5
- Decision Making:
Parents become more involved when schools "create parent leaders and representatives" and "engage parents in school decisions.” Clark, K. (2019, November 5).
- Example:
Including parents in educational choices, creating parent leaders and advocates. Independent advocacy organizations push and strive for educational improvement and change. Mattson, G. (2019).
Type 6
- Collaborating with the Community: When partners, resources, and community services are incorporated into the educational process to "strengthen school programs, family practices, and student learning and development," participation occurs. Clark, K. (2019, November 5).
- Example: Information about community health, cultural, recreational, and social assistance, and other activities and services for students and families.
Details on neighborhood initiatives that foster the development of skills and abilities, such as student summer camps. Mattson, G. (2019).
Interview With MST
Type 1: Parenting
- Do you think that parents provide a safe environment at home which supports their children’s learning? If yes, how?
Having many nationalities within the classroom, there are many different parenting styles that relate to the children’s characters, behavior, and learning progress. There are mothers who do not work yet feel the necessity to tell the teachers how to teach and inform them of what they are doing wrong. Their children are normally extremely disruptive and below average, mainly due to the fact that at home they are cared for by nannies, or older siblings with private tutors doing their homework for them. Then there are parents who never turn up to parent-teacher conferences and appear to have no interest in their child’s education, yet the child is progressing at a normal or above-average pace. We have parents who are in denial about their children’s academic, social, emotional, and mental development progress. They believe there is nothing wrong with their child despite medical reports, internal observations, and assessments by the SENCo. They believe there is a stigma attached to having a child with special needs and would rather their child struggle than accept help.
- Do you feel that your students have a healthy lifestyle and good nutrition?
some children come to school with healthy food in their lunchboxes and always have a clean uniform m on and are awake. This leads to educators assuming that home life is safe and healthy and that the child’s needs and well-being are being addressed appropriately. Their educational level tends to be at the level they should be at or above. Others constantly come to school with fast food, processed food, or limited inadequate amounts of food. They come with dirty uniforms or no uniform at all and are sleepy due to lack of sleep. These children normally perform below average and have limited attention spans.
Examples:
Evaluate the school policies: Type 1 Parenting
Challenge:
Give families the opportunity to discuss their backgrounds, culture, and children's skills and needs.
Result:
Support student activities and performances by going to them and contributing to them (for example, by making costumes or creating sets for a school play).
Ensure that all information provided to families is understandable, practical, and related to the academic performance of the kids.
- How often does the school communicate with parents to inform them about school programs and children’s progress?
Communication Question 1 We use Class Dojo daily to allow parents to see what the children are learning. Class Dojo is also used to inform parents of any events, school notices, etc. Aweekly newsletter goes out on a Friday to inform parents of what the children will be learning the following week. Formative assessments take place daily with constructive marking of work with a ‘wish and a star’to challenge the learners and photographic evidence is used to back up assessment decisions. Copybooks and any textbooks used go home weekly for parents to see. End-of-term assessments allow teachers to ascertain attainment and progression with a termly report being issues based on the results followed by a parent-teacher conference. The school also has an open-door policy so parents are able to make an appointment at any time to discuss their child’s education and progression.
- How do parents communicate with their children’s teachers?
Through class dojo or email. Parents can also contact the parent relation officer who will make an appointment for the parents to be able to meet the class teacher to discuss any issues etc.
- Are the communications two-way channels? For example, do you communicate?
Yes, communication is two-way. The school has a policy that states that class teachers must respond to parent queries via class dojo within 24 hours of it being made.
Type 2: Communication
Examples:
Type 2 Communicating
Challenge:
Take into account parents who struggle with reading, speaking English, or who require big font.
Result: Visit the child's classroom to get a sense of what he or she does in class.
Create distinct, two-way channels for communication between the home and the school.
Instructional guidelines:
Type 1: Parenting
Students: Positive character traits, routines, viewpoints, and values instilled by the family. Excellent or increased attendance.
Parents:Awareness of one's own and other parenting issues.An impression of the school and other parents' support.
Teachers: knowledge about the diversity of students.Awareness of one's capacity to communicate knowledge about kid development.
Type 2: Communicating Students: Knowledge of conduct expectations at school. Making educated choices about programs and courses.
Parents: Recognizing educational policies and initiatives. Resolving student issues successfully.
Teachers: The better capacity to obtain and comprehend opinions from families on the educational plans and development of their children.
Type 3: Volunteering
- Do you provide the opportunity for parents to volunteer in school-related experiences? If yes, what volunteering opportunities have you provided this year?
Parents are able to volunteer in whole school events such as National Day. However, parents are unable to volunteer within the classrooms as classroom volunteers as perADEK policy.
Examples:
Alot of activities were done in the school for the students to make them learn in an easy and funny way, and someday the parents joined the activities with their children to see and take a piece of knowledge to know what kind of activity the school does.
Type 3 Volunteering
Challenge:
To ensure that volunteers are effective, organize volunteer work, offer training, match time and skill with school, teacher, and student requirements, and acknowledge contributions.
Result: Volunteer to assist in the classroom by, for instance, reading aloud to kids or helping them with their computer work.
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, a weekly letter is sent home, outlining homework due and what the children will be learning the following week in each subject with suggestions on how to help the children.
- Do you think parents have the authority to work with the curriculum and help? Do children learn at home?
Unless the parents are familiar with the curriculum it is difficult for them to have the authority to work with it, Hence the class teacher gives suggestions, activities, and guidance on how to help their child at home.
Examples:
Type 4 Learning at Home
Challenge:
Create and implement a regular schedule of interactive homework assignments, either weekly or biweekly, that helps families keep informed of the subject matter covered in their children's classes and gives students responsibility for addressing essential concepts they are learning.
Result:
If your kid's teacher has resources you may use to assist your child at home and to augment homework, ask them.
Instructional guidelines:
Type 3: Volunteering Students: Increased proficiency in skills that are tutored or specifically addressed by volunteers.
Parents: Confidence in one's capacity to work in a classroom and with youngsters or to better one's own education.
Teachers: With the aid of volunteers, pupils will receive more individualized attention.
Type 4: Learning at Home Students:Aconstructive outlook on academic work. self-perception of one's teamwork skills.
Parents: Knowledge of yearly lesson plans and what each topic requires of the student.
Teachers:Acknowledgment of the equally beneficial roles played by families with split incomes, single parents, and members with less formal education in energizing and supporting student development.
Type 5: Decision making
- Do have a parent association or committee in your school?Are they involved in decisionmaking? For example, do parents give their opinion and participate in school events, activities, and programs?
At present, we do not have a parent association but we are planning to implement it in the next academic year. Parents will be invited to discuss and have input in the organization of activities, events, etc.
Examples:
When the school joins the parents in a meeting, the responsible of the school was always to listen and respect the opinion of the parents because it’s the way to let the students learn and develop their skills in the right and healthy way.
Type 5 Decision Making
Challenge:
Offer leaders training so they can speak on behalf of other families, with input from and reporting back to all parents.
Result: Utilize parent-teacher agreements, such as committing to reading to your child each night for a specific period of time.
Participate in committees that make decisions on issues and issues at the school, such as the ParentAdvisory Committee.
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 do. We have invited the police to come and talk to the children regarding road safety when on their bikes. We have had the opportunity to visit the Falconry School to educate the children on the care and history of falcons within the UAE. We visited Zayed Library which allowed the children to participate in reading activities to enhance and strengthen their reading skills and the importance of reading. We try and organize at least one or two visits a term to or from community service in accordance with the topic the children are learning in lessons.
Examples:
Every two weeks or every month the school brings the library bus for the students to develop their skills in reading, or take them to the Zayed Library, to give the students the choice to read what they want and enhance their reading skills.
Type 6 Collaborating with the Community
Challenge: Match community contributions to educational objectives; include family and children's services within education.
Result: Attend programs that are given, such as those on parenting issues or child development, or help design them with your district or PTA.
Ensure that families and students have an equal opportunity to engage in community programs and receive services.
Instructional guidelines:
Type 5: Decision Making
Students: recognizing the protection of student rights.
Parents:Asense of pride in the school. Input on laws that have an impact on a child's education.
Teachers: Belief in the equality of family members serving on committees and in executive positions.
Type 6: Collaborating with the Community
Students: Programs, services, resources, and opportunities that link students with the community are all tied to specific advantages.
Parents: Understanding of the school's responsibilities to the community and how the community supports the school.
Teachers:Awillingness to work with others to support students and improve teaching methods as well as the ability to do so.
Conclusion
In the end, I would say Epstein's Framework of Six Types of Involvement help it me a lot in my teaching practice and I take a lot of knowledge from this article and use it to be a good teacher for students and a good adviser for parents. About the parents, Epstein's Framework can help them a lot to develop their children's skills, and using the six types of Epstein's Framework for students will help them a lot to motivate them to study and upgrade their grades and skills.
References:
Clark, K. (2019, November 5). Framework of six types of involvement. Organizing Engagement. RetrievedApril 29, 2023, from https://organizingengagement.org/models/framework-of-six-types-ofinvolvement/
Lester, J. (2020, March 24). Joyce L. Epstein, Phd. JHU School of Education. RetrievedApril 29, 2023, from https://education.jhu.edu/directory/joyce-l-epstein-phd/
Mattson, G. (2019). Dear linwood parents: Epstein's framework of six types of involvement
... Epstein's Framework of Six Types of Involvement and Sample Practices. RetrievedApril 29, 2023, from https://www.flaschools.org/cms/lib/MN01909115/Centricity/Domain/169/Joyce-Epstein.pdf
