Epstein's Framework of six types of parental involvement

Directed by Ms. Rasha Alzaabi

By Shammah Alzaabi | H00388384

-Jane D. Hull Governor of Arizona from 1997 to 2003

"At the end of the day, the most overwhelming key to a child's success is the positive involvement of parents."

CHAPTER I: INTRODUCTION

The purpose of this e-book

With the use of the MST interview and in accordance with Epstein's framework, the six types of parental involvement are described in this e-book. Each type is evaluated in terms of school policy, along with its challenges and recommendations. A list of references and instructional guidelines for parents wrap up the conclusion.

The importance of parental involvement

Parental involvement enhances learning outside of the classroom, gives kids a better overall experience, and improves their academic performance. Parents must encourage their children's learning at home as well as in childcare settings (Spreeuwenberg, 2022).

The definition of Epstein’s framework of 6 types of Involvement

The Epstein Model identifies six types of concrete family involvement behaviors, including positive home environments, communication, participation in school, home learning activities, shared decision-making within the school, and community partnerships (Bower, 2011).

CHAPTER I: INTRODUCTION

Who is Joyce L. Epstein?

A Professor of Education at the Johns Hopkins University School of Education with a Ph.D. in sociology, she is also the director of the Center on School, Family, and Community Partnerships (JHU School of Education, 2020).

What is Joyce Epstein's framework of six types of involvement?

Type 1: Parenting

Assist all families in creating circumstances at home that will support kids' academic success.

Type 2: Communicating

Create efficient means of communicating with families and schools regarding the curriculum and the development of the students.

Type 3: Volunteering

Organize and gather parental assistance and support.

Type 4: Learning at Home

Give parents information and suggestions on how to assist children at home with homework and other activities, decisions, and preparation connected to the curriculum.

Type 5: Decision making

Include parents in decision-making regarding the school, and cultivate parent leaders and representatives.

Type 6: Collaborating with the community

Find communal resources and services, and incorporate them to improve family habits, educational programs, and student growth.

CHAPTER II: 6 TYPES OF INVOLVEMENT

Type 1: Parenting

Purpose Example

Training and education programs for parents, including GED, college credit, and family literacy). Family support initiatives give families access to resources like nourishment and health care. Home visits during key specific moments before entering elementary, middle, and high school.

The parents care for students' health by providing them with a healthy lunch box for school with care for their needs.

CHAPTER II: 6 TYPES OF INVOLVEMENT

Type 2: Communicating

Purpose Example

Yearly meetings with every parent, at the very least.

Interpreters who can help families as needed. A consistent flow of pertinent notices, notes, calls, newsletters, and other communications.

Parents communicate with teachers through WhatsApp, class dojo, and emails.

CHAPTER II: 6 TYPES OF INVOLVEMENT

Type 3: Volunteering

Purpose Example

Volunteering in the classroom or at the school to support the instructors, staff, and student's parents. A parent room or family center for community service, gatherings, and family-friendly resources. An annual postcard survey to list all volunteer skills, availability, and times.

Parents volunteered by giving their children handouts for teacher's day to give the teachers.

One of the parent's handout

CHAPTER II: 6 TYPES OF INVOLVEMENT

Type 4: Learning at Home

Purpose Example

Information for parents on the abilities needed by pupils in every topic at every grade.

Information about how to monitor and talk about schooling at home as well as policies regarding homework.

Parents teach their children at home following the curriculum and homework. See picture below.

CHAPTER II: 6 TYPES OF INVOLVEMENT

Type 5: Decision making

Purpose Example

Active PTA/PTO, advisory councils, or committees for other parents (such as curricula, and safety) for parental participation and leadership.

Advisory groups and councils at the district level.

There were PTA meetings in my TP after school for parents so they can follow the curriculum to help their child's development. See the picture below.

CHAPTER II: 6 TYPES OF INVOLVEMENT

Type 6: Collaborating with the community

Purpose

Educate pupils and their families on local culture, recreation, and health issues. programs or services for social support and other things.

Provide details on neighborhood events related to developing abilities and skills; incorporating student summer programs.

Example "Hag Laila" day in school to collaborate with the community see pictures below.

Parents dressed kids according

CHAPTER III: INTERVIEW WITH THE MST

In this chapter, I did an interview with the MST about the school policies based on Epstein's framework of the six types of parental involvement.

Interview Questions & answers

Type 1: Parenting

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

Yes, the parents provide all the materials needed for their children to build them a safe environment for learning by providing the place needed to support their needs.

Question: Do you feel that your students have a healthy lifestyle and good nutrition?

Yes, I can feel it.

Type 2: Communication

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

The school communicates with the parents between twice-3 times a week.

Question: How do parents communicate with their children’s teachers?

Through class dojo, email, and WhatsApp.

Question: Are the communications two-way channels? For example, do you communicate?

Yes, both communicates.

CHAPTER III: INTERVIEW WITH THE MST

Type 3: Volunteering

Question: Do you provide the opportunity for parents to volunteer in school-related experiences? If yes, what volunteering opportunities have you provided this year?

Yes, I provided parents to volunteer in the Super Mama events, Teacher's day, Flag day, and National day for this year.

Type 4: Learning at home

Question: Do you inform parents about the instructional program and what the child is learning in each subject and how?

Yes, we as teachers provide this information through the Class dojo.

Question: Do you think parents have the authority to work with the curriculum and help children learn at home?

Yes, they absolutely do have the authority.

CHAPTER III: INTERVIEW WITH THE MST

Type 5: Decision making

Question: 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, there is a program in our school called PTA where they can tell us their opinion and it's a school event participation.

Type 6: Collaborating with the Community

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

Yes, by doing events that include the children parent's

CHAPTER IV: EVALUATION OF THE SCHOOL POLICY

According to the school's policy, which is based on Epstein's framework, parents should collaborate, communicate, volunteer, and make decisions regarding the kid with the teachers. Communication and collaboration must occur on both sides.

Every school event, including Super Mama events, Flag Day, National Day, Teachers Day, and meetings, must include parents, according to school policy. It is advised that parents participate in each of their children's school activities to support their academic achievement.

Both the teachers and the parents should be treated with respect and concern for the needs of the children/students.

CHAPTER IV: CHALLENGES & RECOMMENDATIONS

Type 1: Parenting

Challenges Recommendations

Not all parents can attend school meetings for their children.

Don't only limit information to those who can attend workshops or meetings at the school; instead, make it available to all families who want it or who need it.

Type 2: Communicating

Challenges Recommendations Challenges

Some parents are old and can't use phones.

Create distinct, two-way channels for communication between the home and the school.

Type 3: Volunteering

Some parents work so not all parents can volunteer in the morning.

Recommendations

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

CHAPTER IV: CHALLENGES & RECOMMENDATIONS

Type 4: Learning at Home

Challenges Recommendations Challenges

Most parents do not have time to teach their children.

Create and implement a regular interactive homework schedule (weekly or biweekly, for example), which helps families keep informed about the subject matter of their children's classwork and gives students responsibility for addressing essential concepts they are learning.

Type 5: Decision making

Some parents are not fluent in English.

Recommendations

Provide leaders with education so they can speak for other families while soliciting opinions from and informing all parents.

Type 6: Collaborating with the community

Challenges

Some parents aren't local so they have no idea about our community.

Recommendations

Child and family services are integrated with education, and community contributions are matched with academic objectives.

Type

1: Parenting

Look after the safety, health, nutrition, and clothing of children.

Attend school workshops to know your child's academic development. Communicating with teachers is necessary to keep on track with school programs and events. Choose your way to communicate with teachers via emails or class dojo for better child academic development.

Being a part of the school volunteering programs helps you to spend more time with your child.

Volunteering will help you build relationships with other parents and teachers.

Discuss with the teacher your child's classwork to help them achieve better.

Attend school workshops to know what your child has to learn at home. Your decision-making has a huge impact on your child's achievement, so choose them wisely by running a good parent committee.

Listen carefully to parents' voices in school decision-making.

To help. increase your child's skills, use local resources and obtain needed services.

REFERENCE LIST

Bower, H. A. (2011). SUNY Cortland - faculty and Staff Web Services. Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study. Retrieved December 9, 2022, from https://web.cortland.edu/andersmd/psy501/epstein.pdf

Educator Resources Home. Oregon Department of Education : Educator Resources Home : Educator Resources : State of Oregon. (n.d.). Retrieved December 9, 2022, from https://www.oregon.gov/ode/educatorresources/Pages/default.aspx

Joyce L. Epstein, Phd. JHU School of Education. (2020, March 24). Retrieved December 9, 2022, from https://education.jhu.edu/directory/joyce-l-epsteinphd/#:~:text=partnershipschools.org-,Joyce%20L.,Hopkin s%20University%20School%20of%20Education.

Spreeuwenberg, R. (2022, February 18). Why parent involvement is so important in early childhood education. HiMama Blog - Resources for Daycare Centers. Retrieved December 9, 2022, from https://www.himama.com/blog/why-parentinvolvement-is-important-inpreschool/#:~:text=Parent%20involvement%20helps%20 extend%20teaching,settings%20at%20home%20as%20we ll.

With the use of the MST interview and in accordance with Epstein's framework, the six types of parental involvement are described in this e-book. Each type is evaluated in terms of school policy, along with its challenges and recommendations. A list of references and instructional guidelines for parents wrap up the conclusion.