The School Counselor’s Role in Promoting Family and Community Engagement

1. The School Counselor’s Role in Promoting Family and Community Engagement Bob Bardwell MASCA Spring Conference April 30, 2012

2. Which school counselor are you?

3. What is Family and Community Engagement (FACE) A multidimensional process in which schools, families and communities engage in shared actions to ensure a child’s academic, social and emotional success. The Power of Family-School Partnering

4. Family-Community Partnerships are a Three-legged stool

5. Policies around Family And Community Engagement • Talk to your neighbor – • Does your school have any policies about required communication with families? • If so, what are they? Do staff follow them? If so, who monitors this requirement? • Does your school/school district have a designated FACE coordinator? • Why do you think most schools do not have such policies? • What will be the general reaction from staff when told they have to do this?

6. Why now? • It makes sense • Our children and families deserve this focus and attention • Research shows that when families are more involved, students will do better in their academic pursuits and emotional/ psychological well being • The new state educator evaluation tool requires a Family & Community Engagement component - one of the four standards required by law • Engagement • Shared responsibility • Communication • Family concerns

7. New school counselor evaluation Rubric

8. Overarching beliefs about FACE components • Our entire focus should be on academic achievement and eliminating gaps • There must be administrator buy-in to create a change/shift in culture regarding family and community engagement work and priorities • In most cases we need to create a more welcoming environment to school visitors, particularly at the teacher’s level • We have to recognize that many parents/guardians have negative educational experiences themselves, so they think that future interactions will also be negative

9. Why School Counselors? • School counselors are in a unique position to focus on Family & Community Engagement because we interact extensively with students, families, community members and school staff on a daily basis • School counselors understand the critical role (better than most other staff members) that families play in the development and emotional well being of their children and how this impacts academic achievement • School counselors are likely to have trusting relationships with families which creates opportunities for dialogue and conversation

10. Ideas to consider • You need to ask the question – What type of school do you want to be? • Partnership School • Open-Door School • Come-if-we-call-School • Fortress School • Build a relationship of mutual trust and respect • Create School/family Involvement Policy • Offer regular workshops and materials for families

11. Ideas to consider (continued) • Conduct home visits for new students, particularly those who are likely to be needier • Utilize volunteers better/more consistently across building levels • Create components to teacher contracts which address the family and community engagement expectations • Create a volunteer signup/registration form that is filled out yearly by parents/guardians • Create a picture board of all staff in a visible location for easy identification

12. Ideas to consider (continued) • Add a component to the employment application that addresses the willingness of prospective employees to work with families • Provide professional development opportunities for all staff around family & community engagement components • All schools should having a live voice answer the phone whenever possible • Conduct a school climate survey • Create classroom visit checklist to encourage families to visit and ask questions

13. Ideas to consider (continued) • Create action teams • Meet regularly • Provide listening sessions • Can organize and mobilize • Create parent/family job description/expectations contract • Send home learning packets to connect curriculum to the home/family • Provide a listening tour for interested parents/community members

14. Ideas to consider (continued) • Create a common Open House protocol across all schools to provide consistency. • Schedule all Open House programs during the same week • Encourage building principals/administrators to attend the other school’s Open House programs to see what is done, what works and what might need improving • Create welcoming packets for local realtors which “sell” your school • Have staff create posters about themselves that hang outside their classroom door

15. Ideas to consider (continued) • Create better signage to direct visitors • Ensure dedicated parking spots for visitors • Create a staff organizational chart & publish it in the student handbook and have online • Create a program catalog in each school • Provide senior citizens a tax rebate for those who volunteer and/or tutor in the schools • Create family centers in each school • Conduct student led conferences • Track parent/teacher monthly contacts

16. What Next • Speak with district administrators to see what is being done around FACE in your district • Create FACE working group among staff • Gain more information about this topic • Read • Ask questions • Talk with others • Meet with PTA/PTO/PTSA group to seek involvement. • Create positive energy and buzz about this project and getting involved

17. Book Resources • Beyond the Bake Sale: The Essential Guide To Family-School Partnerships – Henderson, Mapp, Johnson & Davies • School, Family and Community Partnerships: Your Handbook for Action – Epstein & Associates • The Power of Family-School Partnering: A Practical Guide for School Mental Health Professionals & Educators – Lines, Miller & Arthur-Stanley • Building Successful Partnerships: A Guide for Developing Parent and Family Involvement Programs – National PTA

18. Research/Report Resources • Handbook on Family & Community Engagement, Redding et al (www.families-schools.org) • Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future; Mapp www.americanprogress.org/issues/issues/2012/03/pdf/titleI_parental_invovlement.pdf • Primary Sources 2012: America’s Teachers on the Teaching Profession (http://mediaroom.scholastic.com/primarysources) • The MetLife Survey of the American Teacher: Teachers, Parents and the Economy www.metlife.com/assets/cao/contributions/foundation/american-teacher/MetLife-Teacher-Survey-2011.pdf • Turning Points: Transforming Middle Schools www.turningpts.org/pdf/Family.pdf

19. Other Resources • Collaborative for Academic, Social, and Emotional Learning (www.casel.org) • Southwest Educational Development Laboratory (www.sedl.org) • Harvard Family Research Project (www.hfrp.org) • National Parent Teacher Association (www.pta.org) • National Coalition for Parent Involvement in Education (www.ncpie.org) • US Department of Education (www2.ed.gov/parents)

20. For more information or to continue the discussion Bob Bardwell School Counselor & Director of Guidance & Student Support Services Monson High School 55 Margaret Street Monson, MA 01057 413.267.4589x1107 413.267.4157 (fax) bardwellr@monsonschools.com