As I reflect upon The Massachusetts Educator Evaluation Rubric element 3A1, Parent/Family Engagement, I am reminded of the importance of moving from the concept of “school” to the concept of “learning community.” In a learning community, all members of the community including students, families, educators, leaders, and community members are considered both teachers and learners, and all members of the learning community are included in the information, events, and decisions related to the teaching/learning program.
Parents and families who are comfortable with the school, and have the time and will, are typically consistent, active members of the learning community. The more challenging issue here is reaching out to families who are not involved. Often these families lack access and/or the will to engage with school communication and events for a large range of reasons including health issues, language, work schedules, past difficult issues related to schools, and lack of invitation or welcome. Instead of finding fault with or ignoring these families, school communities need to find ways to invite and support uninvolved families' participation, voice, and support. Uninvolved families, who often represent disregarded populations, call for a whole-school, respectful effort because we know that family involvement and support is critical to the success and development of all students.
|Positive Orientations Welcome the|
Involvement and Participation of All Parents and Families
I have written several posts about this topic which you may find helpful as you reflect upon this goal:
- Building a Learning Community
- Learning Community: Coaching Meetings
- Contributing to a Learning Community
- Orientation:Bright Start for the Learning Team
- 21st Century Learning
- Learning Communities: Families
As you reflect on element 3A1, read the standard, indicator, element, criteria, key points, and questions below. Use the grid to reflect upon, and make notes related to this element's implications for your own practice.
Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.
Element III-A-1: Parent/Family Engagement
Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element.
- Engages families. In what ways do you engage all families with regard to the classroom program and student learning?
- Sustain families’ active and appropriate participation. What time and efforts do you employ to make sure that families are consistently active participants in the classroom and school community?
Implications for Your Practice
In what ways do you engage all families with regard to the classroom program and student learning?
Sustain families’ active and appropriate participation.
What time and efforts do you employ to make sure that families are consistently active participants in the classroom and school community?
My self analysis and action steps related to this element.
- Reflection #1 Subject Matter Knowledge
- Reflection #2 Child and Adolescent Behavior
- Reflection #3 Rigorous Standards-Based Unit Design
- Reflection #4 Well Structured Lessons
- Reflection #5 Variety of Assessment Methods
- Reflection #6 Adjustment to Practice
- Reflection #7 Analysis and Conclusions
- Reflection #8: Sharing Conclusions with Colleagues
- Reflection #9 Sharing Conclusions with Students