Annotation from the Connection Collection
You are viewing a record from the Connection Collection, a searchable annotated bibliography database. It links you with research-based information that you can use to connect schools, families, and communities.
| Title: | Family and community involvement policies: Teachers can lead the way |
| Author: | Chavkin, N. F. |
| Year: | 2000 |
| Resource Type: | Journal Article |
| Publication Information: |
Clearing House, 73(5) pp. 287-290 |
| ERIC #: | EJ604779 (click to view this publication's record on the ERIC Web site) |
| Connection: | School-Family-Community |
| Literature type: | Policy |
Annotation:
In this article seven essential elements of promising family-community involvement programs in the southwest are described. The two most important elements are: written policies and administrative support for family involvement. The other five elements are: training for staff and families, a partnership approach in every aspect of programming, two-way communication, networking within and outside the district, and evaluation. Policy is a critical element if the natural organizational resistance to change is to be overcome, but a written policy is not enough. Support for policies is critical for the development, implementation, and maintenance of family and community involvement. School districts will have to find new financial resources and personnel and reallocate existing dollars and staff. The researcher suggests that districts hire and train a bilingual family and community liaison to directly contact families and coordinate family and community activities. Also, district-wide policy must consider three critical issues: budget/resource allocations, assessment of outcomes, and the collaboration process. At least modest sums must be allocated for staff development, outreach, and coordination activities. Through two-way communication, teachers, parents, and community members encourage districts to review priorities for use of Chapter I funds to see if continuing to spend dollars on remedial instruction is in the best interest of students. Partnership members wanted districts to write clear, measurable goals and then delineate how they will know when the school-family partnership goals have been met. They want the focus to be on outcomes rather than inputs. Members suggested vignettes in which specific case studies are followed as the best way to measure the quantity and quality of programs.
Suggested Citation Style:
- Chavkin, N. F. (2000). Family and community involvement policies: Teachers can lead the way. Clearing House, 73(5), 287-290. EJ604779.
