This sub-section draws on quotations and/or a short, animated video vignette as catalysts for thinking about the module’s topic, either as a starting for, or ending point to, professional dialogue. It also provides a “third point” to surface prior knowledge and experiences or to explore divergent perspectives and assumptions about, or discomfort with, the topic in a safe fashion.

Option A: View the COPA/OTF Capsule for Teachers entitled Inviting Contributions to School Life (bit.ly/Capsules4Teachers) and use it as an entry point or catalyst for a deeper discussion about promising practices that invite parents’ and guardians’ involvement and engagement in and contributions to school life.

Option B: Use a think-write-pair/share approach, anchored to the quotations that follow, to begin a conversation about inviting parents’ and guardians’ involvement and engagement in and contributions to school life.

Think

Individually, select one of the following quotations (in whole or in part) that resonates with or stands out for you. Remember, the quotation can resonate either because you agree or disagree with it.

“One of the dictionary definitions of involve is ‘to enfold or envelope,’ whereas one of the meanings of engage is ‘to come together and interlock.’ Thus, involvement implies doing to; in contrast, engagement implies doing with.”

(Ferlazzo, 2011, p. 12)

“Parent engagement is important to student success. Involving families and community members in education contributes to student achievement, their well-being and helps develop a strong vibrant community. Parent and family opinions are critical sources of information for decision-making in schools.”

(Council of Ontario Directors of Education, 2012, p. 24)

“Whether or not parents choose to become involved in supporting their child’s school depends on a number of factors including their own personal and cultural experiences of school, the nature of their working lives and the degree to which the school genuinely seeks to engage them in clear and accessible language.”

(Centre for Real-World Learning, 2010, Spring, p. 5)

“Parent engagement takes many different forms as it continues to evolve in our schools and boards and as it responds to local needs and circumstances.”

(Ontario Ministry of Education, 2010b, 27)

Write

Record or write why or how the quotation “stands out” for you.

Pair/Share

Take turns sharing your quotation and ideas/thoughts about it with a colleague or as a small group of colleagues.

This sub-section uses a fictional but authentic or plausible scenario involving teachers/educators’ interactions with parents/guardians. It encourages the use of innovative, critical thinking and problem-finding/solving approaches to explore uncomfortable or problematic situations or issues. It also offers opportunities to rehearse possible responses or actions in a non-threatening context or forum. Lastly, it provides a “third point” as a foundation for safe, professional dialogue.

Read the following case study/scenario:

Several parents of students in Kindergarten at your school want to meet with the principal and staff to plan a “graduation ceremony” for the students that would take place during the school day. The principal and vice-principal of the school have reservations suggesting that the commitments required for another school event would likely overburden the staff. The administration has agreed to meet with a delegation of parents who feel that the administration does not have a clear idea of the parents’ proposal and the role they are willing to play to support it. You, the Kindergarten teachers, who know and work with many of these parents, have suggested to the parents that a ceremony for the students could be exciting. However, you appreciate the concerns expressed by the administration about the commitment that may be required of the staff to organize and run such an event.

• What is the concern in the scenario?
• Of what experience does this remind you as a teacher? As a parent?
• What might be some possible ways to effectively address this issue/concern in concert with parents and guardians? Remember to consider educational research, legislation/regulations and federation/board policies and protocols.
• Given the possible avenues you’ve identified above, would you elect to pursue in this case? What action plan/sequence of steps would you take?

This sub-section offers a suggested way to co-create new knowledge or tools or to synthesize knowledge and skills gained from the module. It also offers a suggested path to collaborate in making improvements to current or existing practices or tools.

Invite parents and staff to fill out a stop-start-continue survey which asks them for feedback on school-parent engagement. Use the results of the survey as a foundation for a conversation about the data.

•  What do you notice?
• What connections can you make?
• What are our areas of strength? Areas of need? Why?
  What should we do next? How? When?

Harness the data recorded from the conversation as a basis for discussions and decisions about school improvement efforts and change in the area of community/parental outreach.

This sub-section offers a way to reflect on, self-assess and/or set goals in the area of focus in the module. It also helps to support independent, reflective opportunities that can help shape affirmations of, or changes in, practice or guide additional professional learning connected to module’s focus.

Generate a list of 15 to 20 items or ways you already support or invite parents and guardians’ contributions to school life. Categorize items on your list and name each category. Then, consider the categories or areas in which your approach is well developed, emerging or needs more development.

This sub-section draws on quotations and/or a short, animated video vignette as catalysts for thinking about the module’s topic, either as a starting for, or ending point to, professional dialogue. It also provides a “third point” to surface prior knowledge and experiences or to explore divergent perspectives and assumptions about, or discomfort with, the topic in a safe fashion.

Option A: View the COPA/OTF Capsule for Teachers entitled Inviting Contributions to School Life (bit.ly/Capsules4Teachers) and use it as an entry point or catalyst for a deeper discussion about promising practices that invite parents’ and guardians’ involvement and engagement in and contributions to school life.

 Option B: Use a think-write-pair/share approach, anchored to the quotations that follow, to begin a conversation about inviting parents’ and guardians’ involvement and engagement in and contributions to school life.

Think

Individually, select one of the following quotations (in whole or in part) that resonates with or stands out for you. Remember, the quotation can resonate either because you agree or disagree with it.

“One of the dictionary definitions of involve is ‘to enfold or envelope,’ whereas one of the meanings of engage is ‘to come together and interlock.’ Thus, involvement implies doing to; in contrast, engagement implies doing with.”

(Ferlazzo, 2011, p. 12)

“Parent engagement is important to student success. Involving families and community members in education contributes to student achievement, their well-being and helps develop a strong vibrant community. Parent and family opinions are critical sources of information for decision-making in schools.”

(Council of Ontario Directors of Education, 2012, p. 24)

“Whether or not parents choose to become involved in supporting their child’s school depends on a number of factors including their own personal and cultural experiences of school, the nature of their working lives and the degree to which the school genuinely seeks to engage them in clear and accessible language.”

(Centre for Real-World Learning, 2010, Spring, p. 5)

“Parent engagement takes many different forms as it continues to evolve in our schools and boards and as it responds to local needs and circumstances.”

(Ontario Ministry of Education, 2010b, 27)

(Ontario Ministry of Education, 2010, 27)

Write

Record or write why or how the quotation “stands out” for you.

Pair/Share

Take turns sharing your quotation and ideas/thoughts about it with a colleague or as a small group of colleagues.

This sub-section uses a fictional but authentic or plausible scenario involving teachers/educators’ interactions with parents/guardians. It encourages the use of innovative, critical thinking and problem-finding/solving approaches to explore uncomfortable or problematic situations or issues. It also offers opportunities to rehearse possible responses or actions in a non-threatening context or forum. Lastly, it provides a “third point” as a foundation for safe, professional dialogue.

Read the following case study/scenario:

You have been asked to join the school council at your school as one of the rotating staff representatives. Early in your term, you observe a preoccupation on the part of the school council with fundraising for the school to the exclusion of other school priorities. Some of the vocal parents on school council seem oblivious to the almost exclusive focus on this perceived priority; other parents try, to no avail, to shift the conversation to other needs that would benefit from the attention of the school council. These other priorities never seem to make it onto the school council’s agenda.

• What is the concern in the scenario?
• Of what experience does this remind you as a teacher? As a parent?
• What might be some possible ways to effectively address this issue/concern in concert with parents and guardians? Remember to consider educational research, legislation/regulations and federation/board policies and protocols.
• Given the possible avenues you’ve identified above, would you elect to pursue in this case? What action plan/sequence of steps would you take?

This sub-section offers a suggested way to co-create new knowledge or tools or to synthesize knowledge and skills gained from the module. It also offers a suggested path to collaborate in making improvements to current or existing practices or tools.

Reflect on the terms “parent involvement” and “parent engagement” in light of the following series of prompts:

•  How might you explain the difference between these terms or how might you define each term?
• To what extent is there a distinction or difference?
• What might be some YES and NO examples of each, according to your definitions?
• Is there a balance in your school? If not, where is the emphasis or weighting? Why?

Now, check your thinking by using a yes-no examples organizer, modelled on the one below, to record ideas and insights.

Module4 Yes-No Examples Organizer

Then, use the ideas and insights you have recorded in the organizer, along with ideas provided by parents, as the basis for developing a parent involvement/engagement frequently asked questions (FAQs) resource. Finally, share it with parents at school events as well as posting it on the school website.

This sub-section offers a way to reflect on, self-assess and/or set goals in the area of focus in the module. It also helps to support independent, reflective opportunities that can help shape affirmations of, or changes in, practice or guide additional professional learning connected to module’s focus.

Reflect on the following questions in relation to your professional experiences to date:

• What am I currently doing as a teacher to invite the authentic contributions of parents and guardians?
• What am I not doing? Why not?
• What might I do or try? Why?
• What suggestions might parents and guardians have for me?