1. Home-School Communication Can You Hear Me Now?
Presented by
The Department of Family
and
Community Outreach

2. Prince George’s County Public Schools
The Department of Family and Community Outreach

3. Warm-up Activity Intended and Perceived Meanings
Objective: To become aware that intended meanings may not be the same as perceived meanings
Pair off into groups of two. Stand back-to-back.
One person will give verbal directions to the other person in order to have that person complete a drawing. Only verbal directions can be provided, questions cannot be asked or answered.
Allow 5-10 minutes to complete the warm-up. Have pairs turn face-to-face and share the results of their communication exercise
Have the person giving directions show the “drawer” the original document from which he/she was giving directions to draw. Compare the duplicate to the original, how accurate is the duplicate to the original? How clear were the directions given by the director?
Process questions:
How does this experience illustrate the differences between intended and perceived messages?

4. Communicating with Parents Objectives
At the end of this workshop participants will:
Be aware of different means of communication
Be able to utilize resources in the school to enhance home-school communication
Recognize how different communication approaches can strengthen or weaken teacher-family relationships and impact student achievement
Gain practice in using different communication approaches under various circumstances

5. Communication What does “communication” mean to you?
As a classroom teacher, what comes to mind when you think of communicating with parents?

6. Communication Defined
The imparting or interchange of thoughts, opinions, or information by speech, writing, or signs – (Webster’s College Dictionary)
Communication may involve impressions created or words expressed
Communication involves one or two way exchanges (Berger, 1991)
Communication is a message sent and a message received
Communication is a process
Let’s take a look at some formal definitions of “communication” and relate the definitions to actual experiences in the classroom
Read Webster’s definition.
When communicating with parents, what kinds of opinions, thoughts, or information do you share and how is it shared?
How many of you have heard the saying We only have one chance to make a first impression?
What kinds of impressions do we create as classroom teachers? What type of first impression do you want to portray to your parents? How will you create that impression?
Communication can travel in two directions. One way communication is linear and limited because it occurs in a straight line from the sender to the receiver and basically serves to inform, persuade or command. Two way communication always includes feedback from the receiver to the sender and lets the sender know the message has been received accurately. Both the sender and receiver listen to each other and dialogue together in order to gather information. Two way communication promotes trust and appreciation of contrasting perspectives. Conversants are open to working together with the intent of having a mutually satisfactory situation
Go to next slide, present and then return to this slide
Communication is a message sent and a message received, as a teacher, when you send a message, how can you ensure that it is received in the manner you intended?
How do you define communication? As a classroom teacher, when you think of communicating with parents, what does it mean, what does it entail?

7. One-way vs. Two-way Communication
Newsletters
Bulletin boards
School handbooks
Progress notes
Report cards
Two-way
Surveys
Focus groups
Informal conversations
Progress reports with request for parent response
Let’s look at some examples of one and two-way communications used in schools? Can you think of other examples to add to this list?
Return to previous slide and continue with the next definition

8. Resources to engage families in home-school communication
Activities/Events
First day of school
Back to school night
Parents observing classrooms
Parents Assisting Teachers
Parent/Family workshops
People
Parent Liaisons
P-Team
Parent Organizations PTA/PTO
Principal/Administrator
In every school, there are people and scheduled events that teachers can use as mechanisms to communicate with parents/families. Talk a bit about each activity listed and then talk about each of the human resources available in schools and how they help with communicating with parents

9. Research on Home-School Communication
Benefits of Home-School Communication
Parents and teachers consider communication the number one factor in establishing and maintaining trust
(Adams & Christenson, 2000)
Strong communication can encourage higher and realistic parental expectations (Drake, 2000; James, Jurich & Estes, 2001)
Communication serves as the first step to other types of parent involvement (Elman,1999)
Parental insight can provide additional information to help meet the needs of students (Kronowitz, 2008)
In thinking about the importance of home-school communication, let’s consider some recent research findings
Effective two-way communication establishes trust by creating a sense of openness and willingness to hear one’s perspective, opinions, or feelings
When schools/teachers communicate openly with parents, parents gain a real understanding of instruction, expectations, rules/guidelines, and how the school operates
A review of national data indicated reaching out t parents by schools affected parent attendance and volunteering more than other variables such as gender, race, ethnicity, and socio-economic status (Simon, 2001)
Parents have first-hand information about the development, strengths, and needs of their children that can enable us to create better and appropriate programs of instruction

10. Home-School Communication Standards
Framework for Teaching: Domain 4- Professional Responsibilities: Component 4C-Communicating with Families
National PTA- National Standards for Family-School Partnerships: Standard 2: Communicating Effectively
PGCPS Master Plan-Goal 7: Strengthen relationships with family, school, business, community, and institutions of higher education to support improved student achievement
PGCPS Core Beliefs & Commitments: # 2 Parents are our Partners We commit to increasing family engagement in the education process through communication and outreach
MSDE Goal 5: School systems and schools will communicate more frequently with families and communities
Joyce Epstein’s Framework of Six Types of Family Involvement:
Type 2-Communicating
The importance of home-school communication is reflected in the standards of many educational organizations, school districts, and family involvement models. Discuss each listed on the slide.

11. Topics of Home-School Communications Formal and Informal
Student Progress
Information about school & community events
Information about school’s overall performance
Goals & strategies of instructional programs
Teacher expectations
Parenting information
Needs & strengths of students
Needs & strengths of parents/families
Family issues that may impact learning
Expectations of parents/guardians
Family ability to volunteer and/or support school
Take a few minutes and review this slide. At your tables or in small groups, select two to three of topics and jot down some strategies you can use to communicate with parents, ex: how can you share a report on student progress with a parent? How would you inquire about the availability or ability of a parent to volunteer?

12. Methods of Home-School Communications
Personal
Face-to-Face
Telephone
Home visits
Writing
Notes
Letters
Report cards/Progress reports
Newsletters
Student portfolios
Student agenda books, logs
Looking at some methods of home-school communication, let’s talk about some common things to keep in mind when communicating with parents, whether it is via in person, in writing, or electronically
Use chart paper to record responses
Ex: Speak or write clearly and concisely, avoid using education jargon, check message before saying/sending for spelling and grammatical errors, be professional

13. Methods of Home-School Communications (Continued)
Electronic/Technological
Internet Websites
School Communication System
School Information System
Video technology

14. Process for Communication
Identify the goal and reason for the communication
Consider the audience
Choose a communication approach that opens a two-way conversation

15. Six Approaches to Open Home-School Communication
Instructing
Following up
Asking for help
Revealing
Informally exchanging
Active listening
There are 6 approaches you can use to establish an open conversation or communication with parents
Review the list. Let’s look at each approach and discuss what it means and how we can use it in the school

16. Instructing Definition Example Explicating and elaborating
Providing an explanation of how to help a student with a homework assignment
Review definition and example
Ask participants to provide other examples

17. Remind parent about due date for a project
Following up
Definition
Reminding and monitoring
Example
Remind parent about due date for a project
Review definition and example
Ask participants to provide other examples

18. Asking for Help Definition Example
Looking for assistance
Example
Asking parent to share information about their child (strengths and needs)
Review definition and example
Ask participants to provide other examples

19. Revealing Definition Example Sharing information openly
Informing parents of your class goals and expectations
Review definition and example
Ask participants to provide other examples

20. Informally Exchanging
Definition
Having a reciprocal dialogue
Example
Taking time to sit and chat with no formal agenda
Review definition and example
Ask participants to provide other examples

21. Actively listening to a parent express their concerns, opinions, etc.
Active Listening
Definition
Listening and paying attention
Examples
Actively listening to a parent express their concerns, opinions, etc.
Review definition and example
Ask participants to provide other examples

22. Challenges to Home-School Communication
Pragmatic
Economic
Time
Transportation
Logistics
Technological
Cultural
Language difference
Ethnic difference
Gender difference
Non-verbal cues
Institutional
School climate
Teacher/Staff attitude
Economic: work schedules of parents may prevent them from attending school meetings & events
Time: the time that meetings & events are held may not be convenient for parents
Transportation: parents may not have transportation or money to take public transportation
Logistics: lack of childcare may preclude attendance
Technological: parents may not have computers in the home or may not be computer savvy to use the web
Cultural: Our schools are very multicultural, Language and ethnic differences may impede communication. Cultural factors can be physical, social or psychological. How many of you have heard of the book Men are from Mars, Women are from Venus? That speaks about the differences between men and women, gender differences may have an influence on communication. Non verbal cues such as proximity how close you stand next to a person, or movement (facial expressions or hand/body gestures) may impact communication
Institutional: Is the school welcoming to parents? In your classroom, do you have a conference area that is physically pleasing and conducive to open communication? Are you prepared for the meeting?

23. 8 Tips for Communicating with a Person from a Different Culture
Take personal responsibility to make the communication effective
Clarify the communication, seek feedback, ask questions
Recognize that some persons may not be comfortable discussing certain issues. Try to empathize.
Avoid being judgmental. Respect differences and accept the person as an individual.
Observe verbal and non verbal behaviors
Pay attention to personal space
Be aware of different uses of eye contact. Indirect eye contact is the norm in many cultures, especially in male-female communications
If the person is non-English speaking, try to learn the language and/or use an interpreter

24. Strategies to Overcome Home-School Communication Challenges
Language differences
Time limitations of teachers & parents
Perceptions of teachers & parents
Teacher preparation & lack of knowledge
Strategies
1A Use of interpreters
1B Correspond in the language of families
2A Establish a schedule
2B Establish mutually agreed upon times & venues
3A “Seek first to understand”
4A Pre-service training
4B Professional development

25. Case Study Activity Tim Kelly: A Teacher Responds to a Family in Need

26. Closing, Evaluation & Next Steps
Review of Objectives and Q & A
Evaluation of workshop
Next Steps
Continued professional development opportunities
Read chapter 7 in The Teacher’s Guide to Success (Ellen Kronowitz) and pages in Enhancing Professional Practice-A Framework for Teaching (Charlotte Danielson)