Leadership for Fostering Family-School Partnerships

One competency that I believe to be highly effective in sustaining positive family-school partnerships is the ability to establish and sustain trusting relationships. This begins with communication that is inviting, supportive, and positive.  School leaders should ensure that parents are engaged in conversation regarding student strengths and challenges, create a welcoming atmosphere, and support teachers in providing specific home-based strategies to support students (Howell, Patton, & Deiotte, 2008). Parents may be more open to partnering with the school on behalf of their children when given a positive, supportive atmosphere and the opportunity to strengthen their ability to more effectively act as home educators. When school leaders coordinate the learning opportunities that integrate home, school, and community, parents may be more likely to contribute to the collaborative effort.

Coordinating learning opportunities beyond the classroom is another leadership competency that supports the positive partnership between family and school. Parents should be informed and given the opportunity to become involved in the joint development of school-wide programs and initiatives as stated by the Colorado Department of Education (2009). The school must also respond to parent or student requests to receive support in working at home and coordinating classroom and home learning as stated by the author. When schools provide full support for student learning and family involvement, the effects include a greater chance for trusting relationships and positive student outcomes.

Establishing, and sustaining trusting relationships is important throughout the school year and within each tier. Coordinating learning opportunities beyond the classroom should also take place as a part of each tier, but should be intensified within tier II and tier III. Parents are to be continuously informed of the progress and needs of their children and offered assistance in providing additional support at home. They should also be encouraged to inform the school of any need they may have for additional resources and support as they work to provide supplemental academic and behavioral instruction at home.

Howell, R., Patton, S., & Deiotte, M. (2008). Understanding response to intervention: A practical guide to systemic implementation. Bloomington, IN: Solution Tree Press.

Colorado Department of Education (2009). Family and community parenting: “On the team and at the table” toolkit. Retrieved April 21, 2013 from http://www.cde.state.co.us/rti/familycommunity toolkit.htm