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ERIC Number: ED411039
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Parent Consultants for Whole-School Change.
Hulsebosch, Pat; Logan, Linda; Rickley, Bruce
Despite evidence of the importance of parent involvement in their children's schools and learning, such involvement is not the norm, and working with parents seems to be one of the main challenges for new teachers. The School-Community Partnership Development (SCPD) at the Teachers Academy for Mathematics and Science is a 3-year process which engages parents and community members in whole school change in the improvement of instruction, especially instruction in math and science. The explicit goals of SCPD are: (1) to facilitate the identification of a core parent/family leadership team within each school; (2) to facilitate the development of a strategic parental/family involvement plan; and (3) to increase the appreciation for and knowledge of math and science among parents and community members. During the first 2 years of the SCPD process, model Parent Facilitators, along with the Parent Teams enlisted from their school communities, attended workshops at the Academy in which they developed strategic planning and other leadership skills, gained knowledge of the structure of Chicago school reform, and learned constructivist approaches to mathematics and science. The SCPD model was piloted at a group of 20 schools beginning in 1993. After 2 years of the process, parents had difficulty translating what they had learned at the Academy into their own contexts, and it was concluded that only a portion of the learning needed could take place at the Academy. Parent Consultants were added to provide ongoing assistance to the schools in the form of Parent Team Support, Resource to the Academy, Formative Evaluation, Family Math and Science Summer Workshop, and Reform Community Involvement. This parent consultant process deepens and extends the new views of home-school relations by providing on-site professional development to parents at the time they most need it: when they are attempting to translate new ideas into new ways of acting at the school; and by explicitly defining parents as consultants to all members of the school community. (Contains 21 references.)(DCP)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A