Invite Parent Involvement                                                      Tool 5

 
Program Action: Invite Parent Involvement

Purpose
Families learn the importance of working as partners with staff to support children.  Using information from home and school, they take part in making decisions about the child's transition.

Staff work with parents to create family partnership agreements based on family information and goals.

Suggested Materials

  • Tool 5-Parent Action: Share Information
  • Examples, stories, or records of the child's classroom behavior
  • Written program materials
Suggested Time
During home visits, in parent-teacher conferences, at the beginning or end of the day, or in other one-on-one meetings with parents

Tips for Leaders

  • Some parents may have difficulty reading or understanding materials sent home.  Some may need help reading but not want to tell you this.  you can ask whether parents would like to read or talk about the sample materials you brought.
  • Many people are nervous about talking with teachers.  Us the tool to point out the reasons two-way communication is so important and to help parents become more comfortable taking about their child.
Guiding a Discussion
  • Invite parents to work with you as partners.  Use sides 1 and 2 of the Parent Action pages to discuss the value of sharing information and working together throughout the year.
  • Use side 2 to point out and share samples of the materials your program uses to communicate with families.  Ask parents to identify their preferred communication style.  Plan together how you can best share information.
  • Use the ideas from sides 3 and 4 of the Parent Action pages to help parents identify specific information they want to share and how they can work as partners with you.

 

Share Information                                                                     Tool 5

Parent Action: Share Information

Purpose: Communication between home and school helps children adjust better.  Try these tips to talk with and work closely with staff to make decisions about your child.
 

Parents and teachers working together

Have you ever wished you could have a window into your child's day?  By taking with the teacher, you can learn about what your child is doing and how she is acting while you are apart.  This is especially important during transitions because it helps you know how your child is adjusting.
Parents and teachers have different perspectives



Teachers see your child:
  • Playing with other children
  • Learning from school activities
  • Without other family members
  • During school hours
  • Based on their training as teachers
You see your child:
  • Playing with family members
  • Learning from family activities
  • During many ages and stages
  • Each day for many years
  • Based on your relationship as a parent

 
Communication is a two-way street
Ongoing communication is like a two-way street-information goes both ways between home and school. As information travels back and forth, parents and staff learn more about how to work together to help the child learn.
How schools communicate with families
Schools have many ways of letting you know what is happening in the classroom throughout the year.  You may receive:
  • School calendars
  • Parent and classroom newsletters
  • Informational flyers
  • Newspaper articles
  • Home visits
  • Teacher notes
  • Telephone calls from staff
  • Hotline or voice mail phone numbers

Action Step: A window into your child's day

Take the first steps to learn more about what your child is doing during the school day. Find out how your child is adjusting to changes.
    • Write notes to the teacher and respond to any letters he sends to you.
    • Call the teacher if you have questions and respond quickly to her messages.
    • Drop by the classroom and attend back-to-school nights and special programs.
    • Volunteer and do all you can when the teacher needs extra help.
    • Review your child's work and ask the teacher to discuss your child's progress.
    • Attend parent-teacher conferences and arrange other meetings if you have questions or concerns.
    • Call the parent hotline and use voice mail to leave messages for staff.

As your child adjusts to the new setting


One example of working as partners with teachers Action Step: Work with teachers to help your child adjust to a new setting
John's father and teacher shared what they knew about how he was acting since starting in school:
John was not napping at school and he was having tantrums at home.		 Step 1: Share what you know and talk with the teacher about:

What you and the teacher have observed about your child

Any concerns or questions you or the teacher have
Johns father and teacher thought about what they had shared:
John was having temper tantrums because he was tired		 Step 2: Decide what you learned from talking with the teacher

Our observations are:         similar           different

What I learned

What I want to know more about
Together they decided:
John needed help learning the routine so he could sleep at school.		 Step 3: Make decisions together
  • What goals need to be set for the child?
  • What are some goals to accomplish at home?
  • What are some goals to accomplish at school?
They planned and reviewed:  His teacher would sing him a song from home at nap time.  John's teacher and father would talk each day. Step 4: Plan and review
Work with the teacher to create a plan:
Repeat steps 1, 2, and 3 and see how your plan is working.

 
Tips for talking with teachers and staff

1. Prepare ahead of time: What are your questions?
 
 
 
 
 

2. Choose a good time: Find out when the teacher is available to talk.
 
 
 
 
 

3. Come prepared to listen: The teacher has lots to share, too.
 
 
 
 
 

4. Be open to suggestions: The teacher wants to work together with you.
 
 
 
 
 

5. Give and expect respect: You and the teacher are partners.
When my daughter
graduated from
Head Start, the 
only volunteering
experience I had
was in her preschool classroom.
As she began kindergarten, I
knew I wanted to stay involved,
but I didn't quite know what my 
role would be.

I started making desserts for the
teacher, and we began talking
about casual things.  One thing
led to another, and doors started
to open.

I found that it became easier to
get involved in making decisions
and I felt welcome to be a part
of things.  Being thoughtful about
my approach was the best 
decision I made.  The relationship
the teacher and I have built helps
my daughter every day.

Former Head Start Parent, 
Dallas, TX 


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