Preparing for parents: how Australian teachers engagement education is addressing the questions of parent-school engagement
Saltmarsh, Barr & Chapman, 2015

Overview

relationship between schools and parents is complex, dynamic and at times, difficult and problematic

relationships between parents and schools is an important dimension of children’s learning and school experience

question of professional preparation, and whether teachers and principals are adequately equipped for developing and sustaining effective parent-school relationships

Few teachers are trained how to interact and work effectively with parents, or even with adults in general

Teacher professional standards and the “parent” question

increased policy emphasis on the benefits of collaborative relationships between families and schools is reflected in state-based professional standards documents

common commitment to the need for graduate teachers to be able to build effective partnerships and communicate effectively with parents and caregivers

Family-school communication needs to be taken seriously and must be valued, recognised, and rewarded by schools and education systems

many states and now AITSL have included in their teacher standards knowledge, understanding and committment to engagement with families.

How do pre-service teachers learn about parent-school engagement

inclusion of family-school relationships within general, foundational approaches, units that introduce broad socio-cultural, historical and ecological contexts of education

Specific units that include Indigenous, EALD/NESB, special needs, inclusiveness, rural/remote students and boys

Units explicitly devoted to parent or community engagement, including topics such as professional communication with parents, families and/or communities

Professional Experience (Prac) whereby student learn how to work effectively with parents, families and the community

General, foundational approaches: socio-cultural perspectives

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Know about Australia, its history, environment and people (indigenous and diverse cultures)

changing nature of society, within and beyond Australia

Understand the importance of involving parents/caregivers in the learning of their childre

critical understanding of
the social, cultural and political context in which teachers work

Know students and how they learn

Stand-alone units in special interest areas of study

most in-depth consideration of parent-school engagement

Indigenous and NESB/EAL education, special needs and disabilities education, and to a lesser extent, rural/remote education and boys’ education

underlying concepts of inclusive schooling and community engagement

offer specific strategies relating to communication with parents, families, communities

Indigenous units

build awareness of policies relating to multiculturalism, anti-racism, citizenship and human rights

NESB/EAL units

focus on multiculturalism, or incorporate these into units dealing with cultural diversity and inclusive strategies

Special needs education

Special needs education is another special interest area where stand-alone units focus on the interface between teachers and parents/caregivers, as well as para-professionals

Stand-alone units: families, partnerships and professional communications

effective relationships with parents/caregivers and the wider community

specifically addressing practical, effective communication skills oriented towards teacher interactions with students,
parents, colleagues and the community

Professional experience

influenced by

time constraints;

the stage of the teacher education programme during which the practicum takes place;

the stage of the school year of the practicum;

views of teacher-mentors regarding parent engagement and its perceived importance as part of the student teacher’s induction

the length of the practicum; the culture of individual schools