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