As Claudia mentioned, I also really felt your post was authentic which makes for a wonderful read, thank you for sharing.
Now, to the good stuff. Though I too believe your clock analogy is excellent, I don’t believe it’s completely accurate or accurately represents the dynamic a student hold between home and school. More than anything, it’s too rigid a thought. I believe and know that there are a lot of households in which there is no support (may it be emotional, academic, economic) and the student thrives, and the opposite is true too, a home with abundance(more than usual) of support and the child is not performing at the level expected.
I agree that parents and teacher who form a partnership is ideal for the benefit and growth of the child. But this partnership doesn’t have to exist in the way that you describe. A parent need not be present a school, or a teacher conference to have their ideals be aligned with that of the teacher.
I guess I bring that up because of the part that you mention of having parents go into your classroom and reading or alternating. I believe that installs more pressure on a parent to “do” something so it appears that they “invested” or “care” for their students education. But I don’t believe that’s necessary. Of course I’d love parents to come to all events, but those should be options and not an undue burden or a way to shame those that simply can’t go. If a parent doesn’t come to a parent conference, I do not believe that parent doesn’t care. I mean, by all accounts, if I’m trying to have a parent conference, I do want to meet, but if they can’t, that doesn’t mean the partnership, or the striving for the same goal isn’t there.