Parent Engagement: Leaving No Parent Behind

Written By: Dr. Michael Milstead |@DrMilstead| @ToPrincipal|

As I reflect on my background and experience as a school leader, I have been extremely fortunate to have served twenty-one years as an administrator in Title I schools. In a Title I school, a substantial number of the student population (over 40%) receives free-reduced lunch and most come from low-income households. These schools receive financial assistance from the federal government to help ensure that all children meet challenging state academic standards. Students in Title I schools can often be among the brightest and talented in the world. A high percentage of Title 1 students graduate from school on time and pursue some form of post-secondary learning. Countless studies suggest that when parents are involved in their child’s education, then learning is enhanced. I have also found that when parents are engaged in school, students are less likely to be absent, more involved in extracurricular activity, possess a high confidence level, have fewer behavior problems and are positive about their future. It is a widely held belief however, that far too many parents from low income households are not involved in their child’s school. This phenomenon is also highly supported by empirical research. My career as an educator has taken me down the path of teacher, assistant, associate and building principal. I can honestly state in almost three decades as an educator that not once do I every recall a parent telling me that he/she did not want to help their child to be successful in school. Many have confessed to me however, that they were never taught how.

I believe that all parents want their children to succeed. Parents of low incoming households however, are requiring schools to lead with helping them help their children. It is important for school leaders to understand that there is a myriad of barriers that may preclude parents from low-income households in engaging with their children’s school. Working several jobs, no transportation, caring for elderly parents, and parenting small kids are just a few. It is equally important that principals construct strategies that that will aid parents in overcoming these barriers and become participants in their child’s education.

As building principal, here are some things I did to reach out and engage parents in their child’s education.

• Create a welcoming school culture. It is human nature to want to feel valued and affirmed. Starting from the time that a parent enters the building the climate should feel welcoming and supportive. The staff and aesthetics of the building should display signs of partnership between the school, home and community. For example, most Title 1 schools are culturally diverse. The school should reflect this diversity.
• Restrain from pass judgement on parents. There have been times in my school where parents have attended teacher-parent conferences in pajama’s, robe and house shoes. I have encouraged my teachers to overlook the dress and acknowledge the fact that the parent cared enough about their child’s education to attend the meeting. Most of the times we have no idea what parents are facing daily. Be professional and courteous.
• Establish a line of communication throughout the community. Often information sent home to parents by students don’t always arrive to its intended location. That is why it is important that information is communicated to parents, via email, telephone blast, text and phone messages. School information can also be sent to churches and placed in the announcements, community newsletters, sports events, etc. It is vitally important that schools communicate in various forms with parents.
• Conduct PTO and PTA meetings in the parent’s community. Many of my parents would work two jobs are just did not have the transportation to come to PTA meetings. I would often hold PTO meetings in the main lobby of apartment complexes where my students lived. They appreciated the fact that the school took the effort to reach out to them.
• Allow the school to be used as a community resource. At one of my campuses, local social service agencies would conduct, English Speaking courses on Saturday for parents. At another school, we allowed an organization to hold financial literacy classes for parents. On one campus, a new church was permitted to use the school on Sundays for services. Making the school available as a community service center encourages parents to become involved with the school.
• Involve parents in school governance. Listening to parents and allowing them to feel safe in sharing their views and opinions is another way of building involvement. Involve parents on campus decision making teams Parents can be a huge advocate in the community for schools
• Be visible in the community. In each school in which I have been principal, I made it a point to be visible in the community. I did things such as visiting local churches, patronizing a local barber shop, shopping in local grocery story, eating at restaurants. When community members see the principal being a part of the community it builds trust.

Involving parents in their child’s education can sometimes be a tremendous task for a school leader. If students are to perform at their highest level however, it is imperative that parents are engaged in the learning process. Armed with this information principals must be relentless in their approach to identifying, planning and implementing innovative and creative ways to involve parents in schools. As the chief educational officer, the principal has a duty to lead the charge promoting parents as assets and not adversaries of the learning community. Parents should be valued, respected and treated as partners in their children’s education. When schools, communities and parents work together in the best interest of the child, the outcome will produce a higher performing student with a brighter future and endless possibilities.

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