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PROFESSIONAL DEVELOPMENT TOOLSModule 2

Promoting Positive Parenting

Working Together Toolkit 2006 www.ped.state.nm.us www.cesdp.nmhu.edu

PROFESSIONAL DEVELOPMENT TOOLS Module 2: Promoting Positive Parenting

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Getting Ready

Welcome to Professional Development Module 2: Promoting Positive Parenting from Working Together: School-Family-Community Partnerships, A Toolkit for New Mexico School Communities. As a facilitator, you are among a group of educators who are working with teachers, families and community members to provide information, resources and strategies to both increase and strengthen family and community involvement across New Mexico.

Use this checklist as you prepare for the professional development session.

o Using the hard copy, CD, or web version of the Toolkit, review the Professional Development Tools, Teacher Tools and Family Tools for Module 2: Promoting Positive Parenting.

o Review the PowerPoint slides and facilitator instructions in the hard copy and/or on the CD and modify the presentation as appropriate for your style and audience.

o Prior to the session, review the goals for this module. They are included as a slide in the PowerPoint presentation. Add any goals to meet your needs.

Goals for Module 2: Promoting Positive Parenting

By the end of this professional development module, participants will:

• use tools to measure and improve school-family-community partnerships;

• understand and appreciate the benefits of positive parenting;

• develop site-based strategies for promoting positive parenting; and

• enhance understanding of the diversity in the school community.

o Make a copy of all of the handouts listed on the following page. These are found in Professional Development Tools Module 2: Handouts section following the PowerPoint slides and notes.

o Using the CD, print out the PowerPoint presentation as “handouts” with three slides per page and space for notes. Copy for all participants.

o Choose and prepare an Icebreaker Activity from the introduction to the Professional Development Tools Section.

o Gather the necessary supplies and equipment in the following table.

o Make a copy or print out the Sign In Sheet and place it so that all participants can access it. The Sign In Sheet for this module can be found in this section.



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Materials

Supplies Equipment Handouts/Activities

• Sign In Sheet

• Flip chart paper

• Markers

• Scotch or masking tape

• Paper for notes

• Pens or pencils

• LCD Projector

• Laptop Computer

• Toolkit CD

• Screen

• Extension cord(s)

• Icebreaker Activity (optional)

• PowerPoint Handouts

• Teacher Self-Assessment Rubric for Module 2

• Family Survey

• Reaching Out to Families

• Respecting Family Cultures and Traditions

• Teacher Reflection for Module 2

• Evaluation Form

• Certificates of Completion

Reminders and Helpful Hints

It is critical for the facilitator to use the hard copy and the CD or web based version of the Toolkit to become familiar with the Teacher Tools and Family Tools sections for this module prior to the professional development session. The Resources in the Toolkit contain valuable information that can be used to supplement and tailor the session to better meet the needs of the participants.

Each slide in the PowerPoint presentation includes facilitator notes and scripts as a guide to use during the presentation. Facilitators are encouraged to merge presentation style and interactions with the dynamics and cultural needs of the group. Provide snacks, drinks and comfortable seating for small and large group activities. Arrange the physical environment so all participants can see the slides and all cords and wires are secure.

Schedule

This professional development session is designed to take 3-4 hours with appropriate breaks. Time for breaks should be determined by the facilitator. Provide an adequate amount of time for participant interaction, group work and questions and responses. Remember to set aside time to complete the evaluation, celebrate the participants’ accomplishments and fill out or distribute the Certificates of Completion.

Notes:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

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Sign In SheetWorking Together:

School-Family-Community PartnershipsProfessional Development Session

Module 2: Promoting Positive Parenting

Meeting Location: _______________________________________________________________________________

Meeting Date: ____________________________________________________________________________________

Facilitator: _______________________________________________________________________________________

NAME SCHOOL DISTRICT POSITION



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Notes



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Promoting Positive Parenting

1. Introduction

Say: This training on Promoting Positive Parenting is from the Toolkit sponsored by New Mexico Public Education Department (NMPED) and developed by the Center for the Education and Study of Diverse Populations (CESDP).

It is called Working Together: School-Family-Community Partnerships, A Toolkit for New Mexico School Communities.

2. Background

Instructions to Facilitator: Share the slide with participants. Show them the CD and a hard copy of the Toolkit. Let participants know where the Toolkit is housed and procedures for use and copying. Remind participants that the Toolkit is not copyrighted and can be used in a variety of ways.

Say: The Toolkit has six Professional Development Modules as well as sections titled Teacher Tools and Family Tools. Each of the six modules contain information and useful resources, including ties to the New Mexico Teacher Competencies and Indicators that can be used for Professional Development Plans and Professional Dossiers.

Instructions to Facilitator: Point out the Teacher Tools and Family Tools as they are in the Toolkit. (Use the hard copy or CD to do this.) Reinforce that there are useful resources in each section that can be copied or printed from the CD or web site.

3. Overview of Six Toolkit Modules

Instructions to Facilitator: Read the Overview of Six Toolkit Modules slide and point out that Module 2: Promoting Positive Parenting is the second module in the Toolkit. It is based on the National Standards for Parent/Family Involvement, Standard II: Parenting.

Say: Module 2 focuses on recognizing and building parenting skills and the strengths of families.

Working Together

School-Family-Community Partnerships A Toolkit for New Mexico

School Communities

Module 2:Promoting Positive Parenting

Background

• The Toolkit was sponsored by New Mexico Public Education Department (NMPED) and developed by the Center for the Education and Study of Diverse Populations (CESDP)

• It is based on the six national standards for family involvement of the National PTA

• It is available in hard copy, on CD and on the web:www.ped.state.nm.us

www.cesdp.nmhu.edu

Overview of Six Toolkit Modules

1. Improving Communication

2. Promoting Positive Parenting

3. Enhancing Student Learning

4. Increasing Volunteerism

5. Supporting Decision Makingand Advocacy

6. Collaborating with the Community



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Goals for Module 2

• Use tools to measure and improve school-family-community partnerships.

• Understand and appreciate the benefits of positive parenting.

• Develop site-based strategies for promoting positive parenting.

• Enhance understanding of the diversity in the school community.

The teacher appropriately utilizes a variety of teaching methods and resources for each area taught.

Relevant Master Teacher – Level III Indicator:

D. Designs opportunities for students to apply, practice, and demonstrate knowledge and skills based on knowledge of learning modalities, style preferences, and intelligences.

Competency 2

4. Goals for Module 2

Instructions to Facilitator: It is suggested that you review the goals prior to the professional development session and add any that meet your needs. Read the slide Goals for Module 2 to participants.

On chart paper, add any goals that you or participants contribute.

5. New Mexico Teacher Competencies

Instructions to Facilitator: Share the slide with participants.

Say: The New Mexico 3-Tiered Licensure System provides the framework for documenting teacher qualifications. In collaboration with the principal or designated administrator, New Mexico teachers are required to develop and maintain Professional Development Plans (PDP) based on nine teacher competencies and accompanying differentiated indicators for their respective level of licensure (Level I, II or III).

This module on Promoting Positive Parenting addresses New Mexico Teacher Competencies 2, 6 and 7. Let’s review them on the following slides.

6. Competency 2

Instructions to Facilitator: Share slide with participants. Remind participants that they may be familiar with these competencies and indicators through their work on Professional Development Plans (PDP). Participants may raise questions or experiences regarding the development of a PDP.

Say: Competency 2 and the Level III Indicator focus on the utilization of teaching methods that take into consideration diverse student backgrounds, needs and learning styles.

New Mexico Teacher Competencies

• The New Mexico 3-Tiered Licensure System includes competencies and differentiated indicators that apply toModule 2:Promoting Positive Parenting

• This training can assist in fulfilling requirements for Teacher Professional Development Plans (PDP).



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The teacher manages the educational setting in a manner that promotes positive student behavior and a safe and healthy environment.


C. Engages students in establishing expectations for building a learning community in the classroom.

Competency 6

Competency 7

The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept.


F. Designs opportunities that require and reinforce student responsibility for learning.

For more information and a complete listing of competencies and differentiated indicators visit www.teachnm.org

Activity: Teacher Self-Assessment

• Divide into small groups of no morethan six.

• Individually, complete and date the Teacher Self-Assessment Rubric for Promoting Positive Parenting included in the handouts.

• Discuss findings as a small group and record strengths and needs.

• Discuss how you may be able to use this rubric in a teacher PDP.

• Report out to the group.

7. Competency 6

Say: Competency 6 and the Level III Indicator point to the importance of creating an environment that mirrors and supports the positive parenting practices that we promote as educators.

8. Competency 7

Say: Competency 7 and the Level III Indicator emphasize the role that teachers play in modeling and supporting positive parenting skills that promote self-confidence and student responsibility for behavior and learning.

For a complete list and more information on the New Mexico Teacher Competencies, visit the web site listed on the slide.

Next we will take a look at the Teacher Self-Assessment Rubric for this module that addresses these competencies and indicators.

9. Activity: Teacher Self-Assessment

Materials: Handout: Teacher Self-Assessment Rubric for Module 2: Promoting Positive Parenting, chart paper and markers.

Say: The inquiry process asks teachers to become actively involved in reflecting on their own practices. Reflection often takes more time than we have now, but let’s begin the process by reviewing the Teacher Self-Assessment Rubric for Module 2: Promoting Positive Parenting in your handouts. Follow the instructions on the slide.

Toward the end of this workshop, you will be completing a self-reflection that will allow for you to record plans for improvement based on the information we share today.

Instructions to Facilitator: Allow about 15-20 minutes for participants to review and complete the rubric activity. Follow up with whole group reactions, questions, responses and discussion about how the rubric may be used as part of a teacher PDP.



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Basic Responsibilities of Families

• Housing, health, nutrition, clothing, safety

• Parenting skills for all age levels

• Home conditions that support children as students at all grade levels

• Information and activities to help schools understand children and families

• Other

Promoting Positive ParentingResults for Students

Students develop:

• a balance between time spent on chores, other activities, and homework;

• respect for self, parents, and family;

• awareness of importance of school;

• responsible behavior and ownership of learning; and

• positive attitudes, higher grades, and high attendance in school.

Promoting Positive ParentingResults for Families

Families develop:

• understanding of child growth and development:birth - adolescence - young adult;

• support for children as learners at eachgrade level;

• understanding of teacher roles and responsibilities;

• support for health, safety, and nutrition; and

• exchange of information between educators and parents about concerns and goals for children.

10. Basic Responsibilities of Families

Say: When we consider the topic of promoting positive parenting we can begin by examining what are considered the basic responsibilities offamilies. This is a list of basic responsibilities identified by Dr. Joyce Epstein and the National PTA. Review this list. What else would you add to this?

Instructions to Facilitator: Read the list to the participants or ask someone to read it aloud. As a whole group, ask for responses and what could be added.

11. Promoting Positive Parenting: Results for Students

Say: These are some of the results for students when parents practice positive parenting skills and schools support/promote positive practices through activities such as parenting workshops, modeling and parent resource libraries. What else would you add to this list based on your experiences in the classroom and as parents?

12. Results for Families

Say: Now here are some of the results for families. What else would you add to this list based on your experiences as teachers and parents?



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Promoting Positive ParentingResults for Teachers

Teachers develop:

• understanding of families’ cultures, goals and concerns for children;

• respect for families’ strengths, needs,and efforts; and

• strategies to help families create environments that support students as learners resulting in:

• completed homework assignments

• increased parental involvement

• improved student attendance

Activity: Challenges and Solutions

Challenges for educators:

• providing information to all families who want it or need it, not only to the few who are actively involved in school activities;

• enabling families to share information with schools about background, culture, and needs;

• engaging families who are working and very busy; and

• providing information to families that is clear, usable, and linked to children's success in school.

Promoting Positive ParentingWhat Teachers and Schools Can Do

• Develop understanding of family backgrounds, cultures, and views of children.

• Provide information about family support services and resources in the community.

• Provide information and workshops on parenting issues.

• Develop themed family kits for check-out and use at home.

• Plan for transitions from elementary to middle and high school.

13. Results for Teachers

Say: Finally, here are some results for teachers. Take a look at these. Do you agree with these? What has been your experience? Would you delete or add any results to this list?

14. Activity: Challenges and Solutions

Say: Promoting positive parenting with today’s diverse and changing families presents several challenges. It is not easy and requires effort on our part as educators. We all know of successful strategies that have worked as well as some things that have not worked. Let’s take time now to share some of these.

Form small groups of no more than six and discuss these challenges and any others that you find in your situation. Brainstorm possible solutions to each challenge and write them on chart paper. Consider what has been successful at the school and classroom level and what new efforts could be implemented. Prepare to share your work with the group.

Instructions to Facilitator: Allow time (15-20 minutes) for the participants to form groups and engage in this activity. Follow up with whole group reactions, questions, responses and discussions about possible solutions that could be implemented at the school.

15. Sample Practices: What Teachers Can Do

Say: Now let’s take a look at this list of suggestions. Several of these were addressed when we looked at challenges and solutions. Any reactions to these practices?



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Promoting Positive ParentingWhat Families Can Do

• Attend parenting workshops and read information sent home.

• Inform teachers about family culture and goals for children.

• Inform teachers about any conditions that affect how their child learns.

• Be clear about homework expectations and be available to help students but not do homework for them.

• Set firm but kind expectations for children and teach responsibility.

• Support teacher and school effortsand programs.

Activity: Survey Families

In small groups:

• Review the handout Family Survey.

• Discuss how this tool may be used in your school.

• Discuss what modifications would need to be made for your school.

• List ideas for how the school staff could follow up on the information provided by families.

Activity: Reaching Out to Families

• In small groups review the handout Reaching Out to Families

• Discuss each idea and how you might be able to include them in the school EPSS to promote positive parenting.

• Describe any other ideas that could be added to the list.

• Prepare to share ideas, questions and responses with the whole group.

16. Sample Practices: What Families Can Do

Say: This list includes suggestions for families to improve parenting skills. What would you add to this list?

Instructions to Facilitator: Allow time for small group brainstorming and then large group discussion. If the conditions allow for going straight to whole group discussion, this is an option.

Say: There are several resources in the Teacher Tools and Family Tools sections of the Toolkit that can be shared with families. We will look at some of these next.

Instructions to Facilitator: If time and facilities allow, take the opportunity to tour the CD at this point. You will find useful resources related to positive parenting in several of the modules including Module 1: Improving Communication, Module 2: Promoting Positive Parenting and Module 3: Enhancing Student Learning.

17. Activity: Survey Families

Materials: Handout: Family Survey

Say: There are several useful tools included in the Toolkit that can be used by teachers to improve practices and to share with parents as appropriate. A few of these tools are included in your handouts. Take a look at the survey and discuss how this might be used following the instructions on the slide.

Instructions to Facilitator: Allow time for participants to work in small groups to review the survey handout. Review with a whole group discussion about the tool and what the staff could do as follow up.

18. Activity: Reaching Out to Families

Materials: Handout: Reaching Out to Families

Say: Each year we develop a parental involvement plan as part the Educational Plan for Student Success (EPSS). Let’s review the handout Reaching Out to Families included in the Toolkit.

It includes several ideas that may be implemented as part of our efforts to promote positive parenting and get information out to families. In small groups review the handout and discuss which of these you think would be realistic to include in the parental involvement plan. Add any ideas that you have to this list as well.

Instructions to Facilitator: Allow about 15-20 minutes for the small groups to review the handout and complete the activity. Review a whole group discussion about what the staff could do as follow up.



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Crowd Pleasers

Crowd pleasers: athletic events and celebrations. What do they have in common?

• High attendance

• Focus on student performance

• Personal contact

• Common expectations from coaches, students, and families

Activity: Teachable Moments

How can we take advantage of the “teachable moments” offered by family participation in athletic and celebratory events?

What are some other teachable moments to promote positive parenting that you see available in your school.

Time at Home

Quick Tips, The Parent Institute, 1995

From the day of their birth until their high school graduation, children will spend 15% of their time in school. The other 85% will be spent outside of school, and the greatest part will be in the home.

19. Crowd Pleasers

Say: Athletic events and celebrations frequently attract large numbers of family members. Let’s discuss how can we use these opportunities to promote positive parenting and engage parents in their child’s education.

Instructions to Facilitator: Read the slide and then proceed to the next slide to engage in the activity.

20. Activity: Teachable Moments

Say: In small groups discuss the questions presented on the slide. List your ideas on chart paper and be prepared to share these with the whole group.

21. Time at Home

Say: Let’s consider this statistic. Why do you think this is important for educators to consider?

Instructions to Facilitator: Allow time for the whole group to respond to this statistic through an informal discussion.



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Activity: Respecting Diversity

National PTA, 2004

Quality school programs that promote positive parenting must be culturally sensitive to increasingly diverse student and family populations.

• Support basic responsibilities of families.

• Take into account positive results for students, families, and teachers.

• Build relationships with students andwith families.

• Recognize and build on strengths of families.

• View the Toolkit on the web or CD and utilize the RESOURCES in Teacher Toolsand Family Tools for this module.

Best Practice Recommendations

• Reflect on the workshop and the strategies you have learned to promote positive parenting.

• Refer again to the Teacher Self-Assessment Rubric.

• Then review the Teacher Reflection tool for this module and take 10 minutes to individually complete the Plan for Improvement column.

Activity: Teacher Reflection

22. Activity: Respecting Diversity

Materials: Handout: Respecting Family Cultures and Traditions

Instructions to Facilitator: Read the quote or ask a participant to read it aloud to the group.

Say: As we all know, there are a wide range of traditions and parenting styles in the families we serve. It is our role to develop an understanding of family backgrounds, cultures and the views of children. Let’s use the handout Respecting Family Cultures and Traditions to take a closer look at some of the issues and challenges that relate to this quote.

In small groups, review this handout and complete one as a group. Include the examples and plans for improvement. Consider questions, responses, challenges and solutions as you prepare to share with the whole group.

Instructions to Facilitator: Allow 15 minutes for small groups to complete the activity. Follow up with whole group reactions, questions, responses and discussion about how the checklist may be used as part of a teacher PDP.

23. Best Practice Recommendations

Say: Let’s review some of the key points covered during this session.

Remember that the Toolkit is available in hard copy, on a CD and on the web. There are some very useful resources related to all the topics we discussed today.

Instructions to Facilitator: Review the practices included on the slide and ask participants what else they would add to the list based on the information shared during the professional development session.

24. Activity: Teacher Reflection

Materials: Handout: Teacher Reflection for Module 2.

Say: Now refer to the Teacher Self-Assessment Rubric completed earlier and pull out the Teacher Reflection Tool included in the handouts. These evaluation tools will help us reflect on what we have learned and make plans for improvement through implementation of some of the workshop strategies. Please take about 10 minutes now to follow the instructions on the slide.

(After 10 minutes) In the months that follow, you can revisit the Teacher Reflection Tool and add examples of Evidence of Mastery in the third column. Consider using the Rubric and Reflection in your PDP or dossier. What are some of the plans for improvement that you included on this reflection?

Instructions to Facilitator: This activity can be adapted to include follow-up discussion on plans for revising the schoolwide EPSS, next steps and establishing task groups.



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Teacher Tools Resources

• Worth a Click Links

• Family Survey

• Respecting Cultures and Traditions

• Developing a Community of Learners

• Rights, Responsibilities, and Rules

• Positive Ways to Talk About Children

• Teaching Responsibility

• Reaching Out to Families

Inside the Toolkit

Family Tools Resources

• Worth a Click Links

• Tips for Successful Parenting

• Guiding Children in Making Healthy Choices

• Finding Positive Ways to Talk About Children

• Promoting Responsibility

• Raising a Reader

• Preparing for Teen Years

• Ideas for Busy Parents

• Peer Pressure and Bullying

Inside the Toolkit

Activity: Where do we go from here?

How can we use what we learned inthis workshop in our schools, homes,and communities?

25. Inside the Toolkit: Teacher Tools Resources

Say: There are numerous useful resources in the Toolkit.

Instructions to Facilitator: Point out where the resources are located within the Toolkit. Show the participants the Toolkit notebook and CD you are working from. Review where they can find the Toolkit and how they can access it on the CD and on the web. Optional Extension: Tour the resources using the CD and/or provide hard copies of the Teacher Tools Resources for Module 2 for all participants or small groups to share.

26. Inside the Toolkit: Family Tools Resources

Instructions to Facilitator: As you did with the Teacher Tools Resources, point out that there is a complete set of useful Family Tools Resources included in the Toolkit.

Optional Extension: Tour the resources using the CD and/or provide hard copies of the Family Tools Resources for Module 2 for all participants or small groups to share.

27. Activity: Where do we go from here?

Instructions to Facilitator: This is a fun and interactive capacity building activity that will strengthen participants’ ability to share and implement strategies learned during this session with students, colleagues, families and community members.

Say: Work in small groups to develop a script of what you might say to students, families, colleagues or community members about the module and what you plan to do as follow-up to promote positive parenting. Take 15 minutes to develop a short script. Each group will role play the script as it would be delivered to someone who was not at this professional development session.

Optional Activity: Use this time to make plans for next steps, strengthening/updating the school EPSS and establishing task groups.



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To Learn More:

• Access the complete Toolkit with resources, references, and websites at:

www.ped.state.nm.us

www.cesdp.nmhu.edu

• Complete Evaluation Form

28. To Learn More

Materials: Handout: Evaluation Form

Instructions to Facilitator: Encourage participants to find out more and see what else the Toolkit has to offer. Use the CD to tour the Toolkit with participants pointing out the Teacher Tools and Family Tools and the numerous resources.

Ask participants to complete the Evaluation Form for Module 2 found in the handout section of this module. Thank participants.

29. Certificates of Completion

Materials: Handout: Certificate of Completion

Instructions to Facilitator: Have each participant write their name on the Certificate of Completion found in the handouts. As the facilitator, sign and date each certificate. If the facilitator is not the school principal, also arrange for the principal to sign and date each certificate. Distribute completed certificates and celebrate engagement in professional development in the area of school-family-community partnerships.

Another option is to print out the certificates prior to the session, include participants’ names, facilitator and/or principals’ names and dates, as appropriate.



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Notes

PROFESSIONAL DEVELOPMENT TOOLS Module 2

Handouts



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Teacher Self-Assessment Rubric

Use this rubric to help evaluate your efforts to promote positive parenting with families. Think about where you see yourself in the process and strategies you use to improve positive parenting by marking the box that most clearly matches what you are doing now.

PROMOTING POSITIVE PARENTING

ELEMENT BEGINNING DEVELOPING PROFICIENT

Parents are valued and supported as critical partners to their child’s success.

I ask for family support when the student is experiencing difficulty.

I offer information on how to address student difficulties.

I routinely offer information about the developmental stages of students.

I take advantage of opportunities to learn more about students and families.

I welcome and create opportunities to understand and affirm families’ strengths with the following strategies:

___ I am a resource for families in child development and positive parenting.

___ I ask parents for input regarding their child’s strengths/needs.

Teacher recognizes and honors a variety of parenting styles and strengths based on cultural differences, individual needs and preferences.

I am aware of a variety of parenting styles.

I tend to focus on parenting deficits and have difficulty identifying strengths.

I have some knowledge of home culture and customs.

I understand and canidentify strengths in diverse parenting styles.

I focus on diverse parenting styles and try to support parents as needed.

I understand differences between the home and school culture.

I respect diverse parenting styles and focus on helping families build on their strengths. I am able to adapt materials and efforts to meet diverse family and cultural needs by using the following strategies:

___ I promote positive parenting by recognizing and celebrating family strengths, influences, and successes.

___ I support school policies that recognize and respect families’ cultural diversity.



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PROMOTING POSITIVE PARENTING

ELEMENT BEGINNING DEVELOPING PROFICIENTSchool staff membersparticipate in ongoing staff development about promoting positive parenting with diverse families and using resources in the school and community.

I have had limited experience with staff development about parenting issues with diverse families in schools and communities.

I participate in professional development activities to promote positive parenting to a limited extent.

I seek out information on positive parenting and diversity.

I am aware of school and community resources that promote positive parenting.

I actively participate in professional development and make systematic efforts to promote positive parenting by integrating the following strategies:

___ I link families to support services and resources in the community.___ I share information on parenting issues with all families.___ I assist in developing schoolwide parent support programs.

Both formal and informal strategies to understand families and their cultures and incorporate that knowledge into student learning experiences are used schoolwide.

I am aware of the various cultures represented in school.

I have a limited understanding of families and their cultures and am limited in my ability to apply that knowledge to lesson planning.

I recognize the importance of informal strategies to understand families and culture:

I make positive phone calls and create informal interactions with students and families. I incorporate family and community members in curriculum activities.

I reach out to families informally and utilize more formal strategies to understand family and culture, such as:

___ Surveys___ Interviews during conferences___ Class projects and interactive homework___ Attendance at cultural events in the community___ Study of students’ cultures and family strengths and how they inform classroom learning experiences.

Parent-teacher conferences are used to better understand families and reinforce positive parenting.

I do most of the talking at conferences and am focused on providing information to parents.

I make a limited effort to provide information about positive parenting.

I allow time in conferences for parent comments and concerns.

I make an effort to allow parents the time to voice questions and concerns.

I provide parents with some information on positive parenting.

I view conferences as an opportunity to improve my relationship with parents and share useful information by planning the following activities.

___ I provide parents with tools to prepare for conferences and make sure the parents and I have opportunities to direct the conversation about student learning.___ I collect information from parents about their interests and needs related to parenting skills and follow up with pertinent support.



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Family Survey

Use this survey to assess the need for and planning of parenting workshop topics.

Dear Families;

Our school is planning to hold some parenting workshops and we would like to hear from you about your interests and needs in this area. Please complete this survey and return it to school with your child. If a topic you would like to explore is not listed, please write it in the space provided.

Parenting TopicLevel of Interest

High Interest Some Interest No Interest

Positive Discipline

Child Development

Teaching Your Child Tolerance

Healthy Food Choices/Nutrition

Dealing with Power Struggles

Understanding Children’s Feelings

Separation Anxiety

How TV Affects Children

Internet Safety

Homework Struggles

Sibling Rivalry

Helping Your Child Cope with Stress

Helping Your Child Cope with a Divorce

Setting Boundaries

Attention Deficit Hyperactivity Disorder (ADHD)

Preparing for Adolescence

Support for Teenagers

Helping Your Child Decide What to Do After High School

Other:

A good time for me to attend a workshop would be: (circle one)

During the School Day After School Evenings Saturdays



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Reaching Out to Families

Use this tool to generate ideas that can be included and implemented as part of your parental involvement plan.

• MEETING PLACES AND TIME Organize meetings in places that are familiar to and comfortable for parents. Meet parents at their apartment complex, church, park, library, chapter house, community center or a popular restaurant near their neighborhood. Hold meetings at various times of the day. Consider mornings, lunchtime, evenings and weekends to accommodate different schedules.

• MONTHLY EVENTS Sponsor monthly community family events. Use these events to provide information to parents on how they can help their child succeed in school and start to explore career options.

• SURVEY NEEDS AND INTERESTS Survey parents to determine the subjects in which they are interested and the best way to get information to them.

• NEWSLETTERS, FLYERS, WEB SITES Write a quarterly parent newsletter or one-page flyer and post it on your web site.

• CELEBRATING PARENTS AS FIRST TEACHERS Hold a “Parents as First Teachers” night to talk about what parents can do at home to support their child’s success, such as to reading to them and teaching them good problem-solving skills.

• TOGETHERNESS ACTIVITIES Create several half-sheet fliers, each with an activity parents can do with their child, such as talking to their child about when they were the child’s age. On the back of the flyer, provide information on why the activity is a good one for parents and children to do together.

• PARENTS’ BREAKFAST Hold a Saturday parents’ breakfast where teachers and school administrators prepare the meal and serve the parents. After breakfast, hold round-table discussions on issues that are important to parents.

• FAMILY MUSEUM Start a “family museum” in your classroom and highlight a student’s family each week. Send a letter home explaining the project and how parents can work on it together with their child as a way of celebrating their family background and history.

How can you incorporate these ideas into your parental involvement plan?

PLAN: __________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________



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Respecting Family Cultures and Traditions

Use this checklist to assess your awareness and acceptance of diverse families and to plan activities that can promote positive parenting.

Schools and programs must be culturally sensitive to increasingly diverse student and family populations. Appreciating the traditions and parenting styles of families from various cultures requires an awareness and acceptance of their diversity.

Effective Practices Yes No Examples and Plans for Improvement

Our School Staff:

Ensures that all activities provide for effective communication with parents who speak a language other than English or have limited English skills.

Intervenes immediately when a student disparages another student’s culture or language.

Values the broad and varied experiences that students and families bring to class as resources.

Establishes policies that recognize and respect families’ cultural and linguistic diversity.

Is knowledgeable about students’ and families’ diverse modes of learning and communicating.

Knows that it is important to understand how family background can affect relationships with teachers.

Varies methods of instruction to accommodate the different cultural and linguistic backgrounds of students.

Communicates to families that we require the same level of excellence from all students.

Finds and uses successful role models in school and classroom activities by personally inviting parents.

Avoids segregating students or families by cultural groups and does not allow students to segregate themselves.

Recognizes that some cultural protocols may discourage some students and/or families from active participation in activities.

Provides information on social services, health, family counseling, adult education and community resources.



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Teacher Reflection What will I do to support and promote positive parenting skills?

Reflect on your current practices in each of the elements highlighted in the left column. Develop a plan for improvement which includes support needed, how strategies will be implemented and how you, the teacher, will know if each element has been accomplished (Evidence of Mastery). Use the resources provided in this module to support your efforts.

Positive Parenting Elements Plans for Improvement Evidence of Mastery

I value and support parents and see their involvement as crucial to their child’s success.

I recognize and honor a variety of parenting styles and strengths based on cultural differences, individual needs and preferences.

I participate in ongoing staff development to promote positive parenting with diverse families using the resources in school and community.

I communicate with families including informal and formal efforts to understand family and culture. I incorporate this information into student learning experiences.

I use parent-teacher conferences to better understand families and reinforce positive parenting skills.



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Evaluation Form Working Together:

School-Family-Community PartnershipsProfessional Development Session

Module 2: Promoting Positive Parenting

Facilitator _______________________________________ Date of Training ___________________________________

Overall session rating: _____ Excellent _____ Good ______ Fair _____ Poor

WHAT WORKED WELL? WHAT COULD IMPROVE?

WHAT IDEAS WILL YOU USE IN YOUR CLASSROOM/SCHOOL?

WHAT AREAS WOULD YOU IDENTIFY FOR MORE IN-DEPTH TRAINING



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Notes



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Notes

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