Aloha - This was handed out to teachers, I just scanned it and put it in here. Interesting to think about.

 

October 4, 2002

STANDARDS FOR PARENTS AS PARTNERS IN LEARNlNG

10/3/02

(work in progress)

Parents are critical to their children's well being and success. Reflecting upon their own experiences, more than 2000 parents throughout Hawaii generated the following standards and practices for parents in helping their children learn. While the standards guide parents in supporting their children's learning, they also guide the school and community in providing the information, support, and involvement opportunities that parents desire.

 

A Parent Partner in Learning...

 

Attends to the child's physical, emotional, social and behavioral development

 

Develops the family as the child's first teacher

 

Prepares the child to achieve the standards at school

 

Provides home support for the child's meeting the standards

 

Supports the child's school and teachers

 

Is a life-long learner and teacher

ATTAINING PARENT PARTNERSHIP STANDARDS

 

A. To attend to your child's physical, emotional, social, and behavioral development:

 

Physical development

 

1. Provide your child nutritious food, adequate sleep, exercise, and a clean, healthy, environment.

 

2. Keep up with necessary immunizations and regular medical/dental examinations.

 

3. Emphasize zero tolerance for abusive language, violence, and illegal drugs.

 

4. Model cleanliness and safety.

 

5. Teach your child to dress appropriately for school.

 

6. Know who your child's friends are and where your child is every day.

 

Emotional, social, and behavioral development

 

7. Listen to, talk and do things with your child.

 

8. Show your child that he/she is loved.

 

9. Model and expect honesty and respect from your child.

 

10. Accept and appreciate differences among people.

 

11. Expect appropriate behaviors for different settings.

 

12. Involve your child in organizing his possessions and his activities.

 

13. Give him some guidelines on setting priorities, solving problems, and helping others.

 

14. Connect your child with others he can care for and learn from.

 

15. Have fun together.

 

B. To develop your family as your child's first teacher:

 

1. Share your hopes and dreams with each other.

 

2. Eat together daily.

 

3. Organize family times to solve problems, communicate, and create happy memories.

 

4. Establish family values, rules and expectations.

 

5. Give your child responsibilities and teach the skills to carry them out.

 

6. Volunteer, serve, and learn as a family.

 

7. Co-create a family legacy with your children.

 

C. To prepare your child to achieve the standards at school:

 

1. See that your child attends school regularly and is on time and ready to learn.

 

2. Know school rules: see that your child behaves appropriately at school.

 

3. Makes learning your child's top responsibility.

 

4. Assure your child that making mistakes is part of learning.

 

5. Nurture the love of reading.

 

6. Make reading, writing, and planning part of your child's daily routine.

 

D. To provide home support for your child's meeting the standards:

 

Support

 

1. Learn the standards your child must achieve.

 

2. Provide opportunities for your child to use at home and in the community what he is learning at school.

 

3. Attend parent-teacher conferences; share how the teacher might support your child and find out how you can help your child

 

4. Communicate background information that may affect your child's learning.

 

5. Encourage, rather than punish, your child when he is having difficulties learning.

 

6. Make report cards a positive and goal setting experience.

 

7. Enjoy your child's achievements and let him know it.

 

Homework

 

8. Check the school's homework policy and discuss it with your child.

 

9. Discuss with your child the importance of turning in all homework assignments.

 

10. Provide a place, supplies, and a regular time to do homework.

 

11. Teach your child to ask questions for clarity.

 

12. Do not rob your child of his learning experience by doing his or her homework.

 

13. Relate what your child is learning to real life.

 

Guidance

 

14. Guide and limit your child's television viewing and video games.

 

15. Nurture your child's interests by providing appropriate materials and experiences.

 

16. Encourage extra-curricular activities in the arts, sports, volunteer services, and work.

 

17. Teach your child to care for others and to be a good citizen.

 

18. Honor your child's need for time to nourish the mind, body, heart, and spirit.

 

E. To support your child's school and teachers

 

1. Ask your child's teachers and school what they need and share what you can.

 

2. Participate in school events designed for parents and families.

 

3. Help make the school safe, clean, and stimulating for learning and teaching.

 

4. Join the school's problem-solving and decision-making process.

 

5. Volunteer your talents and resources as needed in the classroom and school.

 

6. Support education in the political process.

 

F. To be a life-long learner and teacher

 

1. Develop your interests, be open to new experiences and resources.

 

2. Be curious, ask questions, get involved in finding out the answers.

 

3. Model the love of learning and have fun teaching others!

 

4. Attend workshops, classes, higher education courses, and community events.

 

5. Get involved in brainstorming and resolving economic, civic, and social issues.

 

 

 

 

"Family-Community Dialogs on Standards"

Dr. Vivian Ing, State Dialog Facilitator

Family Support Services/Parent-Community Networking Centers

February, 2000-0ctober 2002

 

 

October 4, 2002

STANDARDS FOR PARENT PARTNERS IN LEARNING

(October, 2002)

Background: Act 238 requires that the DOE implement a comprehensive system of educational accountability to motivate and support the improved performance of students and the education system. This accountability shall...include public accounting for other significant partners to the education process (including, but not limited to, parents)

 

Goal: To engage parents in generating standards for parents as partners in their children's learning.

 

Objectives:

To increase public awareness of a parent partner's role in educating children

To provide a way of self-assessing one's own parental role in educating children

To provide a foundation for a parent partnership "curriculum" or series of parent workshops and activities on what parents can do to facilitate their child's attainment of standards

To provide a tool to aid both teacher and parent in forming partnerships or compacts that directly relate to their child's learning to specific content and performance standards

 

 

Outcome: Standards for Parents as Partners in Learning

 

How They Were Developed:

 

More than 2000 parents representing urban and rural areas and all socio-economic and ethnic backgrounds in Hawaii gathered and participated in 85 standards-generating sessions throughout the state.

Each session consisted of: 1) a basic workshop on what standards are, why they are necessary, and the hope standards bring to our students; 2) involvement of parents identifying successful partnering practices from their own experience; 3) process of grouping the practices by similarities, prioritizing the practices, and naming the group; 4) the realization that the titles of each group of practices are standards for parents as partners and the practices are now the indicators.

The Parent-Community Networking Center State and District Teams were especially instrumental in recruiting parents and facilitating these sessions. Other collaborators included staff and parents served by ESLL, Title 1, PTSA, PSAP and other community agencies. Once the parents experienced the process, they requested the "workshop lesson plan," gathered new groups of parents, facilitated their own sessions, and turned the data in.

 

 

Important points:

Standards give parents hope and guidance in adopting practices that work.

The relationship between teacher and parent is a partnership, not an employer-employee relationship. While we can hold employees and students accountable for some things, we really cannot hold parents (except in extreme circumstances, e.g., abuse or neglect) accountable. We have no authority to do so. We can, nonetheless, do an "accounting" of their support to their child's education.

The suggested practices (indicators) for each standard are stated in family-friendly, purposeful and personal terms ("to" for purpose, "your child" rather than "the child").

Should parents not be able to realize the parent partnershop standards, help from the school and community is implied.

The practices guide parents to be responsible partners in their children's learning.

The list of practices generated by parents is strongly supported by the research literature.

 

 

 

 

"Community Dialogs on Standards for Parents as Partners in Learning,"

Dr. Vivian Ing, State Dialog Facilitator, Family Support Services/Parent-Community Networking Centers, 10/4/02