How is it defined?
Schools often have a need to distribute general information with parents and caregivers in both written and spoken forms. This information includes, but is not limited to, school-based events, activities, and policies, as well as class and student-specific information. There are multiple ways schools can keep parents informed and involved in their child’s education; regardless of the nature and format, all exchanges between teachers and parents provide opportunities to form partnerships that support student learning (Graham-Clay, 2024).
The Learning Bar’s Parent Survey is based on a framework developed by Joyce Epstein designed to foster positive relations between school and community (Epstein et al., 2002). The survey covers parents’ perceptions of their children’s experiences at home and school, as well as the extent to which parents feel the school supports learning and positive behaviour and promotes a safe and inclusive environment.
Why is it important?
- The two-way exchange of information between parents and teachers can ensure that school services and teaching practices are responsive to student needs (LaRocque et al., 2011).
- Parents are most concerned with subject-specific information regarding how they can help support their child at home (Epstein, 2018).
- While schools may use a variety of communication strategies to engage parents and caregivers, sensitive topics, including problem behaviours, are best discussed in person (Graham-Clay, 2024).
- Information on school expectations can lead to greater school involvement from the families of students who exhibit behavioural issues (Sylaj, 2020).
How do we measure it?
In OurSCHOOL, parents and caregivers respond to five items pertaining to school efforts to keep them informed. The results are reported as "the percentage of parents and caregivers who feel adequately informed."
References
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Corwin Press.
Epstein, J. L. (2018). School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching, 44(3), 397-406.
Gibbons, M. M., Borders, L. D., Wiles, M. E., Stephan, J. B., & Davis, P. E. (2006). Career and college planning needs of ninth graders–as reported by ninth graders. Professional School Counseling, 10(2), 168-178.
Graham-Clay, S. (2024). Communicating with parents 2.0: Strategies for teachers. School Community Journal, 34(1), 9-6.
LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing school failure, 55(3), 115-122.
Sylaj, V. (2020). The Impact of exchanged information between school and parents at the level of parent Involvement in School. International Journal of Instruction, 13(4), 29-46.