However, it is imperative that parents become and/or remain involved in their child’s education as he or she transitions into high school.
As parents and teachers, we must create a more seamless family engagement path, a way into and out of high school so families remain engaged throughout their teen’s high school grades.
Join us this Wednesday night (9PM EST / 6PM PST) as parents and educators discuss family engagement strategies geared toward secondary schools. The diverse and global perspectives present during the chat will make for a lively, informative and collaborative discussion. Bring your best ideas and successes as we begin planning for the 2012-2013 school year.
California students, parents, and school communities deserve better than this deeply flawed law and the questionable tactics of a group that is more interested in making national headlines than in helping students. Unless parents are fully informed and involved in a transparent and inclusive reform process, California’s parent trigger will continue to miss the target.
Families play an important role as the primary bridge between the multiple learning settings where their children learn and grow. For this reason, there is an increasing need for expanded learning opportunities (ELOs), including afterschool and other out-of-school time programs, to engage families in more meaningful ways to better support children’s learning and development.
In Families and Expanded Learning Opportunities: Working Together to Support Children’s Learning, the second brief in our series with the National Conference of State Legislatures, we explore the ways that families and ELOs must work as equal partners in order to ensure ELOs are contributing to children’s learning in meaningful ways. These include:
* Understanding children’s learning needs * Ensuring that program goals and activities align with children’s larger learning goals * Facilitating communication with other settings where children learn to better coordinate learning supports (e.g., tutors, books, and other learning materials) * Sharing key data and results regarding children’s learning progress
This brief discusses these elements in more detail, supported by evidence from recent research.
You’re not speaking to me with this brand of disaster capitalism that tries to shock a besieged public with unproven, untested, and drastic action couched as “solutions.” You’re not speaking to me when you invoke language like “achievement networks,” “portfolio management,” and “rightsizing” our schools — and say not a word about lower class sizes or increasing the presence of loving support personnel or enriching our curriculum.
“I would say to the President, help me in my work so that more families are involved in their child’s educational experience in order to create stronger communities of learning and excellence for all students,” she said in an email Wednesday. “All parents and families have something to contribute, we just have to be willing to acknowledge that and work towards creating better partnerships so that all children succeed.”
For schools interested in venturing down the “flipped” road must look at the implications of this model for students, staff and families. Every educational and home setting has a different level of readiness for outside the box ideas like this one.
During Parent-Teacher Chat (#PTchat) this Wednesday, 4/25 at 9PM Eastern / 6PM Pacific, we’ll spend an hour discussing the flipped classroom model. We’ve invited parents, teachers and leaders who are currently harnessing the “flipped classroom,” as well as some high school students in flipped classrooms to join our discussion and help us see it through their lens as well. The diverse perspectives present during the chat will make for a lively, informative and collaborative discussion.
NOTE: Jessica tried to leave a comment on this piece, but had difficulty posting it. Here is what she said in a message to me:
Thanks so much for your mention of my NYT piece. I tried to comment on the actual post but I kept getting error messages about including words such as “.” that were not allowed. My comment was: “I may not agree with everything Ron Clark says and does, but I do agree with the sentiments he expressed in the CNN piece I linked to in my article. He said some words that really needed to be said, and he’s lucky enough to have the freedom to say them – a freedom many other teachers don’t have. Thanks for for the mention, and I really appreciate the comments.”
This Week’s #PTchat – Taking You Through Each Awesome Educational Chat & Hashtag
*Special Time* Wednesday, 4/18 – 8PM EST / 5PM PST
Join #PTchat this Wednesday night from 8-9PM EST (Special Time) as we discuss many of the educational and parenting hashtags, what they stand for and when you can tune in to participate or lurk in on the conversations. If you take part in a weekly chat, host or co-moderate, be sure your hashtag and/or chat is represented. Share out when it occurs, what topics you’ve discussed, links to your archives and how parents and teachers can add their perspectives and contribute.
Building a Personal Learning Network (PLN) relies heavily upon finding others who are doing the same work as you are around the world. This chat is a great opportunity for PLN building and finding a new hashtag to support your work.
Please join us this Wednesday, 4/18 at 8PM EST / 5PM PST. For more information, please visit Joe Mazza’s eFACE Today Blog. #PTchat is a weekly chat where parents and teachers around the world come together using the hashtag #PTchat. The goal behind #PTchat is to encourage a transparent and collaborative dialogue between parents and educators. All #PTchats are archived here.