Collaborative Family-School Partnerships: Theory and Research

Alyssa Dretchen, B.A. andAvivah Dahbany, Ph.D., NCSP

Seton Hall UniversityFutures Task Force on

Family-School Partnerships

Collaboration

Have you ever collaborated with another person or persons?

What did you do together? What “characteristics” were the most

important in your partner(s) during your collaboration?

What “stages” did your collaborative experience go through?

How do you define “collaboration”?

See Intro Handout 4

What is Collaboration? “…a service provided by a professional in which there is

a shared responsibility for the outcome of the problem solving process, including participation in interventions” (Dougherty, 2005, p. 18)

Teams of professionals & stakeholders Mutual, reciprocal consultation among the parties

involved NOT the same as Consultation

“…in consultation, the consultee retains responsibility for he outcome, is considered to be the determiner of the suitability of possible interventions, and is responsible for adequate implementation of the intervention” (Zins & Erchul, 2002, as cited in Dougherty, 2005, p. 13)

Indicators of Professional Behavior Facilitative of Collaborative Partnerships Communication Commitment Equality Skills Trust Respect

See Intro Handout 5

Professional Behavior:

COMMUNICATION “The quality of communication is positive, respectful, and

understandable among all members at all levels of the partnership, and that the quantity of communication is also at a level to enable efficient and effective coordination and understanding among all members” (Blue-Banning et al., 2004, p 174).

Indicators of Professional Behavior: Sharing resources Being clear & honest Communicating positively & frequently Being tactful & open Listening Coordinating information

Professional Behavior:

COMMITMENT “The members of the partnership share a sense of

assurance about (a) each others devotion and loyalty to the child and family, and (b) each other’s belief in the importance of the goals being pursued on behalf of the child and family” (Blue-Banning et al., 2004, p 174).

Indicators of Professional Behavior: Demonstrating commitment Being flexible Sensitive to emotions Being consistent Regarding work as more than a job Accessible

Professional Behavior:

EQUALITY “The members of the partnership feel a sense of equity

in decision making and service implementation, and actively work to ensure that all other members of the partnership feel equally powerful in their ability to influence outcomes for children and families” (Blue-Banning et al., 2004, p 174).

Indicators of Professional Behavior: Avoiding use of clout Empowering partners Validating others Advocating with other professionals Allowing reciprocity among members Being willing to explore all options

Professional Behavior:

SKILLS “The members of the partnership perceive that

others on the team demonstrate competence, including service providers’ ability to fulfill their roles and to demonstrate recommended practice approaches to working with children and families” (Blue-Banning et al., 2004, p 174).

Indicators of Professional Behavior: Taking action Having expectations Meeting individual special needs Considering the whole child or family Being willing to learn

Professional Behavior:

TRUST “The members of the partnership share a sense

of assurance about the reliability or dependability of the character, ability, strength, or truth of the other members of the partnership” (Blue-Banning et al., 2004, p 174).

Indicators of Professional Behavior: Being reliable Keeping the child safe Being discreet

Professional Behavior:

RESPECT “The members of the partnership regard each

other with concern and demonstrate that esteem through actions and communications” (Blue-Banning et al., 2004, p 174).

Indicators of Professional Behavior: Valuing the child Being nonjudgmental & courteous Exercising nondiscrimination Avoiding intrusion

Seven Stages of Collaboration

Awareness Tentative Exploration & Mutual

Acknowledgement Trust Building Collegiality Consensus Commitment Collaboration

First Stage of Collaboration:

AWARENESS

Making a conscious entry into a group

Focus on goals of convening together

Generate definition of collaborative process and what it means to team members

Second Stage of Collaboration:TENTATIVE EXPLORATION & MUTUAL ACKNOWLEDGEMENT

Tentative Exploration disclose professional skills for the desired process disclose areas where contributions cannot be made disclose values reflecting priorities identify roles and disclose personal values

Mutual Acknowledgement clarify each member’s potential contributions verify the group’s strengths & areas needing

consultation clarify member’s work style, organizational supports,

and barriers to collaborative efforts

Third Stage of Collaboration:

TRUST BUILDING Determine the degree to which reliance on

others can be achieved Examine congruence between words and

behaviors Set interdependent goals Develop tolerance for ambiguity

Fourth Stage of Collaboration:

COLLEGIALITY Define the relationships of members with

each other

Define the responsibilities & tasks of each

Define entrance & exit conditions

Fifth Stage of Collaboration:

CONSENSUS Determine the issues for which consensus is

required

Determine the process used for clarifying the decision making to reach consensus

Determine the process for reevaluating consensus outcomes

Sixth Stage of Collaboration:

COMMITMENT Realize the physical, emotional, & material

actions directed toward the goal

Clarify procedures for reevaluating commitments in light of goal demands and group standards for deviance

Seventh Stage of Collaboration:

COLLABORATION Initiate a process of joint decision making

reflecting the synergy that results from combining knowledge and skills

Literature Review

Indicators of Professional Behavior 17 studies reviewed Most Support:

Communication Commitment

Seven Stages of Collaboration 12 studies reviewed Most Support:

Tentative Exploration & Mutual Acknowledgement

Collegiality Collaboration

Professional Behaviors Experience

How does your collaboration experience compare to the research?

Did you also find the first two items to be the most important characteristics of your partner(s) in the collaboration experience?

Why or why not?CommunicationCommitmentEqualitySkillsTrustRespect

Stages of Collaboration Experience

Did you go through these stages of collaboration? Did you also find the items in red to be the most

important stages of your collaboration experience? Why or why not?

Awareness Tentative Exploration & Mutual

Acknowledgement Trust Building Collegiality Consensus Commitment Collaboration

Family-School Collaboration

What do you think are the most important professional characteristics you have that could enhance Family-School Collaborations?

What do you think are the most important stages in Family-School Collaboration?

How can you use your Professional Characteristics and Stages of Collaboration to enhance your Family-School Collaborations?

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