newly revised dual capacity-building framework: an overview
TRANSCRIPT
Newly
Revised
Dual
Capacity-
Building
Framework:
An Overview
Research
Research affirms positive effects of family and community
engagement on students’ academic success.
When parents are involved in the educational process of their
children, students are more likely to:
✓ Earn higher grades
✓ Attend school regularly
✓ Take rigorous courses
✓Graduate and pursue college and/or careers
Five Essential Supports
Influential Voices
➢ Dr. Karen Mapp, Harvard Family Research
➢ Anne T. Henderson, Community Engagement
➢ Dr. Joyce Epstein, NNPS, Johns Hopkins
➢ U.S. Department of Education, New Framework
Overview of the
Framework • The Challenge
oWhat are the problems or obstacles to engage families?
• Opportunity Conditions
oWhat conditions are necessary to engage families?
oWhat conditions must be in place to sustain relationships
formed between families and schools?
• Policy and Program Goals
oWhat do staff and families need to form positive
relationships?
• Family and Staff Capacity Outcomes
oWhat kind of outcomes are expected from the partnerships
formed with families, communities, and schools?
Original
Dual
Capacity
Framework
..
The Evolution of Parent
Engagement
• Developing a new mindseto Parent engagement is no longer just
cupcakes and compliance
• Family Engagement vs.
Parent Involvement
• Moving beyond random,
discrete activities
• Building leadership
capacity
INTENTION OF THE UPDATED DUAL CAPACITY-BUILDING
FRAMEWORK
Instead of a roadmap, the framework
provides a compass; a direction for the
development of effective high impact
strategies and initiatives.
The challenge helps us understand the
reasons why educators and families
have struggled to build trusting and
effective partnerships.
The challenge helps us identify how to
execute partnerships and cultivate and
sustain positive relationships with
families
Challenges
Family Engagement
“If effective cradle-to-career educational partnerships between
home and school are to be implemented and sustained with
fidelity, engagement initiatives must include a concerted focus on
developing adult capacity, whether through pre- and in-service
professional development for educators; academies, workshops,
seminars, and workplace trainings for families; or as an integrated
part of parent-teacher partnership activities.”
Mapp, Karen L., and Kuttner, Paul J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships. SEDL
The essential conditions offer research
based guidance for best practice to
cultivate and sustain partnerships.
The term "process" refers to the actions,
operations and procedures that are part of
any activity. These "conditions" are key
to the design of the activity for building the
capacity of families and staff to partner in
ways that support student achievement.
Essential ConditionsProcess Conditions• Provide a guide for strategy
developmentOrganizational Conditions• Ensure that engagement efforts
are systemic, integrated and sustainable
Organizational Conditions
Systemic – Purposefully designed as a core component of educational goals such as school readiness, student achievement, and school turnaround.
Integrated – Embedded into structures and processes such as training and professional development, teaching, and learning, curriculum, and community collaboration.
Sustained – Operating with adequate resources and infrastructure support.
Mapp, Karen L., and Kuttner, Paul J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships. SEDL
Elements of relational trust
Respect
Competence
Integrity
Personal regard
Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage
Foundation.
Relational Trust - How Do You Know?
Am I showing trustworthiness to this parent?
Am I seeking input and listening carefully to what families have to say? (Respect)
Am I demonstrating to families that I am competent and that I think they are doing a good job as parents? (Competence)
Do I always keep my word with families? (Integrity)
Do I show families that I care about them as people versus objects? (Personal regard)
Elements of relational trust
Respect
Competence
Integrity
Personal regard
The policy and program
goals highlight the goals
and outcomes that
should emerge for
educators and families
when the essential
conditions are met.
Policy and Program Goals
Activity:
✓Go to chart paper
✓ Create a T chart.
✓On the left side write Challenges.
✓On the right side write Solutions.
✓Work with your group in identifying some challenges.
✓Work collectively in finding solutions.
Parenting Partners, Engaged for Student Achievement, http://www.familyleadership.org/parenting-partners/
The various stakeholders (families,
district/school leaders and staff)
have not had the opportunity to
develop the knowledge and skills, in
other words, the capacity (4C's) to
engage in effective partnerships.
Policy and Program Goals
“The Framework builds on existing research suggesting
that partnerships between home and school can only
develop and thrive if both families and staff have the
requisite collective capacity to engage in partnership.”
Mapp, Karen L., and Kuttner, Paul J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships. SEDL
The 4C’s of Capacity Building
• Capabilities – Skills & Knowledge• Connections – Network• Cognition (Consciousness) – Shifts
in Beliefs and Values• Confidence – Self-Efficacy
Assessing Readiness
Inventory•What engagement practice(s) currently exist in your school/district?
Capacity [Capabilities, Connections, Cognition &Confidence]•What do you do well? (Knowledge & Skills)•Who has an engagement mindset (Beliefs & Values) and/or implements effective practice(Self-efficacy)?•What resources exist to support the planning and implementation of effective engagement practice (Networks)?
The capacity
outcomes show how
improvements in
capacity lead to
educators and
families working in
mutually supportive
ways, leading to
school and student
improvements.
Staff & Family Partnership
Outcomes
With the 4’Cs as a foundation, staff can engage with
families:
1. Honor and recognize families’ existing knowledge, skill,
and forms of engagement
2. Create and sustain school and district cultures that
welcome, invite, and promote family engagement
3. Develop family engagement initiatives and connect them
to student learning & development
Mapp, Karen L., and Kuttner, Paul J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships. SEDL
Discussion
❑What do you find helpful from
the U.S. Department of
Education’s newly revised
“Dual Capacity-Building
Framework?”
❑What stands out as distinct or
perhaps ‘new’ in thinking about
creating dynamic partnerships?
Parenting Partners, Engaged for Student Achievement, http://www.familyleadership.org/parenting-partners/
Selecting Best Practice Programs:
A Checklist
Parenting Partners, Engaged for Student Achievement, http://www.familyleadership.org/parenting-partners/
• Build Key Parent Roles
• Best Practices – Research/Outcome
Based
• Practical and Relational
• Develops Parents’ Skills & Capacity
• Partnership for Achievement
• Builds Parent Leadership
• Sustainable – Ongoing Support
Share YourWork
Remember,
passion isn’t taught,
It’s caught!
Dual Capacity-
Building Framework
Final Reflection:
In your role, what is one step you
can take to strengthen family
engagement?
Contact Information
For more information contact Terri Stafford or Skip Forsyth at
Go to www.esc16.net and click on Title I Statewide Initiative icon
Title I, Part A Parent and Family Engagement Statewide
Initiative
at Region 16 Education Service Center
Funded by Texas Education Agency
© Texas Education Agency. All rights reserved.