LINCOLN

ELEMENTARY SCHOOL
Rhea Buchholz
ECE 497
Pilar Carroll
March 30, 2015

As a professional caregiver, it is up to me to ensure the

children in my care are learning and growing in an
appropriate environment with plenty of love and
respect.

Communic
a

K no
w l ed
ge

tion

d
n
i
K

s
s
ne

COMMUNICATING AND
DEVELOPMENT
School communication is a dynamic part of education success.
Effective two-way communication is cited as a necessary trait for
success at all levels of education, from school board to
superintendent to principal, administrator and teacher.
There is clear evidence that expanding the schools outreach beyond
families into the community also has measurable positive impact in
at least four important areas: student learning, family engagement,
school effectiveness and community vitality. Studies find that
community organization contributes to the following changes in
schools:
Upgraded school facilities.

Improved school leadership and staffing.

Higher quality learning programs for students.

New resources and programs to improve teaching and curriculum.

(NSPRA, 2006).
New funding for after-school programs and family supports.

BRONFENBRENNERS
ECOLOGICAL SYSTEM

BRONFENBRENNER CONT.

Microsystem is the innermost level, consisting of activities

and interaction patterns in the childs immediate
surroundings (Berk, 2013).
Mesosystem is the 2 nd level, connecting microsystem and
other aspects of childs life; home, school, neighborhood,
daycare, etc. (Berk, 2013).
Exosystem is the social setting that does not contain the
child, but affects the childs immediate setting (Berk, 2013).
Macrosystem is the outermost level and consists of cultural
values, laws, customs, and resources (Berk, 2013).

EPSTEINS TYPES OF
INVOLVEMENT

Joyce L. Epstein is the director of the

National Network of Partnership Schools,
connected with Johns Hopkins University.
Epstein created a framework of 6 types of
involvement that enables educators to
develop effective programs designed to
bring school, family and community
together in a positive manner, increasing
student achievement and success (Epstein &
Salinas, 2004).

PARENTING
Help all families establish home environments to support children as
students.
Influence

Awareness of family supervision; respect for parents. Positive

personal qualities, habits, beliefs, and values, as taught by family.

Balance between time spent on chores, on other activities, and on

homework.

Awareness of importance of school.

Plan

Workshops, videotapes, computerized phone messages on

parenting and child rearing at each age and grade level.

Parent education and other courses or training for parents (e.g.,

GED, college credit, family literacy.)

Family support programs to assist families with health, nutrition,

and other services.
(Epstein, n.d.)

COMMUNICATING
Design effective forms of school-to-home and home-to-school
communications about school programs and children's progress.
Influence
Awareness of family supervision; respect for parents.
Positive personal qualities, habits, beliefs, and values, as taught
by family.
Balance between time spent on chores, on other activities, and
on homework.
Awareness of importance of school.
Plan
Conferences with every parent at least once a year, with followups as needed.
Language translators to assist families as needed.
Weekly or monthly folders of student work sent home for review
and comments.

(Epstein, n.d.)

VOLUNTEERING
Recruit and organize parent help and support.
Influence
Skill in communicating with adults.
Increased learning of skills that receive tutoring or targeted
attention from volunteers.
Awareness of many skills, talents, occupations, and contributions
of parent and other volunteers.
Plan

School and classroom volunteer program to help teachers,

administrators, students, and other parents.
Parent room or family center for volunteer work, meetings,
resources for families.
Class parent, telephone tree, or other structures to provide all
families with needed information.
Parent patrols or other activities to aid safety and operation of
school programs.
(Epstein, n. d.

LEARNING AT HOME
Provide information and ideas to families about how to help students at
home with homework and other curriculum-related activities, decisions,
and planning.
Influence
Gains in skills, abilities, and test scores linked to homework and
classwork.
Positive attitude toward schoolwork.
View of parents as more similar to teacher and of home as more similar
to school.
Plan
Information on homework policies and how to monitor and discuss
schoolwork at home.
Information on how to assist students to improve skills on various class
and school assessments.
Regular schedule of homework that requires students to discuss and
interact with families on what they are learning in class.
Family participation in setting student goals each year and in planning
for college or work.

(Epstein, n.d.

DECISION MAKING
Include parents in school decisions, developing parent leaders and
representatives.
Influence

Awareness of representation of families in school decisions.

Understanding that student rights are protected.

Plan

Active PTA/PTO or other parent organizations, advisory councils, or

committees (e.g., curriculum, safety, personnel) for parent leadership
and participation.

Independent advocacy groups to lobby and work for school reform

and improvements.

District-level councils and committees for family and community

involvement.

Information on school or local elections for school representatives.

Networks to link all families with parent representatives.

(Epstein, n.d.

COLLABORATING WITH
COMMUNITY
Identify and integrate resources and services from the community
to strengthen school programs, family practices, and student
learning and development.
Influence
Increased skills and talents through curricular and
extracurricular experiences.
Awareness of careers and of options for future education and
work.
Specific benefits linked to programs, services, resources, and
opportunities that connect students with community.
Plan

Information for students and families on community health,

cultural, recreational, social support, and other programs or
services.
Information on community activities that link to learning skills
and talents, including summer programs for students.
(Epstein, n.d.)

REFERENCES

Berk, L. E. (2013). Child development. Boston: Pearson Education.

Epstein, J. L. (n.d.) Epsteins Framework of Six Types of
Involvement. Retrieved from
http://vizedhtmlcontent.next.ecollege.com/pub/content/1810565d-a6
02-41bb-be3e-a03f05e17c1b/Epstein_J._n.d..__Epsteins_framework_of
_six_types_of_involvemen.pdf
Epstein, J., & Salinas, K. (2004). Partnering with Families and
Communities. Educational Leadership, 61(8), 12-18. Retrieved from
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200405_epstein.pd
f
National School Public Relations Association (NSPRA) (2006) How
Strong Communication Contributes to Student and School Success: