Canadian Journal of Education – check out these 2 articles

September 30, 2015 at 8:00 am Leave a comment

The Canadian Journal of Education has released a new issue (38: 3, 2015) and I would like to highlight 2 articles of interest to Ontario teachers.

Implementing Parent Engagement Policy in an Increasingly Culturally Diverse Community of New Immigrants: How New is “New”? PDF
Author: Kathleen King-Yin Wong

From pages 23 and 24 of the article:

“With results from this study, here are some policy implementation recommendations for school administrators:

  1. Survey the school community regularly in order to determine its unique and potentially changing desires regarding the type of activities in which the community can engage, potential barriers to engagement, and the effectiveness of
    the school’s efforts in supporting parent engagement.
  2. When resources are limited, focus policy implementation on a particular group of community members. For example, it was revealed in this case study that new immigrants (those who have been living in Canada for three years or less) desired more decision-making activities. Therefore, in a school with many new immigrant families and limited resources, the highest return on investment may be prioritizing the engagement of this group for their desired activity using what limited resources are available.
  3. Recognize that students are key stakeholders and potential gate-keepers of information in the parent engagement process and promote the benefits of parental engagement to both students and parents.
  4. Enable a shared understanding of parents’ and teachers’ desired level of parent engagement in various activities, and identify barriers parents may face to help break down the “silos” stakeholders phenomenon and enhance
    collaboration.Let parents know they are valued and their help is welcomed and needed, as this can be beneficial to both school and parents. For example, schools can reduce translation and organization costs for events, while parents can network and add experience to their résumé.
  5. Ask Student Success teachers, who have dedicated time to student success related initiatives, for advice with contacting parents individually, coordinating parent engagement workshops, releasing classroom teachers for meeting with parents, collecting and analyzing parent engagement data, and informing school parent engagement policies.
  6. Provide teachers with practical professional development opportunities to update skills/knowledge so they are better equipped to adapt to parents’ changing beliefs and desires in parent engagement, as well as their preferred communication methods.
Are You Providing an Education that Is Worth Caring About? Advice to Non-Native Teachers in Northern First Nations Communities PDF
Author Melissa Oskineegish

From page 20: “Every community is unique with its own culture, ideals, and ways of living; though not all examples provided in this article are applicable, the willingness to learn through self-reflection, communication, and community engagement can be applied anywhere. Approaching teaching with open-mindedness, flexibility, and positivity will help shape a teacher’s attitude and approach to being both the teacher and the learner. The idea of arriving to teach in a remote First Nations community with a willingness to learn and to get to know the students, parents, colleagues, and community members is applicable to any community; the specifics of culturally relevant teaching will
have to be adjusted and decided within each community.”

Enjoy! Rowan

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