Parental Collaboration Recommendations for Improvement Capstone Project

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IMPROVING STUDENTS AND FAMILY’S ENGAGEMENT Recommendations for Improving Parental Collaboration at Marion P Thomas Charter School District Performing Art & Culinary AcademyABSTRACTThis study offers recommendations to the leadership at the Performing Art & Culinary Academy (P.A.C.) site of Marion P. Thomas Charter school district to improve the practice of parent collaboration. The problem is the lack of parental engagement at Marion P. Thomas Charter School P.A.C. Academy. The central research question was how parental collaboration could be improved at Marion P. Even though there are multiple challenges connected with parental engagement in education, educators and parents have a positive and harmonious opinion on the importance of involvement.To address the problem, multimethod data analysis was used. It included interviews, surveys, and document analysis. Thematic analysis and SPSS were used to analyze the data. Thomas Charter School P.A.C. Academy. To achieve this, Marion P. Thomas Charter School P.A.C. Academy stakeholders should initiate a strengthened partnership between the parents and schools; however, they must establish firm structures to sustain it. This initiative can be started by any stakeholder group but sustained by a comprehensive engagement and school leadership commitment. Proper activities to engage communities and parents embrace partnership philosophy.Finally, Marion P. Thomas Charter School P.A.C. Academy and the parents should embrace technology to facilitate and support their relationship. Both in-person and online channels can enhance clear communication. These may include using social media outlets, school websites, and email distribution systems to keep parents engaged in their children\'s progress at School.Table of ContentsContentsABSTRACT 3Table of Contents 4List of Tables 6List of Figures 7List of Abbreviations 8CHAPTER ONE: INTRODUCTION 9Overview 9Background. 9The Organizational Profile 15Problem Statement 15Purpose Statement 17Definitions 19Summary 20CHAPTER TWO: LITERATURE REVIEW 22Overview 22Theoretical Framework 23Theory of Planned Behavior 23Sociocultural Theory 24The Theory of Street-Level Bureaucracy 24Related Literature 25Summary 39CHAPTER THREE: METHODS AND PROCEDURES 41Overview 41Research Design 41Research Questions 42Setting 42Participants 43The researcher\'s role 44Procedures 45Data Collection and Analysis 45Interviews 45Interview Questions 46Survey Procedures 49Demographic Questions 50Survey Questions 51Document Analysis 54Ethical Considerations 55Summary 55CHAPTER FOUR: FINDINGS 57Overview 57Findings for Qualitative Interviews 57Survey Results 60Document Analysis Results 62CHAPTER FIVE: CONCLUSION 63Overview 63Restatement of the Problem 63Proposed Solution to the Central Question 64Resources Needed 65Funds Needed 65Roles and Responsibilities. 65Solution Implications 65Evaluation Plan 66Summary. 66References 69APPENDIX or APPENDICES 74Demographic Questions 74Survey Questions 74List of TablesTable 1. Frequency Codes…………………………………………………………………………………….58Table 2. Parent/Guardian Level of Agreement for Each Survey Item. …………61List of FiguresFig 1. Demographics of qualitative interview participants……………………59List of AbbreviationsP.C.A…………. …...Performing Art & Culinary AcademyM.P.T.C.S…………Marion P. Thomas Charter SchoolI.E.P ………………Individualized Education Program.CHAPTER ONE: INTRODUCTIONOverviewThis study provides recommendations to the leadership at the Performing Art & Culinary Academy (P.A.C.) site of Marion P. Thomas Charter school district to improve the practice of parent collaboration. This introduction covers the background of the problem, the organizational profile, problem statement, its importance, and the study\'s purpose. The primary research question is presented, and this section will also enclose a list of frequently used terms with definitions.BackgroundDifferent situations influence the lives of school children, and sometimes by lack of collaboration between teachers, parents, school counselors, and politicians on how to deal with and prioritize different kinds of challenges that relate to social life within the school. A deliberate involvement of parents can be treated as the answer to such challenges; however, parental involvement can also, in some cases, be criticized for changing the focus of the school\'s social norms to an individual child\'s family life (Winthrop et al. 2021). In this paper, we focus on enhancing parental collaboration, providing opportunities for enhancing every child\'s school life experience, and solving some of these historical problems.During a debate about the involvement of parents in…

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…IMPROVINGSTUDENTSANDFAMILY’SENGAGEMENTRecommendationsforImprovingParentalCollaborationatMarionPThomasCharterSchoolDistrictPerformingArt&CulinaryAcademyABSTRACTThisstudyoffersrecommendationstotheleadershipatthePerformingArt&CulinaryAcademy(P.A.C.)siteofMarionP.ThomasCharterschooldistricttoimprovethepracticeofparentcollaboration.TheproblemisthelackofparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy.ThecentralresearchquestionwashowparentalcollaborationcouldbeimprovedatMarionP.Eventhoughtherearemultiplechallengesconnectedwithparentalengagementineducation,educatorsandparentshaveapositiveandharmoniousopinionontheimportanceofinvolvement.Toaddresstheproblem,multimethoddataanalysiswasused.Itincludedinterviews,surveys,anddocumentanalysis.ThematicanalysisandSPSSwereusedtoanalyzethedata.ThomasCharterSchoolP.A.C.Academy.Toachievethis,MarionP.ThomasCharterSchoolP.A.C.Academystakeholdersshouldinitiateastrengthenedpartnershipbetweentheparentsandschools;however,theymustestablishfirmstructurestosustainit.Thisinitiativecanbestartedbyanystakeholdergroupbutsustainedbyacomprehensiveengagementandschoolleadershipcommitment.Properactivitiestoengagecommunitiesandparentsembracepartnershipphilosophy.Finally,MarionP.ThomasCharterSchoolP.A.C.Academyandtheparentsshouldembracetechnologytofacilitateandsupporttheirrelationship.Bothin-personandonlinechannelscanenhanceclearcommunication.Thesemayincludeusingsocialmediaoutlets,schoolwebsites,andemaildistributionsystemstokeepparentsengagedintheirchildren\'sprogressatSchool.TableofContentsContentsABSTRACT3TableofContents4ListofTables6ListofFigures7ListofAbbreviations8CHAPTERONE:INTRODUCTION9Overview9Background.9TheOrganizationalProfile15ProblemStatement15PurposeStatement17Definitions19Summary20CHAPTERTWO:LITERATUREREVIEW22Overview22TheoreticalFramework23TheoryofPlannedBehavior23SocioculturalTheory24TheTheoryofStreet-LevelBureaucracy24RelatedLiterature25Summary39CHAPTERTHREE:METHODSANDPROCEDURES41Overview41ResearchDesign41ResearchQuestions42Setting42Participants43Theresearcher\'srole44Procedures45DataCollectionandAnalysis45Interviews45InterviewQuestions46SurveyProcedures49DemographicQuestions50SurveyQuestions51DocumentAnalysis54EthicalConsiderations55Summary55CHAPTERFOUR:FINDINGS57Overview57FindingsforQualitativeInterviews57SurveyResults60DocumentAnalysisResults62CHAPTERFIVE:CONCLUSION63Overview63RestatementoftheProblem63ProposedSolutiontotheCentralQuestion64ResourcesNeeded65FundsNeeded65RolesandResponsibilities.65SolutionImplications65EvaluationPlan66Summary.66References69APPENDIXorAPPENDICES74DemographicQuestions74SurveyQuestions74ListofTablesTable1.FrequencyCodes…………………………………………………………………………………….58Table2.Parent/GuardianLevelofAgreementforEachSurveyItem.…………61ListofFiguresFig1.Demographicsofqualitativeinterviewparticipants……………………59ListofAbbreviationsP.C.A………….…...PerformingArt&CulinaryAcademyM.P.T.C.S…………MarionP.ThomasCharterSchoolI.E.P………………IndividualizedEducationProgram.CHAPTERONE:INTRODUCTIONOverviewThisstudyprovidesrecommendationstotheleadershipatthePerformingArt&CulinaryAcademy(P.A.C.)siteofMarionP.ThomasCharterschooldistricttoimprovethepracticeofparentcollaboration.Thisintroductioncoversthebackgroundoftheproblem,theorganizationalprofile,problemstatement,itsimportance,andthestudy\'spurpose.Theprimaryresearchquestionispresented,andthissectionwillalsoenclosealistoffrequentlyusedtermswithdefinitions.BackgroundDifferentsituationsinfluencethelivesofschoolchildren,andsometimesbylackofcollaborationbetweenteachers,parents,schoolcounselors,andpoliticiansonhowtodealwithandprioritizedifferentkindsofchallengesthatrelatetosociallifewithintheschool.Adeliberateinvolvementofparentscanbetreatedastheanswertosuchchallenges;however,parentalinvolvementcanalso,insomecases,becriticizedforchangingthefocusoftheschool\'ssocialnormstoanindividualchild\'sfamilylife(Winthropetal.2021).Inthispaper,wefocusonenhancingparentalcollaboration,providingopportunitiesforenhancingeverychild\'sschoollifeexperience,andsolvingsomeofthesehistoricalproblems.Duringadebateabouttheinvolvementofparentsinschoolaffairs,parentsareusuallyseenaspartiescompetingovertheirperformanceandprofessionalresourcesas\"goodparents.\"Asaresult,thisopaquesparents\'sharedinterestsandconcernsfoundedontheirchildren\'sdailylivesintheeverydaylearningsocietiesandtheircontributiontothosesocieties(Højholt&Kousholt,2019).Inotherwords,duringdiscussionsonparentalcollaboration,intersubjectivelinksinstudentslearninginstitutionsthatcanotherwiseenableparentalfocusoncommoninterestsofstudentsinthesameinstitutionareoverlooked.Toestablishhowparents\'collaborationandparticipationinchildren\'sschoollifearelinked,wereviewtheconceptof\"Socialpractice.\"Accordingtosocialpracticeperspectives,peoplewhocontributetochildren\'seducationshouldbelinkedtotheirparticipationinsharedconcernsandmatters(Højholt&Kousholt,2019).Forinstance,thesocialpracticeconceptproposesthateventhoughtheanalysisofparentalcollaborationmaybeintermsofregulation,itcanalsobetreatedasanopportunityforsolidarityinsolvingschoolproblems.Subsequently,parentalcollaborationisinterpretedasasocietal,multifacetedconcerndiscussedandrepresentedfromdiverseviews,partlyduetohistoricaldifferences.AccordingtoUle,Živoder&duBois-Reymond(2015),theheighteningparentalparticipationentangledtheprocessesoffamiliarizationandinstitutionalization.Inotherwords,successinschoolenhancesvalueinstudents\'lifecoursepath(institutionalization);equally,theschoolallocatesresponsibilitiesforthissuccesstochildrenthemselvesandtheirfamilies(familiarization)(Winthropetal.2021).Forinstance,inDenmark,the\"Actonincreasedparentalresponsibilityfrom2006\"principalaimstostrengthenandclarifyparentalresponsibilitiesandgeneraldutiesaccordingtotheirchildren\'sschoollivesandlearning(Højholt&Kousholt,2019).Anotherobjectiveistosupportvulnerablechildrenbyentrustingtheirparents\'responsibility.Consequently,thehistoricalparentalresponsibilitychangesfollowtheexpertadviceandrulesbydefiningwhatitmeanstobeacollaborativeandresponsibleparent.Accordingtorecentstudies,theboundariesbetweenparents\'andschools\'responsibilitieshavechangedtowardsheightenedresponsibilitiesofparents.Also,theemphasisonthevalueofparentalupbringingandsupportofchildren\'sachievementsandlearninghasresultedinseveralinterventionsthatincludeparentsinmultiplepartnershipplatformswhenstudentsundergoachallengeinschool.Furtherresearchhasconfirmedthatsuchinterventionsofparents\'participationcontributeatangibleimpactontheirchildren\'sachievementinschool.Besides,earlierresearchstudiesfocusedonexplicitorimplicitexpectationsthatparentsface,andtheystrivetoberegardedasresponsible.AccordingtoCrozier,Reay,andJames(2011),middle-classparents\'involvementiskeytotransmittingandreproducingparents\'middle-classprivilegestotheirchildren,regardlessoftheirintentions.Ontheotherhand,parentalcollaborationismorelinkedtofundamentalcommunalconflictsandproblems.Suchconflictsgobeyondtheimmediaterelationbetweentheprofessionalsandparentsandcannotbetackledthroughcontracts,courses,orcommunicativesystemsalone.Inaddition,abouteducation,thereisatrendtoadopt,forexample,dialoguetechniques,criteriafortrainingparentshowtoconversewiththeirchildren,andwrittenconsensusbetweenparentsandofficialstotacklechallengesorclarifyexpectationsrelatingtocontributionsofthoseengaged.Inmostinstances,parentsareseenastheproblemtobetackled;asaresult,schooldilemmasmightbedisplacedontothestudents\'familybackground.Ontheotherhand,parentalcollaborationreferstothegeneralcollaborationbetweenallprofessionalsinschoolandalltheparents(Winthropetal.,2021).However,itisusuallyconfinedtodebateaboutintergenerationaltransmissionandsocialbackgroundshortcomingsoftheparents,withcollaborationbeingperformedandunderstoodasaformofcompensatoryplantoenableparentsthelivesoftheirchildreninschool.Suchdiscussionaccentuatesthedilemmaofrealizingthelinksbetweenvarious(unequal)situationsofvaryingfamilylivesandsituatedchallengesinschools.Asaresult,parentalcollaborationrelatestoadiverseformofthinkingandunderstandingchildren\'ssuccessinschoolascloselyassociatedwiththefamilybackgroundandconnectedwithsocialcontrol,compensativeinterventions,andsocialhelp.AccordingtoBourdieuLareau(2019),socialclassinfluencestheculturallogicofchild-rearing,with\'combinedcultivation\'usedbymiddle-classparents.Thechild-rearingtechniquesofthepoororworking-classparentsbecomeunfortunatefortheirchildrenasfarastheirschoollifeisconcerned.Forexample,accordingtoLareau\'sfindings,parentsfromfamiliesthatareworking-classdonotencouragetheirchildrentoinvolveinconversationthatencouragesnegotiationandreasoningandfailtomaketheirchildrenfeelspecial(Højholt&Kousholt,2019).Suchparentsfailedtoteachtheimpressionthattheirchildren\'sopinionsshouldbedevelopedandcultivated.Furthermore,theyfailedtomonitoranddirecttheirchildren\'sleisureactivitiescontinuously.Therefore,socialclassisestablishedtocreatedifferentstylesofparentingindeed.Asaresult,acloseassociationbetweenstudents\'positioninclassandtheunequaloutcomesoftheirexperiencesastheysocializewithprofessionalsoutsidethehomes.Acriticalperspectiveisestablishedontheconnectionbetweeninequalityandsocialclassconcerningtheabovefindings.Inequalityrelatestovariousparentingstylesandthetransmissionofclassbackground.Also,thegeneralfocusishowparentsunwillinglyorwillinglytransferculturalpracticestotheirchildrenthatinfluencetheiraccomplishmentsinschool(Højholt&Kousholt,2019).Lareaufurtherpointsoutthatverylittleisknownabouttheextenttowhichchildrencopyandutilizetheirparents\'beliefs,hence,urgingforamoredynamicmethodofchild-parentinteraction.Therefore,subjectivityseemstobeassociatedwithappropriationnormsandculture,skills,andvalues(Winthropetal.,2021).Inthisapproach,thesubjectivityconceptdoesnotseemessential;however,itappearstobelinkedtotheacquisitionofcultureandtransferofsocialclasspolicies.Moreover,thefamily\'scultureisexceptionallyunambiguouslydistancedfromtheschoolculture.Asaresult,theschoolispresumedtobepartoftheproblem;however,itstillhasarelativelyhomogeneousculture.Therefore,parentalcollaborationcouldbetreatedastheanswertosuchquestionsasacriterionoforganizinginteractionandcoordinationbetweenthoseengaged,andopeningforthetransferofknowledgeaboutstudents\'interplay,situationsinschool,andparentalcontributiontotheschool,otherthansinglingoutindividuals.Furthermore,parentalcollaborationcanalsobetreatedasatechniquetogovernparents,worseningschoollifeinequalities.Conversely,parentalcollaborationmayseemtobeanewformofregulation;otherwise,itcanalsobetreatedasasignofunderstandingthatmultiplesocialnormsareconnectedandthatcollaborationisasocialnecessity.Inaddition,Epstein,2001,2010,alsoagreeswiththefindingthatthereisadirectassociationbetweenfamiliesandtheschoolinaccordancetothesuccessofchildreninschool.Subsequently,therecentshiftoncriteriaofconnectingschoolswithfamiliesavailsanopportunitytomarkedlyrefocusbroaderapproachesandthegeneralvisionformoreextendedcollaboration.(Højholt&Kousholt,2019)Accordingly,family-schoolengagement,particularlycollaborationbetweenseveralactorsfromteachersandschoolleaderstocommunitymembersandparents,haveacriticalroleintransformingandimprovingtheeducationsystemtoachieve:attendanceandcompletionofstudents,learninganddevelopmentofstudents,redefinethepurposeofschoolforstudents,andtoredefinethepurposeofschoolforthesociety.Moreover,significantevidenceindicatesthatfamily-schoolengagementcanrobustlyenhancehowsystemsservetheirstudents,particularlythosepoorlyservedprior.Studiesthatevaluateschoolimprovementhavecheckedatstudents\'educationalresultsasgaugedbycompletion,anachievementonliteracy,attendance,numeracy,andotherregularlyevaluatedcompetencies.Theseeffortsareclassifiedassystemimprovementbecausetheyenhancehowsystemsdelivereducationagainstthefoundedsetofresults,ratherthanrefocusingthegeneralvisionandpurposeofthesystem(Højholt&Kousholt,2019).Consequently,suchstudiesestablishedthatitbecomesahighlycost-effectiveinvestmentthatboostsstudents\'resultswhenfamily-schoolengagementisimplementedappropriately.Schoolsusuallyengageparentsthroughconsultationandcommunicationbeforedecisionmaking,supportforhome-basedstudies,andfamilyopportunitiesatschool.Closetooverfiftydecadesofresearchhasestablishedthatparentinvolvementrobustlycontributestobetterstudentoutcomes.Theevidenceispositive,convincing,andconsistent.Hence,ademonstrationoffamilyinfluenceontheirchildren\'sachievementinlearninginstitutionsandthroughlife.Aftercomparingmultiplevaryingworksofliterature,Amendt(2019)establishedthatagreaterconnectionbetweenparentsandeducatorstakesplaceinphasesalongaprogression,notasingularoccurrence.Theinitialstageis\"informing,\"indicatingaone-wayflowofcommunicationfromschooltoparentsandstudents.Thisapproachcontradictsthetwo-waycommunicationmodelthatismeaningfulbetweenteachersandparents.Subsequently,AccordingtoAmendt,(2019),thefollowingtwostages,\'involving\'and\'engaging,\'haveessentialdistinctionsasinvolvementindicatesaninvitationtoparentstoendorseaplandevelopedbythestaff.Incontrast,aplaniscreatedbyparents,communitymembers,students,andstaffmembers(together)throughengagement.Theymakedecisionsandtakeactiontogetherasateam.AccordingtoAmendt\'s(2019)findings,involvementismarredbylimitedtrust,whileengagementcreatesahigherleveloftrust.Leadingoccurswhenpartieshaveestablishedapolicyofengagementwithallstakeholdersplayinggoodleadershiprolestoachievethesharedvision.Amendt(2019)interviewedparentsandfacultyataschoolestablishedthatboththegroupshadinvestedefforttodevelopafoundationofgoodwillandcorporationthatenabledtheirrelationtobuildhighleveledtrust.TheOrganizationalProfileThechoseneducationalsiteforthisstudywasMarionP.ThomasCharterSchool(M.P.T.C.S.),PerformingArt&CulinaryAcademy(P.A.C.).Thisdistrictispublic.Asperthedistrictwebsite,thisdistrictconsistsofthreeschoollocationsintheurbanareasofNewark,NewJersey.Themissionofthedistrictis\"Byeverymeansnecessary;ourmissionistobea21stcenturyVillageresponsivetotheneedsofstudents,parents,staff,andtheNewarkcommunity-at-large,wherescholarsbecomereadyforcolleges,careers,andlife.\"ThedistrictsincludeP.A.C.(PerformingArts&Culinary)AcademyservingPre-Kindergartentoeighthgrade,578studentsareattending.Thestudentpopulationsizeisapproximately473students.TheP.A.C.Academydemographicincludes89%African-American,7%Hispanic,2%NativeAmerican,0.3%Caucasian,0.7%twoormoreraces.Thegenderofthestudentsincludes257malesand216females.WithinP.A.C.Academy,thereare37teacherswithaStudent/TeacherRatio17:1.Forthisstudy,P.A.C.Academywillbethefocusofthisassignment.TheP.A.C.schoolleadershipteamconsistsoftheprincipal,theoperationalmanager,twoviceprincipals,andtwodeans.P.A.C.AcademyStudentsupportconsistsoftwoDeans,twoViceprincipals,aSocialWorker,andaFamilyLiaison.ProblemStatementTheproblemisthelackofparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy.Eventhoughtherearemultiplechallengesconnectedwithparentalengagementineducation,boththeeducatorsandparentshaveapositiveandharmoniousopinionontheimportanceofinvolvement.Parentalengagementisanessentialfactorinendorsingstudents\'learningandfuturesuccess.Priorresearchstudieshavearguedthatitispartlyduetodifferencesineducators\'andparents\'roleactions.Therefore,toovercomethechallengetoparentalcollaboration,teachers\'andparents\'beliefsaboutinvolvementmustbeunderstoodbybothparties.Furthermore,AccordingtoStroetingaetal.,2019,\"Severalstudiesindicatethattheacademicsuccessofchildrenbenefitsfromteacher-parentcontact…Benefitsare,amongothers,demonstratedbyimprovedgrades\"(Stroetingaetal.,2019,p.654).However,irrespectiveofclearparentalinvolvementbenefits,severalbarrierslimitparents\'capacitytocollaborateintheirchildren\'seducation.Schools,parents,andeveneducatorscanknowinglyorunknowinglycreateandreinforcethesebarriers.Notably,oneofthecommonreasonsforthefailureofparentstobeinvolvedisaculturaldifferencebetweenteachersandparents.Dissimilarvaluesandnormscanresultinmiscommunication,tension,andmistrust.Thisoccurswhenevertheschoolstafffailstocreateclearguidelinesandexpectations.Forexample,beforetheCovid-19pandemic,parentslackedinvolvementwiththestudent\'seducation.Duetothepandemic,parentswereforcedtointeractwiththestudentsandtheirlearningactivitieswhileathome.Consequently,studiesindicatedthatstudents\'grades,attendance,andtestresultsimprovedwhenparentsgotinvolvedintheireducation.Moreover,accordingtoEpstein,2018,Parentsplayasignificantroleinthecultureandclimateoftheschool(Epstein,2018,p.400).AtMarionP.ThomasCharterSchoolP.A.C.Academy,thereisanestablishedstudentsupportteamconsistingofthetwoDeansofStudent,aSocialWorker,andaFamilyEngagementCoordinatorthatleadsontheinvolvementapproachwithotherstakeholders.However,thestudents\'supportteammembershavebeenexperiencingchallengeswiththeircollaborativeeffort.Thechallengesincludepowerstrugglesofstaffandfamilies,lackofcommunication,andlackofcollaboration.Toaddresstheidentifiedproblem,thestudentsupportutilizestheirresourcestoincreaseParentandTeachercollaboration.TheStudentSupportteamhostedfamilyevents(bothvirtualandin-person),completedarotationofcalls,andtriedtocommunicateviaelectroniccommunication(calls,messages,emails,andapp)andpapercommunication(lettersandflyers)(Johnson,2019).Nevertheless,theproblemisstillpresent,andthisstudywillproviderecommendationstoimproveparentalcollaboration.PurposeStatementThisstudygivesrecommendationstotheleadershipatthePerformingArt&CulinaryAcademy(P.A.C.)siteofMarionP.ThomasCharterschooldistricttoimprovethepracticeofparentcollaboration.Thisappliedresearchstudyusedbothqualitativeandquantitativedatacollectionapproaches.Thisincludesaninterviewsectionofthestudentsupportteammembers:bothdeans,asocialworker,avice-principal,andthefamilyliaison,thefirstapproach.Thesecondapproachwasasurveysentviaemailandtextmessages;theparticipantsincludedschoolstaffandparents.Thethirddatacollectionmethodwasdocumentanalysis.Conductedinternalcontrolchecksaspartoftheinspectionteam\'sdutieswasnecessarytoinvestigateawiderangeofdocumentsandprogramplans;attendancerecords,reportcards,ClassDojoreportsandparent-teacherconference(P.T.A.)notes;anddiscussionsofchildstudyteamtaskedwithverifyingtheintegrationofIndividualizedEducationProgramI.E.P.SignificanceoftheProblemTherearenumerousbenefitsofincreasedcollaborationwithschoolorganizationsandfamilies.Somebenefitsincludeincreasedacademicperformance,increasedmentalhealthstability,ariseingraduationrates,decreasedsubstanceabuse,anddecreasedbehavioralinfractions.Accordingtothejournal,\"Strengtheningandconstantlyimprovingrelationships,andcollaborationbetweenparentsandteachersisessentialforthepersonalandacademicgrowthoflearners…lowerratesofgraderetentionandschooldropouts,learnerabsenteeism,aswellasadecreaseinunrulyconduct\"(Mendeetal.,2020p.14).Inadditiontothebenefitsofthestudentandtheirfamilies,collaborationcanalsohaveapositiveimpactattheorganizationlevel.Establishingparentalinvolvementalsohelpsattheschoollevelwiththeincreaseintestscores,student,andstaffretention,lessensstressforbothstaffandparents,andincreasesinfundingfortheschoolandthecommunity.Thiscancreateadesirablecommunitywhereresidentswanttolive;propertyvaluesincrease.Itwouldalsoattractbusinessesandcompanies,increasecommunityrevenue,provideemploymentopportunities,andmakethecommunityaperfectlocationforformerstudentstolive(Sippleetal.,2019).ResearchQuestionsPrimaryResearchQuestion:HowcanthepracticeofparentcollaborationbeimprovedatMarionP.ThomasCharterSchoolP.A.C.Academy?Sub-question1:whatistheroleofteachersatMarionP.ThomasCharterSchoolP.A.C.Academyinenhancingparentalcollaboration?Sub-question2:Doesaparent\'sfinancialbackgroundinfluencetheirparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy?Sub-question3:whataretherolesofparentsinpromotingparentalcollaborationatMarionP.ThomasCharterSchoolP.A.C.Academy?Definitions1.Parent-theterm\"parent\"includesalegalguardianorotherpersonstandinginlocoparentis(suchasagrandparentorstepparentwithwhomthechildlivesorapersonwhoislegallyresponsibleforthechild\'swelfare).(Batista,2019).2.Parentingknowledgeandskills-asmeasuresthatdirectlyassesstheextenttowhichaparentreportsthattheyknowparentingpractices,appropriateexpectationsofchildbehavior,andaskillsettodrawfromtodeliverappropriateandeffectiveparentingknowledgeandskillsorbeliefsaboutparentingskillsorbehaviors(Armstrong, etal.,2017).3.TeacherEffectiveness-Themethodofhowateachercanenhancestudentlearningandaccomplishmentbyutilizingstrategies,approaches,linkstostudents,andaparticularsetofattitudesthatlead(Strongeetal.,2017).4.Parentalwell-being-definedasanyassessmentoftheincarceratedparent\'sbroaderpsychologicalwell-being(e.g.,depression,anxiety,stress,self-esteem,orqualityoflife)orstressrelatingspecificallytotheirroleasaparent(Armstrongetal.,2017).5.EnglishLanguageLearn(E.L.L.)–AninitialandongoingassessmentofastudentlearningEnglishasasecondlanguage(Bailey&Carroll,2016).6.Accommodations-areclassroomtechniquesormaterialsusedtohelpstrugglingstudentsworkarounddifficulties(Barrow&Markman-Pithers,2016).7.ParentalInvolvement-supportchildren\'slearningintraditionalschoolsandlearningcourses(Amini,2018).8.Assessment-describesthevariationofmethodsordevicesthateducatorsusetomeasure,evaluate,anddocumenttheeducationalreadiness,learningprogress,skillacquisition,oreducationalneedsofstudents.\"(GlossaryofEducationReform,2016).9.Qualityoftheparent-childrelationship-definedasdirectmeasuresbasedontheobservationalratingoftherelationship,parentreportofthequalityoftherelationship,orindirectmeasuresofquality,suchasfrequencyofcontact(Armstrongetal.,2017).10.Academicachievement-demonstratedthatacademicencouragementandtalkingtoparentsaboutimportantlifeissuesandacademicsupportledtogreaterstudenthomeworkcompletionfrequency.Inturn,thefrequencyofhomeworkcompletionpromotedmoreextraordinaryacademicachievementandlowerdropoutrates(Boonk,Letal.,2018,p.15).SummaryEventhoughtherearemultiplechallengesconnectedwithparentalengagementineducation,boththeeducatorsandparentshaveapositiveandharmoniousopinionontheimportanceofinvolvement.Parentalengagementisanessentialfactorinendorsingstudents\'learningandfuturesuccess.Irrespectiveofthis,educators\'andparents\'opinionsonparentalcollaborationacrossbothschoolandhomeenvironments.Priorresearchstudieshavearguedthatitispartlyduetodifferencesineducators\'andparents\'roleactions.Therefore,toovercomethechallengetoparentalcollaboration,teachers\'andparents\'beliefsaboutinvolvementmustbeunderstoodbybothparties.Consequently,thepurposeofthisstudywastoproviderecommendationstotheleadershipteamatthePerformingArt&CulinaryAcademy(P.A.C.)siteofMarionP.ThomasCharterschooldistricttoimprovethepracticeofparentcollaboration.Thisappliedresearchstudyusedbothqualitativeandquantitativedatacollectionapproaches.Finally,establishingparentalinvolvementwouldhelpattheschoollevelwiththeincreaseintestscores,student,andstaffretention,lessensstressforbothstaffandparents,andincreasesinfundingfortheschoolandthecommunity.Thiscancreateadesirablecommunitywhereresidentswanttolive;propertyvaluesincrease.Itwouldalsoattractbusinessesandcompanies,increasecommunityrevenue,provideemploymentopportunities,andmakethecommunityaperfectlocationforformerstudentstolive.CHAPTERTWO:LITERATUREREVIEWOverviewThepurposeofthisstudywastoproviderecommendationstotheleadershipteamatthePerformingArt&CulinaryAcademy(P.A.C.)siteofMarionP.ThomasCharterschooldistricttoimprovethepracticeofparentcollaboration.Subsequently,theproblemisthelackofparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy.Eventhoughtherearemultiplechallengesconnectedwithparentalengagementineducation,boththeeducatorsandparentshaveapositiveandharmoniousopinionontheimportanceofinvolvement.Parentalengagementisanessentialfactorinendorsingstudents\'learningandfuturesuccess.Irrespectiveofthis,disconnectsoccurbetweeneducators\'andparents\'opinionsonparentalcollaborationacrossbothSchoolandhomeenvironments.Priorresearchstudieshavearguedthatitispartlyduetodifferencesineducators\'andparents\'roleactions(Johnson,2019).Therefore,toovercomethechallengetoparentalcollaboration,teachers\'andparents\'beliefsaboutinvolvementmustbeunderstoodbybothparties.Thischapterwillcriticallyanalyzerelevanttheoreticalframeworksthatrelatetothisstudy.Thatwillincludetheoriesthatgroundthisstudyonrelevantpriorworksandgivethereaderaclearsenseoftheoriginofthetheoryandhowithaspromotedparentalcollaborationinschools.Finally,thechapterwillanalyzeandcritiquevariousrelatedpiecesofliteraturetoprovideafirmsynthesisoftheexistingknowledgeofparentalcollaboration.TheoreticalFrameworkTheoryofPlannedBehaviorAccordingtoAjzen(1991),thetheoryofplannedbehaviorpredictsandillustrateshumanbehaviorinaparticularcontext.Thetheoryconcentratesonmotivationalreasonsthatresultinincreasedwillingnesstoexecuteabehavioronthebasisthat“thestrongeristheintentiontoengageinabehavior,themorelikelyshouldbeitsperformance\"asperthetheory,oneshouldknowthemotivationsthatresulttointentionstobeabletopredictfutureinvolvementinabehavior(Alghazo,2013).Subsequently,thetheoryofplannedbehaviorsetsamodelfortheactionsofhumanswheretheintentionalbehaviorisdeterminedby:subjectivenorms,perceivedcontrols,andattitudesandbehaviors(Alghazo,2013).Theattitudesandbehaviorsaretheattitudesandfeelingstowardsparticularconduct.Believingthatparticularconducthaspositiveresultswillundoubtedlyresultinmoreintentionstoexecutesuchconduct.Ontheotherhand,subjectivenormsrefertotheopinionsofthepeopleclosetothepersonintendingtoengageinparticularconduct,whichcanresultinsocialpressureandpeerpressure,bothofwhichcanresultinone\'shighmotivationstoexecuteaparticularbehavior.Finally,perceivedcontrolreferstoanindividual\'scapacitytoexecuteaparticularbehavior;perceivedcontrolcontributestowhetheronewouldgenuinelyundertakethebehaviorandintendtoundertakethebehavior.Therefore,thetheoryofplannedbehaviorcanbeappliedtoillustrateandpredictthebehaviorofparentalinvolvementintheschoolingaffairsoftheirchildren.AccordingtoPerryandLangley,theyclaimthatthetheoryofplannedbehaviorisflexibleenoughtoexplainthedynamicandcomplexityofpaternalengagement(Alghazo,2013).Also,BrackeandCortsarguethatparentalinvolvementisalsoinfluencedbyhavingclosefriendsofparentalinvolvement,parents\'\'culture,andhavingneighborsorrolemodelsthatdoordonotcollaborateintheirchildren\'seducation.Asaresult,thistheoryofplannedbehaviorcanalsobeusedtoenhanceparentalcollaborationintheirchildren\'sschooling(Alghazo,2013).Forinstance,wheneveritisasocietalnormtogetinvolved,orwhentheschoolmanagementhaspoliciesthatmotivateparents,theprobabilityofallparentscollaboratingincreases.SocioculturalTheoryInhissocioculturaltheory,LevVygotskystressestherelationshipbetweentheenvironmentandhumanbeings,bothsocialandphysical.AccordingtoLevVygotsky,theinfluencesofculturalandsocialfactorsonlearninganddevelopmentareabundant.Also,humanbeingsareconnectedtofamiliesandareinfluencedbytheircultures.Parentsinteractwiththeirclosefamiliesandculturesthatarecriticalfortheirlearning.Therefore,parentsmakedecisionsbasedontheirknowledgeabouttheworldthroughinteraction.Vygotskyconcentratedoninternationalknowledgebyattendingtothezoneofproximaldevelopmentasaconcepttoclaimthatparentshavelevelsofproblem-solving(Alghazo,2013).Justlikechildren,wherethelengthbetweentheexactdevelopmentlevelandthelevelofpotentialdevelopmentisinfluencedthroughsolvingproblemsundertheguidanceofparentsorcontrolwithmorematurepeers,adultscanalsobeinfluencedbytheirfriendsandfamilypartnerswhilemakingchoicesofparentalengagement.TheTheoryofStreet-LevelBureaucracyTheconceptofstreet-levelbureaucracyclaimedthat\"policyimplementation,intheend,comesdowntothepeoplewhoimplementit.\"Forinstance,agovernmentisacceptedifitsbureaucratsreflecttheneedsandoriginsofitspeople(Helgøy&Homme,2017).Lipskyillustratesstreet-levelbureaucratsasthehumanfaceofpolicybecausetheseindividualsdirectlyinteractwiththepeople.AccordingtoMichaelLipsky,frontlineworkerssignificantlycontributetopoliciesbyexercisingdiscretionintheirdailywork.Asperhisnotion,weclaimthatteachersandschoolheadteachersplaycriticalrolesinSchool\'sstrategiestoenhanceparentalcollaboration.Furthermore,wearguethattheschool’sfrontlineworkersareequaltothegoverningprinciplesofpublicadministration(Helgøy&Homme,2017).RelatedLiteratureReasonsforLackofParentalInvolvementIrrespectiveofclearparentalinvolvementbenefits,severalbarrierslimitparents\'capacitytocollaborateintheirchildren\'seducation.Schools,parents,andeveneducatorscanknowinglyorunknowinglycreateandreinforcethesebarriers.Notably,oneofthecommonreasonsforthefailureofparentstobeinvolvedisaculturaldifferencebetweenteachersandparents.Dissimilarvaluesandnormscanresultinmiscommunication,tension,andmistrust.Thisoccurswhenevertheschoolstafffailstocreateclearguidelinesandexpectations.SomeLiteraturealsosuggeststhateducatorssometimesassumethatparentsarealsopartofthehomogeneousgroup;forinstance,theyarepresumedtobethesameasotherparents,insteadofdistinctpersonswithdifferentexperiences,linguisticbackgrounds,andculturalbeliefs.Suchfactorsdeterminewhyandhowparentssupporttheirchildren\'sschooling(Evans,2017).Teacherscansignificantlyinfluenceparentalinvolvementbyacknowledging,embracing,andrespectingthedifferentbackgroundsoftheparents(Thompson,2018).Manyscholarshavestudiedeconomicandsocialfactorsthatalsohinderparentalinvolvementinachild\'seducation.Also,someinstitutionalstaffmembersarepromptedtomakenegativeassumptionsandconclusionsaboutparentswhosebehaviorandthinkingdifferfromschools\'values.Teachersusuallyviewparentsfromminoritygroupsthroughadeficitlensdespitegoodmotives.The\"deficitmodel\"illustratesthatchildrenandtheirparentshavespecificneeds,andtheirteachersshouldconsiderremediatingtheseproblems.Someteachersconsiderthelackofparents\'participationtoindicatealackofconcernfortheirchildren\'seducation(Suri,H.2019).Mostparentsarealsoassumedtobescarceineducation,monetaryresources,andexperienceneededtosupportlearningwithinSchoolandhomeenvironments.Educatorsshouldthereforeshifttheirfocusonimprovingwaysthroughwhichparentscanparticipate.Moreover,thereisadisconnectbetweeneducators\'andparents\'ideasonparentalinvolvementacrossbothSchoolandhomeenvironments.Literaturehasproposedthatsuchdisconnectcouldbeduetodissimilaritiesineducatorsandparents,roleconstruction,andtheactiontheyassume(Evans,2017).Therefore,educators\'andparents\'beliefsaboutparentalcollaborationmustbeunderstoodtotacklethechallengeofparentalinvolvement.Ontheotherhand,thestatusofparents\'livesdeterminestheirsupportandattitudetowardsachild\'slearning.Thecontextualfactorsincludeeducationalbackground,socioeconomicstatus,andculture.Also,parents\'perceivedenergy,self-confidence,andtimeaffecttheirparticipationintheirchildren\'seducation(Thompson,2018).Thenatureofthechildren\'sschools,e.g.,schoolclimate,thecontextofparentalexpectation,andgeographiclocation,alsoinfluencesparentalbeliefstowardsinvolvement.Wheneverparentsfeelsupported,valued,andwelcomedbytheeducators,theyaremorelikelytocollaborateintheirchildren\'sschooling.Educatorsshouldspecificallyinviteparentstocommunicatethevalueofparentalinvolvementintheirchildren\'seducationthroughverbalcommunication,face-to-faceinteraction,andwrittenexchanges.Besides,literaturehassuggestedthatparentsalwaysbelievethattheirprimarydutyistoensuretheirchildrenarriveatschoolontime,providetheirfamilychildren\'smedicalbackgroundandmedicalhistorytoschoolmanagement,andhelpinhomeworkassignments.However,parentsarelikelytorejectdutiesnotdirectlyrelatedtotheirchild\'ssuccess.Forexample,socializingwithotherparentsandensuringtheschoolhasthenecessarysupportandresources.Equally,thebackgroundofeducatorsalsoimpactstheirpracticesandperceptionstowardsparentalcollaboration.Suchbackgroundparametersincludeeducators\'priorexposuretoparents,educationalphilosophies,andpreparationprograms(Evans,2017).Theeducators\'beliefisalsodeterminedbytheirattitudesofpreparednesstoworkwiththeparents.Manyscholarshaveproposedthateducatorsshowtheirverbalendorsementforparentalengagement;however,theyfailtoremoveorreducethemostusualhindrancesthatblockparentalinvolvement—forexample,lackofchildcare,workschedule,andlanguagebarrier(Thompson,2018).Moreover,educatorsalwaysdoubtthatparentsplayanequalroleinstudents\'education;hence,theyfailtoestablishcollaborativepartnershipswithparents.Furthermore,mosteducatorsconsiderarelationshipwithparentsanobligationandatooltoenhancestudents\'achievement.TeachersonlygetmotivatedtoendorseparentalcollaborationinactivitiesthatarebeneficialtothewholeSchool(Alghazo,2013).Nevertheless,wearenotencouragedtoinviteparentstoparticipateindecision-makingoranyotheractivitythatmaybetakingplaceinSchool.Additionally,educatorsimaginepositiveparentalengagementtocontributetoactivitiesthatenergizepracticeandendorselearningathome.Theyalsoassumethatparentswillcommunicateessentialinformationabouttheirchildren\'smedicalhistory,individualneeds,andbackground.Teachersalsotendtoconsiderhighlyengagedparentsasthestandard.Forinstance,theyexpectalltheparentstobegenerous,flexible,andaccessibleintheirpotentialtoassistintheirchild\'sclassroom.Also,accordingtomultiplestudies,educationpersonnelandschoolsdonothaveparentalengagement-relatedtraining,support,andcompetencies(Suri,H.2019).Becauseworkingwithparentshasnotbeenhistoricalwiththecoreofschooldesign,educatorshaveonlylimitedtechnicalsupportorprofessionaldevelopmentonparentalcollaboration.Forinstance,intheUnitedStates,belowtwentypercentofthe50statesneedlearningaboutproperparentandcommunityinvolvementstrategies.Globally,communityandparentinvolvementfrequentlygetshortshriftinteacherandleadershipdevelopmentpoliciesandprograms(Evans,2017).Asaresult,severalschools,staff,andjurisdictionleaderslacktheskillsetrequiredtoproperlycollaboratewithparentsineffectivelyengagingwithparentsfrommarginalizedgroupsandnavigatingregulardemandsfromeliteparents(Thompson,2018).Minustheskillsandtrainingtoeffectivelyestablishtrustingrelationshipswithparents,misunderstandingandmiscommunicationcanabound.Thiscanleadtofamiliesfromtheminorityandmarginalizedgroupsfeelingexcluded.Itcanalsotriggerthefeelingofparentaldisrespectandblamebyteachers.Besides,families,particularlyminoritygroups,feelunwelcomeanduncertainworkingwithteachers.Mostparentsareunsurehowtoengageschoolstheirchildrenattend,withtheworsebeingfeelingunwelcome.ThiscouldbeduetoseveralfactorsthatcouldincludelackofpropercommunicationbetweenschoolstructuresandteachersthatdonotadapttotherealitiesoftheparentsorhistoryofdiscriminationthatparentswentthroughduringtheirdaysinSchool.Fromtheresearchstudies,parentsinmultipleinstancesmentionedtheirwillingnesstoengagebutdidnothaveclarityfromteachersonhowtoparticipate(Thompson,2018).Further,parentsarguethatschoolsarenotreadytofacilitatetheircollaboration,citingissueslikeeducators\'limitedtimetospeakwiththem,schedulingschoolactivitieswhileparentsareatwork,andlackoffundsbyparentstoaccomplishsomeoftheschools\'requests(Suri,H.2019).Also,minustwo-waycommunicationandrespect,educationleadersandteachersmaydwelloninaccurateconclusionsaboutsocialcapital,experiences,andworldviewsofsomecategoryofparents.Simultaneously,parentalengagementusuallygetslimitedattention,funding,andresearch.Forinstance,accordingtoliterature,acommittedgroupofpractitionersandresearchersledthefieldtocollectandteststrategiesandpromotesolutionsonparentalcollaboration.Still,itfailedtoreceiveexcellentsupportandattention.Also,theHarvardGraduateSchoolofEducationandtheOrganizationforEconomicCo-operationandDevelopmentconductedasurveyoneducationadministratorsandeducatorswithin59countriesbetweenApril/May2020aboutexperiencesinSchool,includingreopeningmechanismsinthecovid-19environment(Alghazo,2013).Morethanthree-quartersoftherespondentscitedthatteachersdevelopedreopeningstrategies.However,only25percentcitedthatparentswereengagedwhendevelopingthereopeningplans.Anotherreasonparentsarereluctanttocommunicatetotheirchildren\'steachersisbecauseteachersgenerallyonlycallparentswhentheyhaveanissuetoreport.Afull-timejobandafamilycanputmuchstrainonaparent\'salreadystrainedschedule(Evans,2017).Thepercentageofsinglehouseholdshasincreasedconsiderablyinrecentyears,andthelastthingtheseparentswanttohearisadditionalproblems.Topreventthisfromhappening,teachershavetwooptions.Tobegin,makeeveryattempttohaveanexcellentfirstencounterwithaparent.IncreasingdiversityinourclassroomshasresultedinariseinlinguisticobstaclesNotificationswritteninthefamily\'soriginallanguage,interpretersaccessibleinconferences,orassistancefromtheparents\'familygroupsarealloptionsforteacherswhoworkwithnon-Englishspeakingfamilies(Suri,H.2019).Theironyisthatmanyparentsdonotrealizehowimportanttheyaretotheirchildren\'seducationanddonotfeeltheneedtogetinterestedintheSchool.SomeparentsworrythattheywillnotaidtheirkidsoncetheystartSchool.AccordingtoPetrashandSidorova(2019),teachersmuststressthattheirchildren\'sprogressinschooldependssolelyontheirparents.Parentscansignificantlyimpacttheirchildren\'seducation,eveniftheydonotknowmuchaboutalgebraorchemistry.Classroomteachersaremostequippedtoexplainanddemonstratehowparentscanengageinthenecessarycharacteristicsthatcontributetoacademicachievementfortheirchildren.EnhancingParentalInvolvementinSchoolAnincreasingbodyofempiricalliteratureindicatesthatEpstein\'smodelofsixtypesofparentalengagementismosteffectiveinenhancingengagementlevelsineducation.Themodelisfoundedonthetheoryofoverlappingspheresofinfluence,wherebyeducators,membersofthecommunity,andfamiliesdirectlyimpactchildren\'slearningdevelopment(Suri,H.2019).Educatorsusuallyadoptthismodelasthebasisforevaluating,creating,andimplementingparentalengagementinitiatives(Johnson,2019).Epsteindifferentiatessixtypesofparentalcollaboration:communication,parenting,collaboratingwiththecommunity,decisionmaking,learningathome,andvolunteering.Tobeginwith,parentingistheresponsibilityofmeetingthebasicneedsofchildrenbytheparentslikesafetyandhealth,aswellascreatingasupportivelearningenvironmentathome.Otherresponsibilitiesmayincludetheprovisionofclothing,housing,transportation,andnutrition.Educatorscancontributetochildsupportbyensuringchildrengetthebasicneedsthroughinformationsharingtotheparentsontheavailabilityofparent-traininginitiatives,familysupportgroups,andcommunity-basedresources(Thompson,2018).Subsequently,communicationisalsoanothercriticalformofparentalcollaboration.Communication,inthiscase,istheinteractionbetweeneducatorsandparentstogivechildrenasupportiveenvironmentwhileatSchool.Parentsshareappropriateinformationabouttheirchildren\'sfamilybackgroundandhealthhistory(Evans,2017).Theyalsosharetheireducationalexpectationsandaspirations(Suri,H.2019).Therefore,Educatorsshouldpromotecommunicationbyprovidingparentswithvariousmeansandwaystoexchangeinformation.Forinstance,parentscancommunicatethroughin-person,phonecalls,notes,oremail.Anothertypeofinvolvementisthroughvolunteeringwhichtranslatestoparentsofferingservicestostudents,otherparents,oreducatorsintheclassroomorotherschool-associatedactivities.Italsoincludesparents\'attendanceatsportingevents,studentdemonstrations,sportingevents,andotherprograms(Alghazo,2013).Educatorscanalsopromotevolunteerismbycollectingdatafromparentstoestablishvolunteerinterests,availability,andskills.Moreover,anothertypeofcollaborationiswhenparentssupporthome-basedlearningfortheirchildrenstudyingbeyondtheregularschoolcalendar.Activitiesinvolvedsettingacademicgoals,helpingchildrenwiththeirhomework,andfacilitatingtripstothelocalmuseumsandlibraries(Johnson,2019).Teacherscanensurelearningathomeisenhancedbyavailingparentalworkshopstoimprovetheirknowledge,skills,andself-confidencetoguidetheirchildrenduringhomelearningsessions.Thesecondlasttypeofinvolvementindecisionmakingiswhereparentscontributetoschoolgovernanceandeducationaldecisionmakingthatinfluencesstudents\'education.Parentsareinvolvedinthistypeofcollaborationwhentheytakeactiverolesinadvocacycouncils,committees,andparentorganizationsatthestate,district,orschoollevels.Teacherscanpromoteparentalcontributionindecision-makingbyurgingparentstoparticipatebysendinginvitations.Ontheotherhand,toenhanceparentalcollaboration,thereisaneedtomakethepurposeoftheschoolclearlyunderstoodamongallthestakeholders,thatis,parents,educators,students,andcommunitymembers(Thompson,2018).Therefore,firmconversationswithschoolsandfamiliesbringaboutsystemwidetransformationalprocesses.Researchexaminingoneofthehindrancestoparentalcollaborationestablishedpooralignmentbetweencommunitymembers,fromparentstoeducationleaderstoteachers,onthevaluesandbeliefsaboutparental-schoolengagement.First,theylackthesenseof\"thisiswhatparentalcollaborationisabout.\"Thus,necessitatingarespectfulanddeepconversationwhereschoolsandparents,andotherstakeholdershaveequalplacesatthetabletounlockparentalcollaboration.Finally,thestudyrecommendedthatcollectivelyaligninganddefiningthepurposeofparentalengagementandvaluesthatdriveitarecriticaltosystemchange.Furthermore,reformscanonlybesuccessfulwhentheyareconsistentwithstakeholders\'beliefsandvaluesandalignedwithteachers\'students\'andparents\'valuesabouteducation.Inaddition,redefiningthepurposeofSchoolisoneofthestrongestleversofparentalcollaborationrequiringfullcommunalparticipation.Systemsofwhateverkind;justice,health,educationaremadeofseveralparametersfromvisibletoconcrete-likeresourcesandpeople,invisibleandtheabstractlikecultureandgrouppriorities(Evans,2017).Multipleworksofliteraturehavepointedtochangingstructuresthatincludethe\'invisible\'elementslikebeliefsandvaluesasthemosteffectivemeanstoimprovingparentalcollaboration(Thompson,2018).Theliteratureclaimsthatwhenleadersattempttoaltervisibleorconcreteparametersofparentalcollaborationminuschangingthefirmstructuresofvaluesandbeliefsthatguidesuchengagements,theoutcomeaccumulatestotinkeringaroundtheedges.Otherwise,changingthevaluesandbeliefsthatdirectsuchengagementswouldalsochangetheinvisibleandvisibleparameters.Therefore,framingthesharedvisionofparentalinvolvementisapowerfulwayforfamiliesandschoolstoguidethefirmstructuresdirectinghowschoolsoperate.Forinstance,incommunitieswherestudents,teachers,orparentshavediversebeliefsonwhatschoolsaremeantforandwhattheyoughttodo,learninginstitutionsaremorelikelytosuffer,bepulledtoseveraldirections,orotherwiseexperiencemanyoppositionstoanyimprovementsmade(Thompson,2018).However,communitieswithawell-framedvisionofthepurposeofSchoolcanstrideforwardappropriatelywithstudents,teachers,parents,andotherstakeholderscarryingouttheirrespectiverolesinensuringthevisionisadvanced.Suchtypeofparent-schoolengagementhasthebenefitofensuringthequalityofeducationacrossmultipleleadershipcyclesissustained.HistoricaldebatesandchangesonparentalcollaborationParentalcollaborationcanbeinterpretedasasocietal,multifacetedconcerndiscussedandrepresentedfromdiverseviews,partlyduetohistoricaldifferences.AccordingtoUle,Živoder&duBois-Reymond(2015),theheighteningparentalparticipationentangledtheprocessesoffamiliarizationandinstitutionalization.Inotherwords,successinSchoolisenhancingvalueinstudents\'lifecoursepath(institutionalization);equally,theschoolallocatesresponsibilitiesforthissuccesstochildrenthemselvesandtheirfamilies(familiarization)(Højholt&Kousholt,2019).InDenmark,forexample,thistendencyismirroredinthe\'Actonincreasedparentalresponsibility(Thompson,2018).Theactaimstostrengthenandclarifythegeneraldutiesandresponsibilitiesoftheparentsperstudents\'schoolandlearninglives.Moreover,thetargetistosupportsociallyvulnerablechildrenbyurgingtheirparentstoassumeresponsibility.Consequently,thehistoricalparentalresponsibilitychangesfollowtheexpertadviceandrulesbydefiningwhatitmeanstobeacollaborativeandresponsibleparent.Accordingtorecentstudies,theboundariesbetweenparents\'andschools\'responsibilitieshavechangedtowardsheightenedresponsibilitiesofparents(Højholt&Kousholt,2019).Also,theemphasisonthevalueofparentalupbringingandsupportofchildren\'sachievementsandlearninginSchoolhasresultedinseveralinterventionsthatincludeparentsinmultiplepartnershipplatformswhenstudentsundergoachallengeinSchool(Thompson,2018).Furtherresearchhasconfirmedthatsuchinterventionsofparents\'participationcontributeatangibleimpactontheirchildren\'sachievementinschool.Besides,earlierresearchstudiesfocusedonexplicitorimplicitexpectationsthatparentsface,andtheystrivetoberegardedasresponsible.AccordingtoCrozier,Reay,andJames(2011),middle-classparents\'involvementiskeytothetransmissionandreproductionofparents\'middle-classprivilegestotheirchildren,regardlessoftheirintentions((Thompson,2018).Ontheotherhand,parentalcollaborationismorelinkedtofundamentalcommunalconflictsandproblems.Suchconflictsgobeyondtheimmediaterelationbetweentheprofessionalsandparentsandcannotbetackledthroughcontracts,courses,orcommunicativesystemsalone.Inaddition,abouteducation,thereisatrendtoadopt,forexample,dialoguetechniques,criteriafortrainingparentshowtoconversewiththeirchildren,andwrittenconsensusbetweenparentsandofficialstotacklechallengesorclarifyexpectationsrelatingtocontributionsofthoseengaged.Inmostinstances,parentsareseenastheproblemtobetackled;asaresult,schooldilemmasmightbedisplacedontothestudents\'familybackground.Ontheotherhand,parentalcollaborationreferstothegeneralcollaborationbetweenallprofessionalsinSchoolandalltheparents(Højholt&Kousholt,2019).However,itisusuallyconfinedtodebateaboutintergenerationaltransmissionandsocialbackgroundshortcomingsoftheparents,withcollaborationbeingperformedandunderstoodasaformofcompensatoryplantoenableparentsthelivesoftheirchildreninSchool.Suchdiscussionaccentuatesthedilemmaofrealizingthelinksbetweenvarious(unequal)situationsofvaryingfamilylivesandsituatedchallengesinschools(Højholt&Kousholt,2019).Asaresult,parentalcollaborationrelatestoadiverseformofthinkingandunderstandingsuccessofchildreninSchoolasbeingcloselyassociatedwiththefamilybackgroundandconnectedwithsocialcontrol,compensativeinterventions,andsocialhelp.AccordingtoBourdieuLareau(2019),socialclassinfluencestheculturallogicofchild-rearing,with\'combinedcultivation\'usedbymiddle-classparents.Thechild-rearingtechniquesofthepoororworking-classparentsbecomeunfortunatefortheirchildrenasfarastheirschoollifeisconcerned.Forexample,accordingtoLareau\'sfindings,parentsfromfamiliesthatareworking-classdonotencouragetheirchildrentoinvolveinconversationthatencouragesnegotiationandreasoningandfailtomaketheirchildrenfeelspecial.Suchparentsfailedtoteachtheimpressionthattheirchildren\'sopinionsshouldbedevelopedandcultivated.Furthermore,theyfailedtomonitoranddirecttheirchildren\'sleisureactivitiescontinuously.Therefore,socialclassisestablishedtocreatedifferentstylesofparentingindeed(Højholt&Kousholt,2019).Asaresult,acloseassociationbetweenstudents\'positioninclassandtheunequaloutcomesoftheirexperiencesastheysocializewithprofessionalsoutsidethehomes.Ontheotherhand,aftercomparingmultiplevaryingworksofliterature,Amendtestablishedthatagreaterconnectionbetweenparentsandeducatorstakesplaceinphasesalongaprogression,notasingularoccurrence.Theinitialstageis\"informing,\"indicatingaone-wayflowofcommunicationfromschooltoparentsandstudents(Hedeenetal.,2018).Thisapproachcontravenesthetwo-waycommunicationmodelthatismeaningfulbetweenteachersandparents(Hedeenetal.,2018).Subsequently,AccordingtoAmendt,thefollowingtwostages,\'involving\'and\'engaging,\'haveessentialdistinctionsasinvolvementindicatesaninvitationtoparentstoendorseaplandevelopedbythestaff.Incontrast,anagendaiscreatedbyparents,communitymembers,students,andstaffmembers(together)throughengagement(Evans,2017).Theymakedecisionsandtakeactiontogetherasateam(Højholt&Kousholt,2019).AccordingtoAmendt\'sfindings,involvementismarredbylimitedtrust,whileengagementcreatesahigherleveloftrust.Leadingtakesplacewhenpartieshaveestablishedapolicyofengagementwithallstakeholdersplayinggoodleadershiprolestoachievethesharedvision(Hedeenetal.,2018).Amendtinterviewedwithparentsandfacultyataschoolestablishedthatboththegroupshadinvestedefforttodevelopafoundationofgoodwillandcorporationthatenabledtheirrelationtobuildhighleveledtrust.21st-centuryStepsforImprovingParentalcollaborationinSchoolsAccordingtoresearchstudies,only3in10parentsfeelthattheirinterestsandideasarelistenedtoatschools.Parentsneedabetterplatformtospeakuptheiropinions.Therefore,conductingsurveyscanencourageparentalengagement(Johnson,2019).Conductingsurveysassistsinevaluatingtheachievementofvariousinitiativesanddrivesimprovements.Moreover,theycanbridgethegapbetweenschoolsandtheparents(Chuetal.2020).Thus,establishingawin-winscenariothatseestheparentsfeelvaluedandaddvalue.Besides,withthecurrentfreeonlinesurveytoolslike\'SurveyMonkey\'schoolscansetsurveysinsecondswithoutlookingformoreresources.Usingnewsletters,socialmedia,schoolwebsites,andblogposts,asurveycanreachfarandbroadcoverageaspossibletoguaranteeahighresponserate.Additionally,toimproveparent-schoolengagement,communicationisvital.However,parentcommunicationcanbeexpensiveasitrequiresseveralsystemsandmethods.Themostaccessiblemeanstokeepparentsincommunicationandengagedisbydevelopinganengagementapp(Johnson,2019).Usingtheschoolengagementapp,allthestakeholders,includingeducators,canconnectwithparentspromptlysimplythroughasinglelogin.Onthesamenote,parentsreceiveinstantinformationontheirchildren\'sprogressatschoolanywhere,anytime(Chuetal.2020).ToolslikeSchoolcomms\'parentapparedevelopedtofastenparentalengagement,anditdoesnotcostanythingandhasatwo-wayappformessagingandonlinereporting.Also,appslikeSchoolGatewaycanbeusedtofreelyshareschoolresources,news,timetables,HomeWorks,consentforms,surveys,andreportsdirectlywithparentstotheirphones.Hence,transformingcommunicationmeanswithhard-to-reachparents(Johnson,2019).Inanutshell,aparentappcansavetheschoolandparentstimeandmoneywhiletransmittingupdatestoparentsontheirchildren\'sprogressinschool.Subsequently,websitesalsoprovidepracticalandsimplemeansofpromotingparentalengagement.Establishingschoolwebsitescanavailplentyofinformationonhowfamiliesgetengagedwiththeschool.Suchwebsitescanhelpconductsurveys,postinformationonnewschoolinitiatives,anddirectmechanismstoenhancestudents\'performance.Furthermore,thewebsitecanbeusedtoupdateparentsonthedetailsoftheSchoolgoverningboardandanyotherrespectiveindividualsofinterest.Throughthis,parentswillfeelmoreconnectedwiththeSchoolandtheSchoolgoverningbody.Withthewidespreaduseofsocialmedia,schoolscanengageparentstoenhanceparentcommunicationandparticipation(Chuetal.2020).PopularplatformslikeTwitter,Facebook,LinkedIn,Instagram,amongstothers,canprovideexcellentmeanstoconnectfamiliestoschools\'websites.Indoingthis,freesocialmediamanagementtoolslikeTweetDeckandHootsuitecanschedulepostsinadvance,thusenablingtheadminvaluablefreetime.Socialmediacanalsoimprovetheschool’sreputationbysharingpositiveresultsofanyschool\'scurrentinitiatives,reports,orstrategies.Asaresult,thewiderpublicandparentswillshareintheSchool\'ssuccessandstayuptodatewithanydevelopments.Parentsstruggletocreatetimefortheirbusyscheduleswithworkcommitments,familylife,orchildcare.Therefore,educatorsneedtomakemeetingsmoreaccessibletoensurealltheparentscanattend.Enablingparentstoattendmeetingsfromhomeusingcurrenttechnologywouldbeanexcellentdeal(Andenæs&Haavind,2019).WithtoolslikeSchoolCloudParentsevening,teachersandparentscancarryoutvirtualmeetingsthroughsecurelyencryptedvideocalls.Flexibilityinjoiningthemeetingwillimproveparentalparticipationandattendance,enhancingturnout.Oneofthereasonsforthefailureofparentalcollaborationistheirbusyschedule;hence,theydonothavetimetofollowuponwhatisgoingon.Tocombatthis,thesimplewayistouseNewsletterstocommunicateessentialupdatestotheparentsatago.Ontheotherhand,volunteeringopportunitiesinschoolscanhelpbreakthecommunicationgapbetweenparentsandSchool.Volunteeringthroughparticipationinschools\'projectsandparentteachers\'associationcanestablishcriticalnetworksbringingcloserhard-to-reachparents.Availingmultipleactivitiesiscoreasitenablesallparentsfromdiversebackgroundstoparticipate.ParentTeachersAssociationhasacriticalroleinendorsingparentalengagement.Theassociationavailsaperfectplatformforparentsandteacherstoexchangeideas,shareviews,andestablishmutualtrust.Finally,oneofthestepscanalsoincludeeducatorsappointingoneoftheirstaffmemberstobetheparentinvolvementchampion.Anindividualappointedforthispositionwillworkwithstudentsandparentstoeliminatelearningandparentalcollaborationbarriers.ItwillbeupontheparentengagementchampionteamtodevelopanengagementplantoimplementnewideastoassisttheSchoolinkeepingprogressontrack(Johnson,2019).Theteamcanalsoplayaleadroleinidentifyingmechanismstocreateaconducivelearningenvironmentathomeandreviewingtheexistingstrategies.Inanutshell,parentsarevaluablepartnerstoteachers,andaschoolthatpromotesparentalcollaborationcanreaphugewhenparentstakepartintheirchildren\'seducation.Nosuccessoccursovernight;otherwise,somesimplestepscanbeadoptedtoenhanceparentalengagement.SummarySeveralworksofliteraturewithinthelastthreedecadeshavefocusedontheimportanceofparentalcollaborationtotheschoolandstudents.Also,manyscholarshaveindicatedhowparentalcollaborationcontributestoimprovedchildren\'sachievements.Somesignificantliteraturehasalsostudiedsomecontributingfactorstoparentalengagement(Johnson,2019).However,therearelimitedresearchfindingsonhowchallengesofparentalcollaborationcanbesolvedand,mostimportantly,stepsormechanismsthroughwhichschoolscanenhanceparentalcollaboration.Thisismainlyinschoolswithdiversebackgroundsintermsofbeliefs,culture,parentalfinancialandeconomicstatus,andacademiclevels(Andenæs&Haavind,2019).Therefore,thisstudywillbridgetheexistinggapbyfindinghowparentalcollaborationcanbeenhanced.CHAPTERTHREE:METHODSANDPROCEDURESOverviewThepurposeofthisstudywastoproviderecommendationstotheleadershipteamatthePerformingArt&CulinaryAcademy(P.A.C.)siteofMarionP.ThomasCharterschooldistricttoimprovethepracticeofparentcollaboration.Subsequently,theproblemisthelackofparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy.Eventhoughtherearemultiplechallengesconnectedwithparentalengagementineducation,boththeeducatorsandparentshaveapositiveandharmoniousopinionontheimportanceofinvolvement.Parentalengagementisanessentialfactorinendorsingstudents\'learningandfuturesuccess.Irrespectiveofthisdisconnect,educators\'andparents\'opinionsagreeonparentalcollaborationacrosstheSchoolandhomeenvironments.ResearchDesignCreswell(2014)definesresearchdesignasaframeworkoftechniqueschosenbyaresearchertohandletheresearchproblemefficiently.Aresearchdesignlinkstheresearchobjectives,studyquestions,empiricalstudies,conclusions,andstudyrecommendations.Aresearchdesignshouldprovideaclearoutlineofhowthestudypopulationmustobtaintheresearchfindings(Bernauer,2015). ThecurrentstudyemployedamultimethodresearchdesigntoprovideMarionPThomasCharterSchoolDistrictPerformingArt&CulinaryAcademywithRecommendationsforImprovingtheEffectivenessofParentalCollaborationintheirchild\'seducation.Theprimarypurposeofamultimethodresearchdesignwastovalidatedataandresultsbymixingvariousdatasourcesthroughquantitativeandqualitativedatacollection.Multimethodresearchdesignintroducescontextandtestabilityintoresearch(Evans,2017).Gatheringdatafromdifferentsourcesandmethodsprovidesabroaderrangeofcoveragethatmaybringabetterpictureoftheunitofstudythanwouldhavebeenrealizedotherwise.Theuseofamultimethodinthisstudyenhancestherobustnessoftheresultssincefindingscanbestrengthenedbytriangulation,\"thecross-validationachievedwhendifferentkindsandsourcesofdataconvergeandarefoundcongruent.\"(KaplanandDuchon1988).Thisresearchusedbothqualitativeandquantitativeapproaches.Inthequantitativeapproach,theresearcherappliedtheuseofSurveys,whileinthequalitativeapproach,theresearcherappliedinterviewsandDocumentanalysis.ResearchQuestionsCentralResearchQuestion:HowcanthepracticeofparentcollaborationbeimprovedatMarionP.ThomasCharterSchoolP.A.C.Academy?Sub-question1:whatistheroleofteachersatMarionP.ThomasCharterSchoolP.A.C.Academyinenhancingparentalcollaboration?Sub-question2:Doesaparent’sfinancialbackgroundinfluencetheirparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy?Sub-question3:whataretherolesofparentsinpromotingparentalcollaborationatMarionP.ThomasCharterSchoolP.A.C.Academy?SettingThechoseneducationalsiteforthisstudywasMarionP.ThomasCharterSchool(M.P.T.C.S.),PerformingArt&CulinaryAcademy(P.A.C.).Thisdistrictispublic.Asperthedistrictwebsite,thisdistrictconsistsofthreeschoollocationsintheurbanareasofNewark,NewJersey.Themissionofthedistrictis\"Byeverymeansnecessary;ourmissionistobea21stcenturyVillageresponsivetotheneedsofstudents,parents,staff,andtheNewarkcommunity-at-large,wherescholarsbecomereadyforcolleges,careers,andlife.\"ThedistrictsincludeP.A.C.(PerformingArts&Culinary)AcademyservingPre-Kindergartentoeighthgrade,578studentsareattending.Thestudentpopulationsizeisapproximately473students.TheP.A.C.Academydemographicincludes89%African-American,7%Hispanic,2%NativeAmerican,0.3%Caucasian,0.7%twoormoreraces.Thegenderofthestudentsincludes257malesand216females.WithinP.A.C.Academy,thereare37teacherswithaStudent/TeacherRatio17:1.Forthisstudy,P.A.C.Academywillbethefocusofthisassignment.TheP.A.C.schoolleadershipteamconsistsoftheprincipal,theoperationalmanager,twoviceprincipals,andtwodeans.P.A.C.AcademyStudentsupportconsistsoftwoDeans,twoViceprincipals,aSocialWorker,andaFamilyLiaison.ParticipantsTheparticipantsinthestudyincluded(n=10)parents/guardians,(n=5studentssupportteammembers(n=3)supportStaff,and(n=7)teachersandschooladministratorswhowereconsideredasstakeholdersduringtheperiodofstudy.Theroleofthisevaluationwastoobtainadetailedknowledgeoftheperceivedlevelofparentalcollaborationeffectivenessamongthestakeholders.AccordingtoBrymanandBell(2011),thepopulationistheuniverseofunitsfromwhichasampleisselected.Inotherwords,allelements,individuals,orunitsthatmeettheselectioncriteriaforagrouptobestudiedandfromwhichrepresentativesampleistakenfordetailedexamination.Samplingistheprocessofselectingunits(e.g.,people,organizations)fromapopulationofinterest.Bystudyingthesample,somewhatgeneralizedresultsaretracedbacktothepopulationfromwhichtheywerechosen(Trochim,2006).Inthisstudy,participantswerechosenthroughconveniencesampling,primarilythroughvoluntarysubmissionofanelectronic-basedsurveysenttoallparents,teachers,andsupportstaff.Whileforthestudents,apaper-basedsurveyaccessibleatthereceptionwasused.Thesurveyhadaresponserateof62%forteachersandschooladministratorscontacted,35%forparents/guardianscontacted,5%ofstudents,and4%ofsupportstaffcontacted.Theresearcher\'sroleThemotivationforconductingthisstudywastoproviderecommendationstotheleadershipteamatthePerformingArt&CulinaryAcademy(P.A.C.)siteofMarionP.ThomasCharterschooldistricttoimproveparentcollaboration.ThisisduetopoorparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy.However,boththeeducatorsandparentshadpositiveandcongruentopinionsontheimportanceofparentalinvolvement,hence,theneedtoprovidearecommendationthatwouldimproveit.ThesiteofthisstudywasarecommendationbytheadministrativeteamofDoctoralProgramsandResearchSchoolofEducation(Andenæs&Haavind,2019).Therefore,theresearcherdidnothaveanyinterestorbiasinchoosingtheresearchsitethatcouldinfluencedatacollectionoranalysis.Ontheotherhand,sincetheresearcherusedamultimethodresearchdesign,theresearcherwasdirectlyinvolvedincollectingandanalyzingqualitativeandquantitativedata.Suchrolesmaycomealongwithchallengesofprejudiceandbias(Evans,2017).Theresearcherusedstructuredinterviewsaccordingtotheguidelinesdevelopedbeforetheinterviewsessionstoeliminateanypossibilityofbias(Suri,H.2019).Further,theinterviewswereconductedelectronically,andboththeaudioandvideooftheinterviewswererecordeddirectlytoprovidearicherrepresentation.ProceduresPermissionfromtheI.R.B.wasobtained(seeAppendixAforI.R.B.approval).WrittenpermissiontoconductthestudywasalsoobtainedfromthesuperintendentprincipalofMarionPThomasCharterSchoolDistrictPerformingArt&CulinaryAcademy,thecriticalgatekeepersatanysite.(seeAppendixBforpermissionrequestletterandpermissions)DataCollectionandAnalysisInterviewsThefirstsub-questionforthisstudyexploredhowStudentSupportTeammembersinasemi-structuredinterviewwouldImproveParentalCollaborationatMarionPThomasCharterSchoolDistrictPerformingArt&CulinaryAcademy.TheseinterviewswerewiththeStudentSupportTeammembers,whichconsistedoffivemembers.Eachmemberwasinterviewedthroughthezoomvirtualplatformseparately.Eachsessionlasted45minutesapproximately.Thestudentsupportteammembersareincreasinglypushedtoformgenuinerelationshipswithfamilyandcommunitybecauseoftheevidentefficacyofparentalinvolvementinraisingstudentachievement.AccordingtoSuri,H.2011,purposefulsamplinginvolvesaccesstocriticalinformationinthesubjectthatcanhelpdetectinformation-richcasesSuriH.(2011). PurposefulsamplingwasutilizedastheStudentSupportTeamdirectlyinteractedwiththefamilies.Thestudentsupportteamprovidedthefamilieswithsupportbeyondtheclassroom.Thissupportincludesbutisnotlimitedtosocial-emotionallearning,attendance,addressingnegativebehaviors,addressingmentalhealthconcerns,andprovidingreferralsforcommunity-basedsupport.Interviewswereorganizedthroughazoommeetingplatforminaone–on–onestructure.Thestudentsupportteamsignedinandprovidedfeedbackontheirunderstandingofthestaff\'sawarenessofparentcollaborationandimplementationstrategies(Andenæs&Haavind,2019).Thisinformationwasusedtoidentifythethemesandanswerthecentralresearchquestion.Thematicanalysiswasusedintheresearch.Theresearchertranscribedtheresponsestoevaluatecommonthemesbyselectivecoding,asillustratedinMerriam(2009).Thesethemeswerecolor-coded,relatingtoeverytypeofengagement.Datawasgatheredthroughthetensemi-structuredquestions.Eachparticipantconsentedtotheinterview,andthefollowingquestionswereasked.InterviewQuestions1.WhatpolicyhastheSchoolputinplacetoengageparents?Thisquestionisintendedtostatethepolicyfromthedistrictlevelregardingcollaboratingwithparentsandthecommunity.Highlightingthedistrictcollaborativerequirementsforeducatorsandfamiliesprovidesanunderstandingofthestaff\'sessentialcommunication(Grey,2019).2.Whatistheguidanceforimplementingsaidpolicies?ThisquestionexaminestheplansofP.A.C.Academyadministratorstoimplementthecollaborationeffortsonhowtoworkwiththefamiliestoimplementthedistrict\'spolicies(Grey,2019).3.Whataretheresponsibilitiesoftheschoolstaff?Thisquestionexaminestheknowledgeofthestaffandtheirresponsibilitiesaseducatorsaboutfamilycollaboration(Grey,2019).Manyschoolleaderscannotfostertruecoalitionsbecauseofculturalboundariesandotherproblems.Schooladministratorsmustpursuesignificantcommunity-schoolrelationshipstocreatesocially-justschoolswherecaregiversareinvolvedandleadersintheschoolcommunity.Thisjournalisacompilationofstudiesoninstructionalsupervisionandbestpracticesforfosteringmeaningfulcollaborationbetweenfamiliesandschools.4.Whataretheresponsibilitiesoftheparents?Byaskingthisquestion,theinterviewerwillunderstandtheparents\'requirementsincollaborationwiththeSchool(C.D.C.,2012).Anintegratedframeworkforschoolhealthcanincludeschoolactivitiestoencourageparentalinvolvement.Familiesdevelopacomprehensiveschoolhealthplanbasedonlocalrequirements,resources,andstandards.Whilethisframeworkemploysaholisticframeworkforeffectivehealth,itrecognizesthatstaffprimarypreventionandparentalinvolvementarecriticalcomponentsofpromotinghealthyhabitsamongstudents,parents,andcaregivers.5.Whatarethemethodsofcommunicationbetweenparentsandstaff?ParentalinvolvementisalsoencouragedwhenparentsbelievethattheSchoolandkidsdesireandexpectit.Ifschoolswishtopromoteparentalinvolvementinschoolhealth,theyneedtoestablishtrustingrelationships.Inaddition,schoolsshouldofferawiderangeofinitiativesandfrequentchancesforparentstoparticipate.Schoolscanmaintainparentalinvolvementbytakingstepstosolvethemostprevalentobstacles(Kanjietal.,2020).Forexample,schoolsmayneedtore-connectwithparentsduringtheschoolyeartokeepthemengagedintheprogram.6.WhatisthestatusofParent-schoolcollaborationthusfarsincethereopeningoftheSchool?Parent-schoolcollaborationisapowerfultoolforpromotingahealthylifestyleandacademicconductinchildren;itcanalsoenhanceaccessibilitytoresourcesandsupportstructuresforchildrenandhelpthemgetthepreventiveservicestheyneed.7.WhatarethepossiblebarriersidentifiedthatmightpreventtheprogressoftheexecutionofParent-schoolcollaboration?Thisquestiondeterminestheeffectivenessandbarriersidentifiedwithinplansthecommunicateandcollaboratewithparents(Grey,2019).Additionalstudiesdemonstratethatprogramsincludingparentscanenhancegoodhealthhabits,suchaschildren\'sschool-relatedphysicalactivity.8.Whatisparentengagementinschools?Animportantroleisplayedbyparentswhenitcomestopromotingthewell-beingandeducationoftheirchildrenandhelpingthemnavigatetheschoolsystemeffectively.Whenparentsandschoolpersonnelworkcollaborativelytohelptheirchildrenlearn,grow,andthrive,parentalinvolvementinschoolsiscalled.Itisajointobligationforschoolsandothereducationalagenciesandgroupstointeractwithparentsinsignificantwaysandhelpencouragetheirchildren\'sandteenagers\'educationanddevelopment.9.Whyisparentengagementinschoolsmeaningful?Involvingparentsintheirchildren\'seducationcanhelpthemdevelophealthyhabits.Forexample,childrenwhofeelappreciatedbytheirparentsarefarlesslikelytosufferfrommentaldistress,participateinpooreatinghabits,contemplateandtrysuicide,ordropout.Inaddition,studieshaveindicatedthatincludingparentsinschoolactivitiestoenhancehealthamongkidsismoreeffective.Studiesshowthatwhenparentsparticipateattheirchildren\'sSchool,theirchildren\'sriskofsmokingdeclines,andtheirlikelihoodoffulfillingphysicalactivitystandardsimproves.AccordingtoArmstrongetal.(2017),relationshipsbetweenfamiliesandstudentsathometendtobethemostcriticalfactorinastudent\'sperformance.Thisbeginswithambitiousgoalsfortheirchildrenandmakingeducationatoppriorityinthehome.10.Howcanstaffincreaseparentengagementinschoolcultureandclimate?Manyaspectsareunknownwhyparentsgetactiveintheirchildren\'seducation.Still,itappearsthatthemostfrequentincentiveisaconvictionthattheiractivitieswillhelpenhancetheeducationalandemotionalwell-beingoftheirchildren.Schoolstaffmayillustratetoparentswhethertheirchildren\'shealthandeducationcouldbeimprovedbyparticipatinginschoolhealthprograms(Safta-Zecheria,2020).SurveyProceduresThesecondmethodofdatacollectionwastheuseofsurveys.ThissurveyinvestigatedhowthestaffandparentsofP.A.C.AcademywouldimproveparentcollaborationwithintheirSchool.Thedatacollectionofaclosed-endLikertscalewasdispensedthroughsurveymonkeyform,andthisisasurveyadministeredsoftwarebyMomentive.Thisapproachalsoguaranteesananswerforeveryquestionasked(Williams&Moser,2019).Thissurveymethodofcollectionofdataisappropriateasithonorsthequantitativeapproachwithonequestiontooneanswer.Theparticipantsforthisapproachincludefourteachers,twosupportstaff,andthreeparentsofstudentsatP.A.C.Academy.Thisapproachisapurposefulsampleaseachparticipanthasexperiencewiththestaffandparentcollaboration.Eachparticipantreceivedanelectronicinvitationthroughtextontheircellularphoneandemail.Eachinvitationincludedthepurposeofthesurveyandinstructionsforfinishingthesurvey.Thedatawascollectedaftertwoweeksandanalyzed.TheresultswereanalyzedbycalculatingthefrequencyofeachnumberreportedontheLikertscaleonaquestion-by-questionbasisandtheaveragescorereportedbyallparticipantsforeachquestion(Andenæs&Haavind,2019).Thissurveyincludedtenstatementsanddemographicquestionsforeachsurveyparticipant.However,theresearcherhasonlyfocusedonthisstudy\'sthree-researchquestionofinterest.TheLikertscaleuseda5-pointratingincludedinthefollowingquestions.DemographicQuestions1.Whatisthehighesteducationaldegreeyouhavereceived?LessthanHighSchoolDiplomaHighSchoolDiplomaorG.E.D./EquivalentAssociateDegreeBachelor\'sDegreeGraduateDegreeDoctorate2.Whichcategorybestdescribesyourageinyears?20-3031-4041-5051-603.Whatisyourrace?AsianWhiteNativeAmerican/PacificIslanderBlack/AfricanAmericanTwoorMoreRacesOtherSurveyQuestions1.Staffutilizeseffectivecommunicationwhencommunicatingwithparents.54321StronglyAgreeAgreeNeitherDisagreeStronglyDisagreeTohaveameaningfuldialoguewithparents,teachersmusttreatparentsasequals,usestronglisteningskills,andendthetalkpositively.Parentsandstaffmustunderstandthatcreatingaconducivelearningenvironmentismorecriticalthanprovidingtheirchildrenwithacademictutoring(Grey,2019).2.Thefirstencounterbetweenaparentandaschoolstaffissignificant.54321StronglyAgreeAgreeNeitherDisagreeStronglyDisagreeThiswasintendedtoclarifyhowteachersbuildtheirpositiverelationshipswithparents.Asimplethankyounoteorphonecallfromtheteachertotheparentsatthebeginningoftheschoolyearcangoaconsiderablewaytowardestablishingahealthyrelationship(Hornby&Blackwell,2018).3.Staffisgiventimetocommunicatewithparents.54321StronglyAgreeAgreeNeitherDisagreeStronglyDisagreeThisquestionisintendedtodiscoverifstaffisgiventimetocollaborateandcommunicatewithparents.Understandingwhenandhowtocommunicateisessentialtothecollaborationprocessofcommunityrelationships(Liuetal.,2020).4.Theexpectationofcommunicationbetweenparentsandstaffisunderstood.54321StronglyAgreeAgreeNeitherDisagreeStronglyDisagreeThisquestionsoughttheSchool\'sguidanceregardingparentcollaborationwithstaff.Teachersstruggletocommunicateeffectivelywiththeirstudents\'families(Muller&Kerbow,2018).Fordecades,researchershavedocumentedtheadvantagesofformingpartnershipswithparents,butnewteachersandexperiencedteachersalikeareunawareofthis(Petrash&Sidorova(2019).5.Staffisgiventimetocommunicatewithparents.54321StronglyAgreeAgreeNeitherDisagreeStronglyDisagreeThisaimstodetermineasettimeforparentsandstafftocommunicate.Only4%ofallformativeassessmentteachersintheUnitedStatessaytheytookacourseonparentalparticipationaspartoftheirpreparation(Kerbaiv&Bernhardt,2018).Thisinquirytapsintothesignificanceofcollaboration.6.Positivestudentbehaviorsuccessresultsfromparentandstaffcollaboration.54321StronglyAgreeAgreeNeitherDisagreeStronglyDisagreeSchoolsmayhavepartnershipsprogramstopromoteoptimalparentalinvolvementbydeveloping,implementing,evaluating,andimprovingplansandproceduresfosteringfamilyandcommunityengagement.Parenting,learningathome,communication,participation,judgment,andcommunitycollaborationarejustsomeofthewaysschoolsmayhelpstudentsbecomemoreinvolvedintheirfamiliesandcommunities(Puccioni,2018).7.Itisbeneficialforparentstobeinvolvedintheirstudentslearningjourney.54321StronglyAgreeAgreeNeitherDisagreeStronglyDisagreeTeacherscanhelpparentskeeptrackoftheirchildren\'sprogressinSchoolbyofferinginformationlikehomeworkrequirements,gradingpolicies,reportingdeadlines,abriefexplanationofthecoursetopic,andvariousprojectsandeventsthroughouttheyear(Puccioni,2018).8.Teachersfrequentlyparticipateincommunity-basedactivitiestobuildabetterrelationshipwithparents.54321StronglyAgreeAgreeNeitherDisagreeStronglyDisagreeThisquestionhelpsunderstandhowthepositiveadultrelationshipbetweenstaffandparentsbenefitsthestudent.Inaddition,helpingparentskeeptabsontheirchildren\'sacademicdevelopment,regularschoolchatsalsodemonstratetokidsthattheirparentsareconcernedabouttheiracademicsuccess(Lawetal.,2018).9.StudentSupportTeamatP.A.C.Academycommunicatedmorewithparentsthanteachers.54321StronglyAgreeAgreeNeitherDisagreeStronglyDisagreeThisquestionhighlightedthattheStudentSupportTeamcommunicatedwiththeparentsmorefrequentlythanTeachers.AccordingtoB?k-?rednicka(2018),administratorsandinstructorsmustcreateafriendlyandinvitingenvironmenttomakeschoolslessscaryandmorewelcomeforparentswhohavehadunpleasantexperiences.10.Parentandschoolstaffcollaborationpromotesstudentlearning.54321StronglyAgreeAgreeNeitherDisagreeStronglyDisagreeThisquestionistounderstandtheimportanceofParentInvolvement.Parentinvolvementmustbepartofamoreextensiveefforttoassistlearninganddevelopmentsponsoredbyallstakeholdersinanorganizedmanner,includingtheparents.Inaddition,parentalparticipationshouldbeconsideredacontinuousprocessthatevolvesduringchildhoodandadolescenceandisextremelycrucialthroughoutthetransitionsbetweenlevelsofschooling.Someparentscannotparticipatefullyinallevents,andsomeschoolsareunwillingorunabletosupporttheirparticipationinthemappropriately.Despiteitsbestintentions,thetraditionalmodelofparentalinvolvementgenerallyexcludesnon-dominantparents(Epstein,2019).Thereisnouniversallyacknowledgedparadigmofparentalinvolvementintoday\'seducationalsystem.DocumentAnalysisThelastapproachfordatacollectionwastoanalyzewasdocumentanalysis.ThisapproachstudiedvariousdocumentstoproviderecommendationstotheleadershipteamatthePerformingArt&CulinaryAcademy(P.A.C.)siteofMarionP.ThomasCharterschooldistricttoimproveparentcollaboration.Thedocumentsreviewedwerebothhardandelectroniccopiesoftheschoolrecords.P.A.C.AcademyutilizedRealTimeandClassDojotorecordstudentdataandparentcommunication.RealTimegavethestudent\'sattendancerecord,academicrecord,studentsupportreferral,andparents\'communications(Spring,2019).Forthisstudy,thedataanalyzedwas:thecommunicationnotesbetweenparentsandteachers(inRealTimeandClassDojo).Byreviewingthecommunicationbetweenparentsandstaff,theresearchercanidentifybarriersdocumentedbythestaff.Thestudents’academicreportsandattendancesreportbehaviorswillalsobeanalyzedfortrends(Andenæs&Haavind,2019).Thisinformationwillexhibittheassociationwiththeinfluenceofparentcollaboration.Thesedocumentsalsoprovidequalitativefindingsandarecriticalforthisstudy.Thisdataisnotaccessibletothepublic.Thisdataissignificanttothestudyforinsighttoimprovetheproblem.EthicalConsiderationsParticipantrecruitmentwasvoluntary,andeveryparticipanthadtosignaconsentformbeforeparticipatinginthestudy.Theresearcheralsoavailedinformationtotheparticipantsonthegeneralaimofthestudy,benefits,andrisksoftheirparticipation.Consequently,theresearcherprovidedanopportunitytoansweranyquestionsorconcernstheparticipantscouldhave.Theresearcheralsonotifiedtheparticipantsthattheirsurveysubmissionandparticipationwerevoluntary.Theresearcherassuredindividualparticipantsthattheirresponseswouldremainconfidentialandonlyreportedinaggregateform(Andenæs&Haavind,2019).Moreover,thesurveywouldnotcollectidentifiablepersonaldata.Completedsurveyswerekeptinalockedcabinetintheresearcher\'soffice.SummaryThisstudyappliedamultimethodresearchdesigntoprovideMarionPThomasCharterSchoolDistrictPerformingArt&CulinaryAcademywithRecommendationsforImprovingtheEffectivenessofParentalCollaborationintheirchild\'seducation.Theimportanceofamultimethodresearchdesignwastovalidatedataandresultsbymixingvariousdatasourcesthroughquantitativeandqualitativedatacollection(Andenæs&Haavind,2019).Participantsinthisstudywerechosenthroughconveniencesampling,primarilythroughvoluntarysubmissionofanelectronicsurveysenttoallparents,teachers,andsupportstaff.Theresearchercollecteddatathroughinterviews,surveys,anddocumentanalysis.CHAPTERFOUR:FINDINGSOverviewThepurposeofthisstudywastoproviderecommendationstotheleadershipteamatthePerformingArt&CulinaryAcademy(P.A.C.)siteofMarionP.ThomasCharterschooldistricttoimprovethepracticeofparentcollaboration.Subsequently,theproblemisthelackofparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy.Eventhoughtherearemultiplechallengesconnectedwithparentalengagementineducation,boththeeducatorsandparentshaveapositiveandharmoniousopinionontheimportanceofinvolvement.Parentalengagementisessentialinendorsingstudents\'learningandfuturesuccess(Spring,2019).Irrespectiveofthis,educators\'andparents\'opinionsagreeonparentalcollaborationacrosstheSchoolandhomeenvironments.Thischapterpresentsvariousfindingsandresultsofthestudy.FindingsforQualitativeInterviewsOnlyfivestudentsupportteammemberswereinterviewedrelatedtotenquestions.However,theresearcheronlyfocusedonthreecentralquestionsofthisstudy\'ssignificantinterest.Theresearchermanagedtogathersomevaluablequalitativedata.Everyinterviewwastranscribedintoawordprocessingdocument.Thefindingswerelatersortedusingthreecoloredhighlighters,indicatingcommentsconnectedtoeachparentcollaborationtype.Severalcommentswerehighlightedforeachofthethreequestions;otherwise,morefocuswasputonthemostrelevantanduniqueperspectivesaboutparentalcollaboration.Theresearcherstartedhighlightingthatwereconnectedtoparentalcollaboration,thenmovedtoeachofthethreeparentalengagementsfocusingonoverallcommentsineveryarea.Theresearcherenabledtimelapsebetweeneachcodinginterview.Thenwithineverythreeareas,themesstartedtoemerge.Resultswerecompiledbyrecordingcomments\'numbersrelatingtoeveryquestioninthetablebelow.Table1showsanexampleofcodesandthefrequencyofthecodes.Table1FrequencyofCodesCodesFrequencyStaffcontributioninparentalcollaborationFamilyfinancialstatus/parentalengagementRolesofparentsinenhancingengagementTobuildrelationshipsSchoolpolicies/engagementHomelearning/comfortstudentsChild/parent/family-leadParentalaidedlearningexperiencesParentalengagementstatusinSchoolNumberofparentsengagedRacialdiscriminationinSchoolCollaborationpoliciesTeacher-parentcommunicationmethodPoliciesimplementationItdidnottakeplaceinthehomeNotaboutschooltopics7676676643413935211111109521Demographicsofqualitativeinterviewparticipantsdescribedinfig1ResultsAmongthevariousquestionstheresearcheraskedduringtheinterview,morefocuswasputontheparticipants\'commentsonthisstudy\'sthree-researchquestionofinterest.Thecommentswerehighlightedandcodedasbelow.TheroleofteachersatMarionP.ThomasCharterSchoolP.A.C.Academyinenhancingparentalcollaboration.Mostofthecommentsindicatedthatteachershaveamassiveroleinenhancingparentalcollaboration.However,therewasageneralfeelingthatteachershavenotsupportedtheinitiativeandpoliciesthatenhanceparentalcollaboration.Someofthecommentssuggestedtheestablishmentofparent-teacherjointseminarstobringbothpartiestothesametabletopropagatetheneedtosupportparentalengagement.ParentalfinancialbackgroundinfluencestheirparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy.Someofthecommentsdidnotagreethatfinancialbackgroundaffectsparentalcollaboration.However,mostofthecommentsagreedthatparentalcollaborationintheSchoolishighlyinfluencedbyfamilyfinancialstatus.Also,participantsseemedtodisagreeonwhetherthosewhohavemoneyarelesscollaborativethanthepoor.Somecommentssuggestedthatlow-incomefamiliesexhibitalackofparentalcollaborationwithequalopposingsides.Otherwise,itwasunanimouslyagreedthatsomeparentswerenotfreelyfriendlywiththeirfellowparentsbearingsocialstatus.Thus,affectingparentalcollaboration.RolesofparentsinpromotingparentalcollaborationatMarionP.ThomasCharterSchoolP.A.C.Academy.Thisquestionalsoattractedapositiveresponse,withthemajorityoftheparticipantsagreeingthatparentstoohavearoleinenhancingparentalcollaborationinSchool.Somecommentssuggestedtheformationofparentassociationtocheckonindividualparentparticipationinpromotingparentalengagement.SurveyResultsDatafromthesurveyswerefedintotheStatisticalPackageofSocialSciences(S.P.S.S.)foranalysis.Theresearcherthencalculatedthedescriptivestatisticstotabulatetheresponsemeans,percentages,andstandarddeviationofeverysurveyitemforthewholesample.Theitemswithmeanscoresabove3.50weretreatedaspositiveperceptions,thosewithascorerangeof2.50and3.49wereconsideredneutralperceptions,andthemeanscoresbelow2.50wereconsiderednegativeperceptions(Spring,2019).Table2.Parent/GuardianLevelofAgreementforEachSurveyItemSurveyItemStronglyagreeAgreeNeitherDisagreeStronglyDisagreeMeanSDStaffcontributetoparentalcollaboration20%20%30%10%10%4.011.24Familyfinancialstatus/parentalimpactengagement10%10%20%40%20%2.500.98Parentshavearoleinenhancingengagement30%20%10%40%5%3.731.02Theprogramofferedhelpfulsuggestionstosupportmychild’slearning40%10%20%20%10%3.611.12Inowhavemoreconfidenceasaparenttobecomeinvolvedinmychild\'sSchoolandacademicwork20%30%20%10%40%2.790.01Participateindecisionmakingrelatedtomychild’seducation10%10%20%10%20%2.411.29Iamsatisfiedwiththecurrentlevelofparentalinvolvement10%40%10%30%40%2.340.89Iwouldsuggestthisprogramtootherschools30%10%20%10%40%3.831.27Parentandschoolstaffcollaborationpromotesstudentlearning10%20%30%10%20%3.951.09Fromtheabovedisplayofdescriptivestatisticsforparticipants\'responsessurvey,themeanscorefromalltheitemswas3.56(SD=1.03),whichindicatesthattherespondentswerepositiveaboutenhancingparentalcollaborationintheSchool.However,onspecificresponsestotheresearchquestions,mostrespondentsagreedthatstaffcontributestoenhancingparentalengagementinschools.Onwhetherfamilyfinancialbackgroundinfluencesparentalengagement,therespondentsexpressedneutrality.Finally,participantswerealsopositivethatparentshavearoleinenhancingparentalcollaborationinSchool.DocumentAnalysisResultsAfterextensiveanalysisofvariousdocumentsfromvarioussources,includingelectronicschoolrecords,P.A.C.AcademyutilizedRealTimeandClassDojotorecordstudentdataandparentcommunication.RealTimegavethestudent\'sattendancerecord,academicrecord,studentsupportreferral,andparents\'communications.Forthisstudy,thedataanalyzedwas:thecommunicationnotesbetweenparentsandteachers(inRealTimeandClassDojo).ItwasevidentthatteachershaveacriticalroleinimprovingparentalcollaborationintheSchool.However,thereseemedtobedivergentviewsonhowthesocio-economicstatusoftheparentsinfluencestheirengagementintheirchildren\'seducation(Spring,2019).Ontheotherhand,fromthedocumentsanalyzed,variousworksofliteraturesubscribedthatparentsalsohaveacoredutytoensuretheirimprovementandsuccessintheirchildren\'seducation.CHAPTERFIVE:CONCLUSIONOverviewThepurposeofthisstudywastoproviderecommendationstotheleadershipteamatthePerformingArt&CulinaryAcademy(P.A.C.)siteofMarionP.ThomasCharterschooldistricttoimprovethepracticeofparentcollaboration.Subsequently,theproblemisthelackofparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy.Eventhoughtherearemultiplechallengesconnectedwithparentalengagementineducation,boththeeducatorsandparentshaveapositiveandharmoniousopinionontheimportanceofinvolvement.Parentalengagementisanessentialfactorinendorsingstudents\'learningandfuturesuccess.Irrespectiveofthis,educators\'andparents\'opinionsagreeonparentalcollaborationacrosstheSchoolandhomeenvironments.RestatementoftheProblemTheproblemwasthelackofparentalengagementatMarionP.ThomasCharterSchoolP.A.C.Academy.Eventhoughthereweremultiplechallengesconnectedwithparentalengagementineducation,boththeeducatorsandparentshadpositiveandcongruentopinionsontheimportanceofinvolvement(Spring,2019).Theparentalengagementwasanessentialfactorinendorsingstudents\'learningandfuturesuccess.Irrespectiveofthis,educators\'andparents\'opinionsagreeonparentalcollaborationacrosstheSchoolandhomeenvironments.Priorresearchstudieshadarguedthatitispartlyduetodifferencesineducators\'andparents\'roleactions.Therefore,toovercomethechallengetoparentalcollaboration,teachers\'andparents\'beliefsaboutinvolvementmustbeunderstoodbybothparties.ProposedSolutiontotheCentralQuestionThecentralresearchquestionwashowparentalcollaborationcouldbeimprovedatMarionP.ThomasCharterSchoolP.A.C.Academy.Toachievethis,MarionP.ThomasCharterSchoolP.A.C.Academystakeholdersshouldinitiateastrengthenedpartnershipbetweentheparentsandschools;however,theymustestablishfirmstructurestosustainit.Thisinitiativecanbestartedbyanystakeholdergroupbutsustainedbyacomprehensiveengagementandschoolleadershipcommitment.Properactivitiestoengagecommunitiesandparentsembracepartnershipphilosophy.Subsequently,MarionP.ThomasCharterSchoolP.A.C.Academyandschoolcommunitymustdefineschool/familycollaborationlocally,appreciatingthatnotwocommunitiescanbeidentical.Thestepsofco-creatingdefinitionestablishapillarforastrongpartnership.Developingasharedvisionofschool/familyengagementisamongstthefirstpromisingpractices.Further,consistentandopencommunication,respect,trust,honesty,anddialoguebetweenprofessionalsandparentsmustbeenhanced.Additionally,specificpiecesoftrainingincollaborativeapproachesandpracticalcommunicationskillsshouldbeapriorityforadministrators,teachers,andparents.Besides,schoolmanagement,parents\'teachers\'associations,andotherstakeholdersshouldestablishstructures,policies,andeventstoendorseandpromoteparent/schoolcollaboration,includinginformalandformalopportunitiesforengagementofallstakeholders.Familiesandschoolsshouldalsoembracetheeverydayneedforoutsideassistancefromindividualsorresourcesbeyondimmediatestakeholders—forexample,theparentassistancecentersdisputeresolutionagencies,amongstothers.Finally,MarionP.ThomasCharterSchoolP.A.C.Academyandtheparentsshouldembracetechnologytofacilitateandsupporttheirrelationship.Bothin-personandonlinechannelscanenhanceclearcommunication.Thesemayincludeusingsocialmediaoutlets,schoolwebsites,andemaildistributionsystemstokeepparentsengagedintheirchildren\'sprogressatschool.ResourcesNeededThemosturgentresourceswillincludehumansandtechnologytoimplementtheproposedsolution.Duetotheneedforthedevelopmentofpolicies,communicationchannels,gettogetherevents,amongstmanyothers,humanlabor,whichisbothskilledandunskilled,willbefundamental.Also,thereisaneedfortechnologicaldeviceslikecomputerstoestablishacurrent-daycommunicationsystem.FundsNeededAnapproximateUSD10000willbeneededtokickstartandcompletetheproject.However,thissubjectistoreviewbyaspecialimplementationcommitteetooverseetheenactionoftheproposedsolutions.RolesandResponsibilities.TheschoolmanagementledbytheHeadTeacherandothereducationstakeholdersshouldtakethefirstinitiativeandinviteparentstodiscussimprovingparentalcollaborationintheSchool.Outofthismeeting,aspecialinclusivecommitteeshouldestablishtotakeuptheguidanceandimplementationofanysolution.Thisistoavoidanyconflictofinterestorprejudice.SolutionImplicationsTherepossibleimplicationstotheimplementationofthesesolutionsarefundingandtime.Aswithallorganizations,completingrequiredprojectsisalwaysachallenge.Therefore,eachpersonontheimplementationplanmustagreetoparticipateforthedurationoftheprojectandevenbeyond.Duetolimitedresources,fundingmightbeachallenge.Therefore,discussionstosolicitfundsareencouraged.Businesspartnersandcommunityagenciescanalsobecontactedtohelpindonations.Finally,theoutsideinterestofparticipantsintheimplementationcanalsoposeachallenge,forinstance,familyneedsorbusinessneedsofacriticalstakeholder.Therefore,planningshouldconsidervariousprofessionalorpersonalobligationsofeveryoneparticipatingintheproject.EvaluationPlanFormativeevaluationfromeverysessionwillbehandledeverydaybytheparticipantsprovidingfeedback.Suchevaluationwillbemadedisposabletothedistrictsupervisorsandschooladministration.Thesummativeevaluationoftheprojectwillbeevaluatedthroughimprovedstudentperformancegenerally.Bothacademicandnon-academicreportswillbeusedasparameterstoevaluatethegeneralachievementofthestudents.Itisrecommendedthattheestablishedfamilyengagementteamcontinuewithanannualreviewoftheschoolneedsandconsequentlysetnewgoals.Thegoalsshouldbereviewedastheymaybeneeded.Summary.Trustisanessentialcomponentofasuccessfulcollaboration.Relationshipsbetweenteachersandparentsmustbetrusting,open,andhonest.Thereisreciprocalrespectforeachother\'sperspectivesanddignitytohaveahealthyconnectionwitheachother.Professionalsworkingwiththeirchildrenshouldreassureparentsoftheircapabilities.Forapartnershiptobesuccessful,bothpartiesmustcommunicateandshareideasandinformation(Amini,2018).Children\'ssafetycannotbeoverlooked.Thismaybedonebyidentifyingandaddressingproblemsassoonaspossible,developingsuitablesolutions,andeducatingthepublicaboutchildsafetymeasures.Schoolscanenhancetheircurrentprogramsbyinvolvingparentsintheeducationalprocessthroughparentalinvolvement.Parents\'involvementintheirchildren\'seducationhasbeendemonstratedtopositivelyimpactstudentachievement,teacherandparentsatisfaction,andtheschoolclimate.Themostsuccessfulparentalparticipationprogramsarebasedonunderstandingthecommunity\'suniquerequirements.Techniquestoparentinvolvementthataresuccessfulfocusonastrengths-basedstrategythatemphasizesgoodinteractionstoestablishtrust.Allthreelevelsofsocietymusttrustandrespecteachother.VolunteerscanbetrainedtosupporttheclassroomorSchoolthroughpartnershipprogramsinsidetheSchool.ThisformoftrainingwillensurethatallvolunteersknowtheSchool\'sobjectivesandprocedures.Toconveythesignificanceofeducation,schoolsshouldincorporateasmanyparentsandpeopleofthecommunityaspossibleintheirchildren\'seducation(Spring,2019).Asalastoption,schoolsmightdesignprogramsthatintegratealltheirparents.Positiveschool-homerelationshipsnecessitatemorefrequentcommunicationbetweeneducatorsandstudentsandtheirfamiliesatalltimesoftheyear,notonlyduringtimesofcrisis.Administratorsandteachersmaybenefitfromengagingallparentsintheirchildren\'seducationtoimprovetheacademicopportunitiesforall.Aparticipant\'ssuccessinschoolcanbepredictedbyhowwelltheyconnectwiththeirpeers.Thesmallerthesuccessgapintheclassroom,themoreparentsandteachersworktogether.Ontheotherhand,studentsareatalossiftheirparentsandteachersarenotinvolved.Havingasolidrelationshipwithone\'sparentsisanessentialfirststepindevelopingparentpartnerships.Connectingone-on-onewitheachparentimprovesparents\'participationandthequalityofparentalinvolvement.Parentstrustteachersmore,andparentsaremoreawareoftheimportanceofeducationintheirchildren\'slives(Thompson,2018).Theseparentscampaignforeducationandleadershiprolesinparent-teacherunionsorcommittees.Intheend,connectionshelpfosteraschoolatmospherewherestudentsfeelencouragedbyanatmosphereathomeandintheclassroomthatencourageslearning.

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"Parental Collaboration Recommendations For Improvement", 28 February 2022, Accessed.1 July. 2024,
https://www.aceyourpaper.com/essays/parental-collaboration-recommendations-improvement-2180578

Parental Collaboration Recommendations for Improvement Capstone Project

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