Increasing Parent Engagement Through Absent Narratives

25 Pages·2014·0.2 MB·English

by  Elizabeth Fei

The Minnesota Humanities Center
in collaboration with the Northwest Suburban Integration
School District and St. Paul Neighborhood Network
-Presents-

“Increasing Parent Engagement Through Absent
Narratives”
Guide for Facilitators
Actions will be italicized and bolded and are followed by suggestions as to how to
thoughtfully lead through the concepts introduced in this documentary.
Each section includes small and large group discussion questions as well as self-
reflection questions, which should be utilized however the facilitator believes they would be
most engaging and helpful. It’s important to be responsive to group needs and dynamic.
Suggested activities are in blue. While there may not be enough time to complete all the
activities, they provide good ideas for groups who want to engage deeper with a particular
content area.

“Increasing Parent Engagement Through Absent Narratives”
Documentary Facilitation Primer

Action: Facilitators complete the requisite online course, “Increasing Parent
Engagement Through Absent Narratives.”

Action (2 min.): Facilitators read the, “Facilitation Primer” well in advance of
facilitation.

The Minnesota Humanities Center, in collaboration with Northwest Suburban
Integration School District and St. Paul Neighborhood Network, developed this
documentary which highlights family stories and experiences around family engagement
with schools. Using Epstein’s model as inspiration, the documentary explores how these
parents intersect with schools and provides backgrounds for teachers as to the types of
experiences that families bring to school engagement. Knowledge of these different
experiences should inspire teachers to seek out opportunities and generate new ideas
to allow for the multiplicity of community stories to emerge. “Increasing Parent
Engagement Through Absent Narratives”, was developed to increase the quality of
education we desire for all learners.
The, “Increasing Parent Engagement Through Absent Narratives”,
Facilitators Guide contains questions and activities intended to support your efforts to
establish, improve, and optimize parent engagement in your classrooms, schools, and
communities. Ultimately, we anticipate that the course will afford you, your team, mixed
stakeholders and parent to parent groups a deeper understanding of the narratives that
drive the ever expanding paradigm of parent engagement.
Facilitators of this training have completed the online course, “Increase Parent
Engagement Through Absent Narratives” in preparation for facilitating a session on,
“Increasing Parent Engagement Through Absent Narratives”. The course will
introduce you to the narratives approach and format, and help you to gain an
appreciation of its scope.
Absent Narratives is a relationship-based approach to creating equity within
systems and communities. This approach helps people understand that all actions,
decisions, and beliefs exist in relationship to others and impact how we work with and
influence our peers and students. Absent Narratives help improve practices through the
application of four related themes:

1. Build and strengthen the student-teacher and school-community relationships.
2. Recognize the limits of a single story and the accumulation of absence.
3. Learn from the multiplicity of voices in the community.
4. Discover solutions within the community.
“Introduction”
Suggestion for use of “Increasing Parent Engagement Through Absent
Narratives”: Invite and welcome your staff, mixed stakeholder group, and parents to
participate in a professional development session involving, “Increasing Parent
Engagement Through Absent Narratives”. During your first session, participants
view a segment and complete the related questions and activities. Strategies for follow-
up are determined by the participants, and upon completion, participants are clear about
their role in that strategy. Follow-up communication reinforces the ideas of the
participants.
The approximate time of completion for the guide work, along with the film in its
entirety, is 3 hours. Be certain that to consider other factors such as your invitation to
the sessions, prep time for the facilitator and participants, the needs of the group,
discussion, individual and group follow-up. The questions and activities contained in the
guide can be used in their entirety or in the two session format or some abbreviated
form. Keep in mind that each of the on-camera parent narratives you will view herein
are unique to that particular parent. There is no intended narrative connection to other
parents and where one is found, it is strictly coincidental.

Action (5 min.): Facilitator introduces participants to the Absent Narratives
approach.
http://www.minnesotahumanities.org/absentnarratives
“Thank you for participating in Increasing Parent Engagement through Absent
Narratives. The need for this training and understanding is as critical as it is
foundational. You will be challenged to think about your own learning in a new way,
through new paradigms. Having knowledge and understanding of the concepts within
this offering gives hope and permission for all to seek innovative ways of being and
doing in our global world.”

Action (5 min.) : Facilitator Introduces the documentary.

Action (3 min) : Facilitator shares the following course suggestions with the
participants.

Here are a few suggestions to prepare for viewing this piece:

1. Familiarize yourself with the Absent Narratives approach.

2. Create a safe space where your stakeholders feel most comfortable and

capable in sharing their thoughts and ideas freely. There may be parts of the

work that you find challenging to discuss.
3. We highly suggest that each participant keep a journal that will contain their
own work on, “Increasing Parent Engagement Through Absent Narratives”. Take

notes where you find a topic particularly compelling and or challenging. Taking

note of it will help identify important ideas not yet discovered. A journal or written

step can be helpful not only in recall of the work, but in applying your steps to

parent engagement.

4. Take a learning stance and set learning goals for yourself. Allow the questions
to guide you work as necessary. Each and every one of us is learning more
about parent engagement, and that is okay.

5. Remember to take breaks as needed.

6. Enjoy yourself! How you engage with this work, is as important as the work
itself!
7. Contact the resources listed for feedback and for suggestions as to how you or
your group can focus further on areas that emerge as important to you, your
classroom, school and community.

Action (2-3 minutes): Facilitator may open with ...

“Meaningful engagement between educational stakeholders; parents, learners,
educators and staff, is essential to helping all students and thus communities to be
successful. As educators, staff and parents, we have the lifelong privilege of connecting
and relating with each other on behalf of a larger long-term goal of student success.
Because we are and act as role models for that success, it is also important that we
understand and support each other in being successful in each area of the work that we
do together. A quality education and system involves all stakeholders, socio-economic
levels, race, gender, religion and creed. “Increasing Parent Engagement Through
Absent Narratives”, will allow us to examine more deeply what is involved in terms of
parent engagement such that we can develop the most innovative methods of
engagement on behalf of our developing learners.”

Action (2 min): Facilitator plays, “Introduction” by Superintendent Mark
Robertson
“A primary goal for schools today is that all students experience success so that
they can graduate with a good chance of being well prepared for life after high school.
All school stakeholders – students, teachers, parents, and community members – want
the same thing. Most of our energy and focus in schools today is in the interaction
between the teacher and the student, and far less energy is spent on parents, families,
and communities. Yet we know that when schools develop strong partnerships with
parents and families and communities, students achieve at a higher level and are better
equipped for lifelong success. Parent and family engagement in schools has really
shifted from a nice thing to do, to becoming an essential component in helping all our
students succeed.”

Action (5 min): Facilitator does the following:
1. Indicates why this coursework is being offered.
2. Shares an example of why they believe this course is important.
3. Prompt participants to take notes on the parent narratives they find compelling.
4. Prompt participants to consider throughout the course, “Why are narratives
valuable?”

Action (9.5 min): Facilitator plays, “Honoring our Children as Learners”

“Honoring our Children as Learners”

The way in which we provide an education matters. Access to quality education
has consequences that set the pace for parent engagement. Our schools and
classrooms create and support a culture, tone, and work that fulfills a mission that has
meaning and impact on a child’s developing identity. At times, our learners are called
upon to educate not only their peers but adult staff about their identity and culture. Our
developing learners may not know how to express who they are in terms of race,
ethnicity, creed, religion or understand why it is so very important to others to know this
about who they are. Nonetheless, their relationships with their teachers, school, parents
and community all can support the success of the student, and their most foundational
identity as a successful learner. Let’s explore more about the various aspects of how
we can honor our learners.

“Honoring our Children as Learners” Small Group (7 min)

What stood out most for you in this segment?

In the segment, “Honoring our Children as Learners”, the parent narratives expressed a
value for strengths based learning, culture and identity.

What does, “being educated”, mean to you?

How might our thoughts about, “being educated”, also impact the learning
environments we create?

What does the message of, “success”, look like in your learning environment?
How is that message of, “success”, expressed?

A specific day, or a designated month or week during the academic year is oftentimes
the way we “teach,” the culture and identity of peoples deemed outside of our primary
audience. Who is making that decision? What expectations do we have of the
narratives of our students? In what ways does your educational practice and the
learning environments we create, also communicate our value for the narrative?

“Honoring our Children as Learners” Large Group Discussion (8 min)

Action: Facilitator asks small groups to report into the large group any
compelling findings.

Action: Facilitator may state, “Now that we have experienced parent narratives
about, “Honoring our Children as Learners”, let’s discuss more of its application.
Ask the large group:

How can we create opportunities or improve those we have that honor the narratives of
our learners? What might be needed in order for us to do this?
How might educators and other stakeholders support, reconnect and heal relationships
with parents who have disconnected the educator, schools, and school systems, from
their narrative of a quality world?

What does the statement, “I don’t see color” mean to you? How do our own narratives
about skin color have an impact on others learning? How might honoring the narratives
of our students also satisfy some need in that student?

Narratives as an Educational Goal Activity (10 min)

Share why it’s important to you to honor the narrative of the learner.
What sorts of narratives exist within ourselves?
Facilitator Prompts the Group: What are we currently doing to honor narratives? If
there are things that we are already doing to honor narratives, let’s discuss ways we
can also improve upon what we are doing, to better serve our students.

In table groups create written lists for the following areas:

WHAT: What might you need or need to do in order to honor the learners narrative in
an ideal way?
WHO: Who do you need to involve in order to achieve our goal?
WHY: What might it feel like for you to achieve your goal of honoring your learner/s
narrative in your ideal way?

Ask your large group to identify and list any of the positives of focusing on narratives in
our learning environments?

Self-Reflection (5 minutes)

Share any further thoughts and reflections you have about honoring our children as
learners.

What strategies do we have for reinforcing what we’ve learned?

“Engaged Parenting”

Engaged parents provide meaningful support for learners that cover all elements
of learning and potential. Parents shape the future of their learners, through their own
parenting, with their expectations, structure, support, and modeling. Where a parent can
and will support and extend classroom learning into the home learning environment this
becomes an added level of quality and support for student success. Parents are
engaged in a variety of ways. Their mission is to remain supportive, respectful and
optimistic about our learners and their potential for contribution to the world.

Facilitator (5 min)
1. Shares an example of why they believe learning more about engaged parenting itself
is important.
2. Prompts participants to take notes on the parent narratives they find compelling.
3. Prompts participants to ask themselves, “Why is it important to you that you learn
more about engaged parenting?”
4. Plays (8.5 min), “Engaged Parenting”.

Engaged Parenting Questions for Small Group Discussion (8 min)

What stood out to you in this segment?

The narratives in this segment highlight aspects of parenting that are critical to the
success of students. What elements of parenting, skills and capacities did you see in
the film that could have an impact on a child’s learning?

We know that the, “closed student”, is often more challenged partly because the student
is too young to identify what they’re feeling, or to sufficiently communicate on their own
behalf. How might the narrative be a powerful mechanism in helping students who are
more hesitant to share?

“I just don’t want him to think that there isn’t anything that he can’t do,” is a common
parent narrative. Parents know that confidence is the necessary ingredient to achieving
student potential. What parenting factors, skills and capacities are involved in the ability
to successfully achieve academic, partnership or behavioral goals with students?

One of the parents stated, “We are trying to help them find out what they’re called to
solve.” Another that, “We plant the seed, the school waters it.” What kinds of parenting
bring out the best in our learners?

Engaged Parenting Large Group Discussion (7 min)

Action (2-3 min): Facilitator transition to large group. Ask small groups to report
into the large group any compelling findings. Ask, did you find any examples of
parent engagement that have had impact. In what ways has engaged parenting
had an impact?

Discussion of findings, if any.

Action: Facilitator may state, “Now that we have heard more about engaged
parenting, we know that engaged parenting has impacts on learning, classrooms,
schools and communities. Let’s discuss more of its application. Ask the large
group:

Many of our parents narratives include a commitment to their child’s classroom learning.
Describe a time where a parent or peer has been particularly supportive of a child’s
classroom learning. What is it like for you to be in relationship with that parent or peer?

Why do you support the sharing of narratives around parent engagement?

“Planting Seeds” Narrative Activity (10 min)

Gather the materials necessary for growing, Zinnias, (ie; Zinnia seeds or stems, soil for
growing, water source, and vessels (plastic sandwich bags) in which to begin or support
Zinnia seedlings.

Have you had a fun experience with Zinnias? Share that with the group and or read the
following.

Hundreds if not thousands of years ago, the flower, Zinnia, were first cultivated in the
gardens of Aztec peoples of South America. The Zinnia has more currently been known
to geneticists and botanists for it’s fun color and form variations. Oftentimes, Zinnias do
not resemble their parent seed. Zinnias are popular for their diversity.

Ask the participants to add the soil, water and seed to their vessel. Keep warm and
moist until planting season begins. Plant in full sun.

Self-Reflection (5 min)

What strategies do we have for reinforcing what we’ve learned about, “Engaged
Parenting”?

Share any further thoughts about the segment.

“Valuing Learning at Home”
Informal learning environments have tremendous impact on our classrooms and
schools. Learning is an anytime, anyplace thing, and parents and families have within
their power the ability to reinforce and expand the learning that takes place at school,
and also create fun, and exciting learning opportunities that enrich their children’s
experiences.

Facilitator (5 min)
1. Shares an example of why it is that they believe learning more about valuing
learning at home, is important.
2. Prompts participants to take notes on the parent narratives that they find
compelling in the coming segment.
3. Prompts participants to ask themselves, “Why is it important to you that you
learn more about, learning at home?”
4. Plays (9.0 min), “Valuing Learning at Home”

“Valuing Learning at Home” Small Group Discussion (10 min)

What stood out most to you about this segment?

Identify from the film, a parent narrative about learning in the home that you find
especially compelling. What is it that you believe is being learned in the home in the
narrative?

Share your own narrative about a learning environment that you’ve especially enjoyed.
How did you know that learning was happening in that environment?

Each household also has its own set of narratives. In what ways did your own
household have its own way of doing things? What is your, “ideal household”?

The parent narratives in the film discuss the structures, (ie. mentors, reinforcement,
tutoring, space, organization) that are necessary in order for students to successfully
learn. How are these structures communicated and to whom? Give an example of a
structure or support for learning that has been difficult for you to establish in the home
for your student/s.