Developing a Pedagogy of Enactment for Teaching Family Engagement

• In Event: 72.035 - Teaching Parent-Teacher Communication Through the Use of Online Modules

Abstract

Objectives:
Both parent teacher conferences and parent phone calls are tasks that all teachers encounter as part of their professional practice; however, these tasks are rarely to never addressed in teacher preparation. We found that the majority of students had little to no training on communicating with families during their teacher preparation. Seventy-four percent of participants said they had zero courses on family engagement and 63% responded that their professors incorporated strategies for communicating with families either never or only once a quarter/semester. This data is consistent with national surveys on new teachers’ preparation to engage families (MetLife Survey of the American Teacher, 2005; Schulman, 1997).

Given the importance of family engagement for students and teacher candidates’ general lack of preparation in this area—specifically skill-based preparation they can use on day one as new teachers—this project developed trainings for candidate teachers on two routine family engagement skills: making an initial phone call home and conducting a parent-teacher conference.

Perspectives/theoretical framework:
Good teachers require not just academic knowledge but also craft and skill: what Grossman and McDonald (2008) refer to as the “pedagogies of enactment.” Candidate teachers, therefore, require opportunities not just to develop and apply knowledge but also to develop and apply their craft and skill. Within this framework of pedagogies of enactment, we developed two complementary projects that allow students to both learn about the theoretical importance of engaging with families and to practice their skills.

Methods:
First, participants learned about making phone calls to families as an initial form of positive communication and relationship building. Candidates participated in simulated phone calls with trained “practice parents” and attended a training on family engagement. Data collection was robust and included: a pre- and post-mock phone call with a “practice parent”, pre- and post-surveys, training on parent engagement, and focus groups.

Next, participants learned about parent-teacher conferences through a series of online modules. Again data collection was extensive and included analysis of students’ written plans, multiple choice questions, open ended questions, surveys and focus groups.

These modules enable candidates to develop concrete skills to engage with families. They focus on basic tasks starting with a (seemingly) simple phone call that introduces the topic of family engagement and scaffolds learning. Modules can be used independently or cumulatively, and can also be used as building blocks for more advanced content.

Results:
Data collection found that the interactive and simulated nature of these modules captured students’ attention which increased their learning. While a few other online tools exist, these tools are almost entirely text based; therefore, the team will release the final models free-of-charge for use by any university.


Scholarly Significance:
Because the final outcome of this project will be to provide this content to all teacher preparation programs, it provides a research-based model of effective instruction and is an exemplary model of “knowledge to action.” With the introduction of these resources, any professor, anywhere can include research- and candidate-vetted content about family engagement: content both EPPs and candidates say they need.

References

Author

• Claire Jacobson, Council for the Accreditation of Educator Preparation