Community-School Partnerships in the Teaching All Multilingual Students (TEAMS) Project

• In Event: Teachers' Commitment to Working With Culturally and Linguistically Diverse Families

Abstract

This study reports on the family engagement component of a research and development effort to support teachers in gaining new knowledge and skills for effectively educating English learner students. As part of their ESOL or dual language endorsement, teachers in the project worked to formalize partnerships between their school district and a local community organization that served immigrant families. They then collaboratively planned and carried out education-focused events to deepen parent and community engagement in partner districts. Analysis of interviews and surveys indicated that participating teachers gained new insights about building community, working across cultural and linguistic differences, and reconsidering the nature of welcoming and safe spaces and interactions. Community partners likewise gained new insights about collaborating with teachers.

Authors

• Kathryn Esther Mcintosh, Oregon State University

• Cory A. Buxton, Oregon State University

• Flor Lizbeth Hernandez, Oregon State University

• Esther Vega, Oregon State University