Findings From a National Survey of Colleges and Universities Preparing Educators for Family Engagement

• In Event: Preparing Educators for Family and Community Engagement: A Spotlight on Co-Constructed Research Approaches

Abstract

Objectives:
The purpose of this paper is to highlight findings from a national survey of educator preparation programs (EPPs) and their efforts to prepare education candidates for family and community engagement.

Theoretical Perspectives:
Decades of research confirm that family and community engagement in education advantages children academically and socially, and brings a host of benefits to schools, families, and communities (Boonk et al., 2018). Yet, research shows that educators lack opportunities early in their preparation and throughout their careers to study, learn, and practice the competencies necessary to partner with families equitably (e.g., Epstein & Sanders, 2006). Education candidates need opportunities and experiences learning with and from families so that they can reflect on their own biases and assumptions, build authentic relationships, and elevate the voices of families and communities who have been most underserved to inform meaningful curriculum and instruction.

Methods & Data Sources:
To glean a more current picture of how educators are prepared for family and community engagement, 152 department heads of EPPs responded to an online survey designed to understand two inter-related research questions: (1) how are educators currently prepared for effective family engagement, and (2) what promising practices and barriers exist? Respondents represented 42 states (50% public institutions; 11% Hispanic and Minority Serving Institutions; 3% Historically Black Colleges and Universities). EPPs were largely from the South and Midwest of the US.

Results:
Only 51% of educator preparation programs offer a standalone course in family and community engagement. Although family engagement topics are embedded into a variety of ongoing courses - most frequently teaching children with special needs, classroom management, and culturally sustaining pedagogy – the rates with which family and community engagement topics are embedded is low (only 10-30% of the time). Readings, videos, and the use of the case method are the most common methods that faculty use in coursework. The biggest challenge to preparing education candidates for family engagement was that there are too many other required courses for programs to cover. Department heads also hold varying beliefs about the role of family and community engagement in educator preparation. Nearly 55% of department heads believe that their education candidates are a little less or much less prepared for family engagement in comparison to other subjects. Only 31% of department heads believe that family engagement is an essential or high priority for their programs.

Significance:
Taken together, findings of the survey call for EPPs to reimagine how family engagement is addressed throughout program coursework. It also calls for EPPs to create new opportunities to enhance ways education candidates build relationships with families throughout clinical experiences.

References:
Boonk, L., Giselears, H.J.M, Ritzen, H. & Band-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30;

Epstein, J. L., & Sanders, M. G. (2006). Prospects for change: Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81, 81–120.

Authors

• Margaret Caspe, National Association for Family, School and Community Engagement
  Presenting Author

• Reyna P. Hernandez, National Association for Family, School and Community Engagement
  Non-Presenting Author