Schools exist because families believe in the education system enough to send their children to competent educators. A critically reflective practitioner understands the value of collaboration and uniting the activities of school and learner’s homes (CFCTB, 2020.cfctb.org). In order to fully appreciate the strength of collaboration between schools and families collaborative teaming is an approach that is used with relative success. The above selections are a key to enabling the application of communication strategies that aid in building the collaborative frameworks.
Collaboration between schools and families can only be initiated through active listening. The two selected strategies are mutually exclusive. The program of collaboration would start with the educators and learners first. Collaborative teaming will help to uncover the issue to be addressed in the parent’s forums (Epstein, 2018). Educators, then, act as mediatory channels to improve the leaners experience through collaborating with their families on education issues. Strengthening collaboration will help to design frameworks that are suitable for large scale school districts. Policies that are structured on strengthening school and family collaborations are bound to capture the hole picture.
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PEER RESPONSES
Building relationships and trust in collaboration seems to be the most natural step in ensuring the viability of collaborative strategies. Educators strive to gain the trust of their learners in order to set a solid foundation for instruction (Epstein et.al., 2018). In the same way, collaboration between families and schools requires a significant level of trust between all parties.
Positive parental partnerships are built on trust (Epstein et.al., 2018). On a different note, when relationships are built on trust, the system seems to work for everybody involved. Parents trust that they have their children in the hands of competent educators and educators trust that parents will offer all the resources required to offer their children the best education.
References
Epstein, J.L., Sanders, M.G., Sheldon, B.S., Simon, B., Salinas, C., Rodriguez, N., Voorhis, V.F., Martin, S., Thomas, B., Greenfeld, M.D. Hutchins, D.,Williams,K.J. (2018). School, family and community partnerships: Your handbook for action . New York: Corwin Press.
Epstein, J.L. (2018). School/family/community/partnerships. Phi delta kappan 76(9) , 701.
Champions for Children. (2020). Positive parenting partnerships. www.cfctb.org/services
