Summary of the Literature Review on Current Practices in First Nation Parents and Community involvem

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Summary of the Literature Review on Current
Practices in First Nation Parents and Community
involvement For the 19th First Nations
Education ConferenceApril 2009
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Background
Parent-community involvement is generally thought
to mean the ways that school, families and
communities interact in order to support student
learning and development. Traditionally, support
of the student in school is thought of as
parent-teacher interviews and volunteering in the
classroom. Research indicates there are several
differences between First Nations and non-First
Nations parental involvement in, and satisfaction
with, the education system Here is an overview
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Study shows that successfull practices involve

• Getting parents involved in the decision making
  process it is a well- known fact that as people
  feel ownership over something they become more
  engaged.
• Communication it must be a two-way dialogue.
  This can take place through building trust,
  building relationships with parents, using a
  variety of means of communication and providing
  times for parents to meet in the school in a
  social setting.
• Thinking outside the box Strategies and
  processes must allow for creativity and
  flexibility.
• Recognizing and addressing barriers.
• First Nations role models.
• Other current practices such as establishing
  parent clubs, creating parent- student activities
  and other incentives.

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Outcomes from the general successful practices
for Parental Involvement are

• Increased student academic achievement because
  students receive more support at home for their
  classroom learning activities.
• Increased knowledge and skills for family
  members for supporting their children
  academically as well as physically and
  emotionally.
• Enhanced family and school interactions
  resulting in improved relations and support for
  the schools academic efforts.

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Some of the successful Practice partnerships
between parents and schools were found in the
following communities
Akwesasne Mohawk Board of Education (AMBE),
Kitigan Zibi School, Kahnawake, Ecoles Annie
Whiskeychan and Wiinibekuu, and Eskasoni
Elementary/Middle School.
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Principles of successful Practices are

• Parents should be partners in the educational
  process
• Teacher training about parent involvement is
  essential
• Parent involvement is a process that evolves
  over time
• Educators should ask parents how they want to be
  involved in their childrens education
• Policies should clearly define involvement and
  should be developed together and,
• Resources should be provided to schools to
  develop parent involvement programs.

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 Students with involved parents are more likely
to

• Earn higher grades and test scores, and enrol in
  higher level programs,
• Be promoted, pass their classes and earn
  credits,
• Attend school regularly,
• Have better social skills, show improved
  behaviour and adapt well to school, and
• Graduate and go on to post-secondary education.

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The analysis and research in the study shows
that

• Community responsibility for educational
  programs is essential.
• Local control appears to be a major factor in
  the success of schools.
• Challenging the status quo resulted in the
  community gaining control of school outcomes and
  ensuring needs are met from a community
  perspective.
• The presence of large numbers of First Nations
  teachers and administrative staff helps the
  school to foster a supportive environment.

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• Strong political and administrative leadership is
  a major contributing factor for school and
  community partnerships success. Input on the
  part of the Band Council, elders and
  administration contributes significantly towards
  the strength of the ongoing partnership between
  parent, school and community.
• Community members and researchers need to be in
  partnership in all aspects of projects and
  programs.
• Agendas must be flexible and responsive to
  community needs.
• Projects must allow for learning opportunities
  for all involved.
• The integration of intervention and evaluation
  components is required over time to measure
  success.

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Parent and community strategies need to encompass
the following elements in order to be effective

• Needs assessments and parent consultations
  parents and school staff must work
  collaboratively to develop strategies and
  programs that are mutually beneficial.
• Building relationships fostering welcoming
  environments built on trust are essential for
  First Nation students and parents.
• Cultural awareness a respect for First Nations
  culture, traditions and language must be part of
  the school environment.

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• Measurement and the tracking success of
  partnerships First Nations communities must
  become partners in the decision-making process
  with respect to First Nation programs and
  services. Furthermore, assessment must be a
  component of any good strategy or plan that is
  put into action. Measurable targets need to be
  put into place to assess the effectiveness of
  any strategy.
• Information sharing regional differences must
  be shared. The input from community members must
  be sought after. Relationships through
  information sharing must be built on mutual
  trust and respect between parents and the school
  community.

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• Questions?
• As parents, what are things that you could be
  doing to improve your participation in the
  education of your children?  What are things that
  you could do to help others improve their
  participation?
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• 2. What could your school be doing to improve
  parental participation in the school and the
  education of your children?
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• 3. What can the FNEC do to help support parental
  involvement in your school? (policy, training,
  Native parents organization, networking, etc)

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Thank you