Effective partnerships between schools and parents, whānau, and communities can result in better outcomes for students. The better the relationship and engagement, the more positive the impact on students' learning.
New Zealand articles and resources
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Fred Biddulph, Jeanne Biddulph and Chris Biddulph
This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand . It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators, government agencies, researchers and communities.
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Jan Hill and Kay Hawk
This 1998 SET article examines the development of the AimHi project and research. Although this research is now older it still has relevance for schools. It explores the links between the world(s) of the student; the world(s) of home, and the world(s) of school, and how the collision of these worlds can impact on learning and achievement.
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New Zealand school stories
Debbie Marshall-Lobb discusses how relationships are everything and how the principal plays a really powerful role in terms of shaping culture.
Juliet Small discusses moving towards the culture of Oranga School.
Gisborne Girls High school is part of a local, a national, and an international community. Karen Johansen feels celebrating success is an integral part of the school culture.
Noema Williams discusses building on a whānau/marae model.
Shona Oliver discusses leading people and building community relationships.
Des Hedley took a group of staff to visit other schools wanted to build the staff team and be able to come back and reflect on good practice.
Alan Straker discusses understanding and supporting quality in an environment of school isolation and rapid change.
Ngaire Harris is leading innovative changes and creating pathways to the future for her students in Hauraki Plains College, a college that she herself attended as a student.
Vee Singh is leading a culture change at Pakaraka School, based on clustering with other schools to develop professional practices, and which values the individual.
Shirley Maihi is leading change in Finlayson Park School, a large school with a high percentage of Māori and Pacific Islands students. She explains the importance of focusing on her students' social and academic development and total well-being, and of nurturing the relationships between the student, the school and the parents.
Jill Cogger-Mathieson is building relationships with the Greymouth community and actively supporting families of children with special needs.
Joyce Beck is building the capacity of Kaitangata School, in South Otago, to raise student achievement by involving parents as learning partners.
Other resources
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Joyce Epstein
This page provides links to two web sites. The first is to an overview of Joyce Epstein's work on parental involvement in schools. The second site links to a checklist, based on Epstein's work, that teachers can use to evaluate how well their schools are connecting with parents. Professor Joyce Epstein is a world authority on school-family-community partnerships. She teaches at John Hopkins University in Baltimore.
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Joyce L. Epstein and Karen Clark Salinas
This article discusses the difference between a professional learning community and a school learning community, and suggest ways of engaging parents to enhance student learning. Includes an explanation of Epstein's 'Six Types of Parental Involvement'.
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Roland Barth
This article is a very readable comment on the importance of quality professional relationships among the adults within a school. Roland Barth has considerable experience as a principal and as someone who mentors principals in a leadership programme.
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Daniel Muijs, Mel Ainscow, Alan Dyson, Carlo Raffo, Sue Goldrick, Kristin Kerr, Clare Lennie, and Susie Miles
This article looks at ways to improve educational attainment for all students through the removal of barriers to engagement and achievement. It examines the types of school leadership that might assist in improving social inclusion for young people and their families. There is a useful discussion about what is meant by social inclusion.
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