Preparing Pre-Service Teachers
to Engage Families in Their
Child(ren)’s Education
A CASE STUDY OF OREGON’S TEACHER
EDUCATION PROGRAMS
EXECUTIVE MPA CAPSTONE PRESENTATION
PORTLAND STATE UNIVERSITY
NOVEMBER 30, 2012
DEBRA M. ELLIS
Overview
2
 Statement of the Problem and Research Questions
 Methodology and Findings


Phase I: Literature Review and Findings
Phase II: Curriculum Review and Findings
Sample
 Methods
 Curriculum Review and Findings
 Limitations

 Recommendations and Conclusions


Summary Recommendations
Leadership Implications
 Acknowledgements / Thanks
Statement of Problem and Research Question
3
Research has shown that…
 parental involvement results in mutual benefits to
students and teachers.
 when teachers are dissatisfied with their jobs, they
are likely to leave teaching within the first five years.
40 percent cite lack of parental support as the reason
for leaving—this was the #1 reason cited.
 there is limited evidence that pre-service teacher
training programs are providing adequate teacher
training in the area of family and parent
involvement.
Statement of Problem and Research Question
4
Research Questions
 How do teacher education programs in Oregon
prepare pre-service teachers to work with parents
and family members?
 What lessons can be learned from this case study to
increase the efficiency of Oregon’s Teacher
Preparation Programs in the area of parent
involvement/ family engagement?
Methodology and Findings
5
Phase I: Literature Review and Findings
 Research on the benefits of parental involvement on
student academic achievement.

Students with involved parents are more likely to
 earn
higher grades and test scores, and enroll in higher-level
programs
 be promoted, pass their classes, and earn credits
 attend school regularly
 have better social skills, show improved behavior, and adapt
well to school
 graduate and go on to postsecondary education
Methodology and Findings
6
Phase I: Literature and Findings
 Teacher attitudes about parents – teacher barriers to
parental involvement.



Teachers feel great anxiety, concern, worry, and fright when it
comes to interacting with families.
Teachers often view parent-teacher interactions as an added
burden and as a source of anger, intimidation, and conflict.
The anxiety surrounding parent-teacher interactions increases
as the population of students (and their families) becomes
more diverse.
Methodology and Findings
7
Phase I: Literature Review and Findings
 Research on the impact of parental involvement on
teacher job satisfaction and career longevity.
 Research on teacher’s perceived ability to effectively
engage families in their child’s education.

Teachers often lack the confidence of being able to engage
parents in family involvement efforts, especially if they have
had little or no training to do so.
Methodology and Findings
8
Phase I: Literature Review and Findings
 Research on the presence of parental involvement
components in teacher preparation programs.



Pre-service education provides little training to prospective
teachers on how to create school-family partnerships.
The problem of inadequate training is due to a lack of course
availability.
Course work alone is inadequate to fully prepare teachers to
work with families. Teacher education programs should
provide prospective teachers with the hands-on training for
working with families and parents.
Methodology and Findings
9
 Phase II: Curriculum Review and Findings - Sample
 20 approved teacher preparation programs
 16 community colleges
Methodology and Findings
10
Phase II: Curriculum Review and Findings - Methods
 Review of publically available materials (web site,
college catalogs, etc.)
 Used a systematic approach – based upon literature
review and findings – to identify relevant program
elements, strategies, and initiatives that mentioned
components of parent involvement, family
engagement, or school-home partnerships.
Methodology and Findings
11
Phase II: Curriculum Review and Findings
 Course Offerings Varied widely among schools


One college had only one partial, non-required undergrad class
Another university had 22 total courses
 (7 full, 15 partial / 9 undergrad, 13 grad / 11 required – 5
ECE, 3 Special Education and 1 ESL)
 Fell within three primary functions:
 Understand Families/Family Systems
 Develop Strategies for Working with Families
 Recognize the Families Role in Child/Adolescent Development
or Families Role in Child’s Education
Methodology and Findings
12
Phase II: Curriculum Review and Findings
 246 courses
 96 Graduate/ 49 Undergraduate /101 Associates
 48 full / 198 partial
 144 ECE / 12 Middle and High School Level
 62 Special Education / 26 ESL
 18 Practical
Methodology and Findings
13
Phase II: Curriculum Review and Findings - Limitations
 Only Publically Available Materials – no follow up surveys
or in-depth interviews

No way to ascertain the extent that the parent involvement
components are included in the course.
 Only Coursework – no way to determine hands-on
opportunities
 Only Teachers – did not review offerings for counselors,
principals or other educators
 No way to ascertain what results these courses have in
terms of practice.
Recommendations and Conclusions
14
Recommendation
Finding
Research
Further, more in-depth study of the teacher
education programs to ascertain their full
coverage in the areas of parent involvement and
family engagement.



More consistency across the
colleges/universities.

Require more of the already existing courses in
general education classes and at the middle and
high school level.
144 ECE / 12 Middle and High School
Level
Add more practical courses or more practical
applications within regular courses.
18 Practical
Provide pre-service teachers with more
opportunities to interact with parents before the
start their careers.
18 Practical
Both personal experiences and research have confirmed that
teachers feel great anxiety, concern, defensiveness,
trepidation, worry, and fright when it comes to relating to
and interacting with families (Hargreaves, 2000, 2001).
Continue to increase the coursework for
assisting educators in understanding and
working with diverse families.
26 ESOL
Anxiety surrounding parent-teacher interactions increases as
the diversity of the student population increases (Leithwood
& Duke, 1998; Van Hook, 2002; Villegas, 1991).

Increasing diversity in Oregon. 8.36% teachers/
33.69% students are minorities. Highest difference is
for Hispanics, 20.5% of students/ 3.6% of teachers.
Only Publically Available Materials
Only Coursework
No way to ascertain the extent that the parent
involvement components are included in the
course.
Varied widely among schools
 One college had only one partial, non-required
undergrad class
 Another university had 22 total courses
Infused in some other course, or taught separately,
preservice teachers should have a comprehensive picture of
the many benefits of a broadly defined parent involvement,
as well as be aware of key areas that can make them more
effective when working with students and their families
(Epstein, 2001; Shartrand, Weiss, Kreider & Lopez, 1997).
Especially making teachers who will teach in middle and
high schools—where parent involvement is not an expected
part of the educational process—aware of the influential
effects of parent involvement is essential (HFRP, 2004).
Course work alone is not adequate to fully prepare teachers
to work with families. Hiatt-Michael (2001) suggested that
hands-on training was necessary for working effectively with
families and parents.
Recommendations and Conclusions
15
The following recommendations are based on the
literature review and the research findings.
1.
Further, more in-depth study of the teacher
education programs to ascertain their full coverage
in the areas of parent involvement and family
engagement.
2. More consistency across the colleges/universities.
3. Require more of the already existing courses in
general education classes and at the middle and
high school level.
Recommendations and Conclusions
16
4. Add more practical courses or more practical
applications within regular courses.
5. Provide pre-service teachers with more
opportunities to interact with parents before they
start their careers.
6. Continue to increase the coursework for assisting
educators in understanding and working with
diverse families.
Recommendations and Conclusions
17
Leadership Development
 First – My assumption was wrong. There was much
more going on in the schools then I had assumed!

Single-loop/Double-loop learning. Creates the type of
environment where we learn from our “mistakes” and have
opportunities for life-long learning.
 Change happens – but sometimes at glacial speed.
 Growth models of change versus static measurements that are
sometimes arbitrary and meaningless.
 Importance of Passions.
 Especially when it comes to public service, our passions are
what keeps us going and drives us!
Acknowledgements / Thanks
18
 Dr. Douglas Morgan and Dr. Marcus Ingle
 Matt, Liz, and Avery Ellis
 Tom Reynolds and Judy Brady
 Katherine Gorretta,
Randy Reynolds,
Terri Morgan,
Lynne Marty,
JC Ellison
Questions?