POLICY & PROGRAM GOALS
The Policy and Program Goals highlight the goals and outcomes that should emerge for educators and families when the Essential Conditions are met.
These goals can be used as to develop metrics that measure capacity growth among families and educators. What follows is greater detail on the 4 C’s and examples of possible measurement criteria to assess them.
Capabilities: Human Capital, Skills, and Knowledge
School and district staff need to be knowledgeable about the assets and funds of knowledge available in the communities where they work. They also need skills in the realms of cultural competency and of building trusting relationships with families. Families need access to knowledge about student learning and the workings of the school system. They also need skills in advocacy and educational support. Examples of possible criteria include:
Families have increased their knowledge and understanding of what their children should know and be able to do from birth through secondary school and have increased their portfolio of tools and activities that they can use to enhance their children’s learning.
Families have enhanced knowledge and understanding of educational policies and programs, such as those associated with special needs and Title I.
Families have enhanced their own skills associated with literacy and language acquisition, degree completion, and job skills.
District and school staff have increased their knowledge of the assets and funds of knowledge of the families and communities they work in.
District and school staff have increased their knowledge and understanding of culturally responsive practices and pedagogy.
District and school staff have increased their portfolio of ways to reach out and build trust.
Connections: Important Relationships and Networks—Social Capital
Staff and families need access to social capital through strong, cross-cultural networks built on trust and respect. These networks should include family–teacher relationships, parent–parent relationships, and connections with community agencies and services. Examples of possible criteria include:
Levels of relational trust have increased between families and school staff.
The number and scope of parent-to-parent networks and connections has increased.
The number of cross-cultural networks (across race, socioeconomic status, education level, etc.) have increased between school staff and families.
Families and staff have increased their connections to community agencies and services.
Confidence: Individual Level of Self-Efficacy
Staff and families need a sense of comfort and self-efficacy related to engaging in partnership activities and working across lines of cultural difference. Examples of possible criteria include:
Families and school staff indicate an increase in their comfort level and sense of self-efficacy when engaging in home–school partnership events and activities.
An increased number of families and staff from diverse backgrounds take on positions of leadership at the school or in the community.
Cognition: Assumptions, Beliefs, and Worldview
Staff need to be committed to working as partners with families and must believe in the value of such partnerships for improving student learning. Families need to view themselves as partners in their children’s education, and must construct their roles in their children’s learning to include the multiple roles described in the Framework. Examples of possible criteria include:
Families’ beliefs about the role they play in their children’s education have broadened to include multiple roles.
District and school staff members’ core beliefs about family engagement have been discussed and documented.
Staff and families’ belief systems about the value of home–school partnerships are linked to learning and school improvement.
Staff have a commitment to family engagement as a core strategy to improve teaching and learning.
These resources are commonly used to measure capacity improvements in educators and families.