Communityframingstatement

MILLER MASTER’S PORTFOLIO !
Community Framing Statement
Goal #7: Work with parents, families and the community
The partnerships formed between schools and the communities in which they are situated
can be a deciding factor in the success rates and achievement levels of students. Schools,
educators, and administrators that are warm and welcoming to the families and surrounding
community of the students who are in their care throughout the day undoubtedly improve the
learning experiences and performance of their schools. Research has found that parent-family-
community involvement is a key motivator for fostering higher educational aspirations (Belfield
& Levin, 2007). This research has been proven to be true across all races, economic status,
parent’s education, or background (Jeynes, 2003). Furthermore, community support of the
educational process is considered to be one of the characteristics common in many high-
performing schools (Henderson & Mapp, 2002).
In this community outreach project I completed over the summer of 2018, I ventured
beyond the walls of the local school as an educator to bring insightful information about Alaska
Children’s and Young Adult Literature to the community public library. Literacy is a significant
component of a community’s, and therefor children’s, wholistic understanding of the world. I
noticed that the public library lacked a coding system for the Alaska Books in the Children and
Young Adult sections. I combined the effort to label the Alaska Books and separate them from
the general collection with an informational display that encouraged patrons (both children and
adults) to consider the cultural sensitivity of the books they read and enjoy.
MILLER MASTER’S PORTFOLIO !2
Although these efforts were conducted prior to my student teaching experience, and they
occurred outside of the school system, I believe this project exemplifies what it means to be an
educator who values not only the children in the school, but also continually works to understand
and meet the needs of the families and communities from whom these students are grown and
nourished. Parent, family, and community involvement means different things to different
people, and one of the most non-threatening ways of learning more about and honoring the
communities in which we teach is through community involvement in volunteer efforts that are
needed and not forced upon the members of a community. The public library is run completely
through volunteer efforts and although I was not able to dedicate the time to fill a regular
circulation position, I fulfilled a needed task in hopes that a raised awareness of Alaska
Children’s Literature would benefit our community’s children and their families.
The National Education Association (NEA) states in their 2008 policy brief that more
than 17 states at that time had directed districts to implement parental involvement policies, and
Title I funding would be used to improve the efforts to involve parents, educators, and
communities in the shared responsibility of student academic achievement. While most educators
take their professional responsibilities seriously, they also recognize that they depend on parents
and community members for support. Our classrooms cannot be solitary islands of education;
students need to have bridges built between school and home and community affairs that all take
their academic achievement into account and reiterate the message that school is important.
Educators should build these bridges with families and community members. Where there is
reluctance or hindrance of family involvement, whether it’s because of uncomfortableness in the
school environment, demanding schedules, or frustration with bureaucracy, educators need to

continue to engage families and communities in communication, decision-making, and
collaborating.
Efforts that educators make outside of the school system send a powerful message that
working outside of our comfort zones is beneficial for the children in our communities.
According to the National PTA, building successful partnerships between schools and families
involves a process of raising awareness of the power of family and community involvement,
cultivating that involvement through programs and practices, and celebrating the successes of
increased involvement. Standard 6 addresses teachers collaborating with the community to
connect students, families, and staff to expand learning opportunities, community services, and
civic participation. My literacy project at the public library worked toward expanding the
learning opportunities available to children and families in Seldovia using an existing community
service.
The learning that occurs within the family and community contributes to school success,
and a greater level of recognition and support of these collaborative efforts is needed in order to
work synergistically and improve achievement. When schools recognize and honor the abilities
and knowledge of the families and communities of their students, we have a greater chance at
supporting and furthering the goals, dreams, and hopes of our children. As educators, we need to
pay homage to the kinds of knowledge that are important in our students’ homes because
working along the same paths will also build contextual relevance, connect with prior
knowledge, and ultimately create multi-faceted learning experiences in which children, schools,
and communities will thrive.

References
Belfield, C. R. and H.M. Levin, H.M. 2007. The price we pay: Economic and social
consequences of inadequate education. Washington, DC: Brookings Institution Press.
Henderson, Anne T. and K.L. Mapp. 2002. A new wave of evidence: The impact of school, family,
and community connections on student achievement. Austin, TX: National Center for
Family & Community Connections with Schools, Southwest Educational Development
Laboratory.
Jeynes, W.H. 2003. A meta-analysis: The effects of parental involvement on minority children’s
academic achievement. Education & Urban Society 35(2): 202-218.
National Education Association. 2008. Parent, family, community involvement in education. NEA
Education Policy and Practice Department. Washington, DC: Center for Great Public
Schools.
National PTA. 2018. National standards for family-school partnerships. Retrieved from https://
www.pta.org/home/run-your-pta/National-Standards-for-Family-School-Partnerships on
February 25, 2019.

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MILLER MASTER’S PORTFOLIO !

Community Framing Statement

Goal #7: Work with parents, families and the community

parent’s education, or background (Jeynes, 2003). Furthermore, community support of the

educational process is considered to be one of the characteristics common in many high-

performing schools (Henderson & Mapp, 2002).

component of a community’s, and therefor children’s, wholistic understanding of the world. I

reluctance or hindrance of family involvement, whether it’s because of uncomfortableness in the

school environment, demanding schedules, or frustration with bureaucracy, educators need to

continue to engage families and communities in communication, decision-making, and

increased involvement. Standard 6 addresses teachers collaborating with the community to

and communities will thrive.

consequences of inadequate education. Washington, DC: Brookings Institution Press.

Family & Community Connections with Schools, Southwest Educational Development

academic achievement. Education & Urban Society 35(2): 202-218.

February 25, 2019.

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