Family-School

Partnerships Framework—
A guide for schools and families

Fact sheets

The Family-School Partnerships Framework supports parent engagement in education for

improved student learning. A series of materials have been developed to support the
framework, including the following factsheets:

1. Parent engagement in learning

2. Learning at home

3. Partnerships

4. Building partnerships

The Family-School Partnerships Framework was developed by The Family-School and Community
Partnerships Bureau with support from the Australian Government.

The Family-School and Community Partnerships Bureau was a partnership between the Australian
Council of State School Organisations (ACSSO) and the Australian Parents Council (APC).For further
information visit www.education.gov.au/parent-information.
Fact Sheet: Parent engagement in learning
Family-School Partnerships Framework
A guide for schools and families

Improving student learning through parent engagement

Parent engagement in learning is known to lead to improved outcomes for students of all ages.
Parents play an essential role as the first educators of children, and ongoing, active engagement
of parents, families and communities has a major impact on a child’s success at school.

Teachers and schools can support parent engagement in learning by building partnerships to
connect learning at home and school.

Parent engagement and involvement

The Family-School Partnerships Framework focuses on parent engagement in learning, rather
than parent involvement in schools.

Parent involvement in schools includes attending events, volunteering in class or other activities,
and serving on school councils and parent committees.

Parent engagement in learning encompasses parent involvement in schooling as well as a

broader range of activities, including parent support for children’s learning at home, at school and
in community contexts—recognising the cultural and social diversity of families and communities.

Parental engagement in learning underpins children and young people’s cognitive and social
and emotional development, shapes family practices and behaviours, and can impact the nature
of the school community and the experience of schooling. Parental engagement is therefore a
highly significant leverage point for enhancing the academic attainment and wellbeing of
children and young people (Emerson, Fear, Fox & Sanders, 2012, p. 34).

In schooling contexts, parent engagement is described as:

An intentional and collaborative strategy to support and leverage the knowledge, capacities and
social capital of families to improve learning and wellbeing outcomes for all children and young
people. (Family-School & Community Partnerships Bureau, 2014).
The ACT Government defines parent engagement in two parts—family-led learning and
family-school partnerships:

 Family-led learning focused on high aspirations for children, shared reading, a positive
environment for homework, parent-child conversation, a cognitively stimulating home
environment and support for social and emotional wellbeing; and
 family-school partnerships that encourage positive parent-teacher relationships,
communication about children’s progress, and engagement in the school community, while
equipping parents to effectively support and encourage their children’s learning and
wellbeing (ACT Government, 2014).

Home-school and family-school partnerships feature strongly in definitions and understanding of

parent engagement. Such partnerships are recognised as an effective strategy for supporting
active parent engagement in different ways.

Why is parent engagement in learning important?

There is strong evidence that parent engagement is associated with improvements in academic
attainment for students of all ages. This includes early literacy, school adjustment and student
attendance, motivation, self-regulatory behaviour, social skills, retention and graduation rates.
This evidence confirms the importance of valuing and supporting parent engagement in learning.

The evidence suggests that parental engagement strategies have the greatest impact when
they are focused on linking behaviours of families, teachers and students to learning outcomes,
when there is a clear understanding of the roles of parents and teachers in learning, when
family behaviours are conducive to learning, and when there are consistent, positive relations
between the school and parents (Emerson, Fear, Fox & Sanders, 2012, p. 32).

When schools implement parent engagement as an intentional and collaborative strategy, they
can draw on and benefit from the world views, knowledge, capacities and diversity of families. In
turn, this enables families to gain vital information and support to help their children succeed.

School effectiveness research has identified positive home-school relations as a characteristic of

schools with high academic standards, regardless of student background variables. Highly
effective schools regard parents as partners in education and promote home-school
partnerships.

One characteristic of highly effective schools is that they form partnerships to enhance student
learning and wellbeing. This includes partnering with parents and families (Masters, 2015).

Research has also highlighted the importance of understanding which aspects of engagement
are most beneficial. It has shown that good parenting, including providing a safe, secure and
intellectually stimulating home environment, and modelling educational values and aspirations,
has ‘a significant and positive effect on achievement and adjustment even after all other factors
shaping attainment have been taken out of the equation’ (Desforges & Abouchar, 2003, p. 4).

Home-based parent engagement has been shown to have a greater effect on academic
attainment than school-based parent involvement in activities. However, school-based parent
involvement is still very important, and helps create good relationships between schools and
families, facilitating positive teacher-child interactions.

Developed by the Family-School and Community Partnerships Bureau. The Bureau is a partnership between the
Australian Council of State School Organisations and the Australian Parents Council, with support from the
Australian Government. Visit the Department of Education and Training website for more information.
Fact Sheet: Learning at home
Family-School Partnerships Framework
A guide for schools and families

Supporting and encouraging learning at home

Parent engagement in learning and everyday positive parenting are major contributors to children’s
learning, and can build children’s confidence, motivation, capability and competence as learners.

Schools and teachers can support family-based learning by communicating effectively, building trust and
sharing information and resources that families can use in the home.

Alongside families, many other relationships and factors also influence children through adolescence to
adulthood. In this way, school education is a shared responsibility, and partnerships between families,
schools and communities are important.

Family engagement is a shared responsibility of families and schools, and communities for
student learning and achievement; it is continuous from birth to young adulthood; and it occurs
across multiple settings where children learn (Weiss, Lopez & Rosenberg, 2010, p. 3).

Different parents may have different levels of confidence in their role as first educators, and their ability
to partner with schools and teachers.

By building relationships and partnerships, schools can encourage and inspire parents to confidently
engage in their children’s education and to feel included, valued and influential in school life.

The beliefs and attitudes of school communities about the role of parents, and their engagement
strategies, have a significant influence on parent engagement. The attitudes, relationships and
communication from teachers, and the ways in which schools show their support for students and
families, influence parent engagement both in the home and at school.

As teachers we can merge what we know about children, teaching and learning with what parents
know, working in relationship to enhance our curriculum for children, to attend to the family’s
agenda as well as our own, and to ensure everyone is strengthened in the process (Pushor,
2013, p. 10).

Research and good practice points to some specific things parents, families, schools and teachers can
focus on to support and facilitate home-based learning. The ideas below are a starting point.
For teachers and schools For parents and families
 Create and take advantage of opportunities  Build supportive relationships with
to better understand the experiences, children and work hard to maintain
capabilities, needs and expectations of these when circumstances are difficult.
parents and families.  Communicate the value of education
 Understand family aspirations for their and the importance of schooling.
children, and build trust with families to  Encourage educational aspirations and
share responsibility for education. career goals; make plans with children
 Clearly communicate what is expected of for their future.
parents and listen to families’ expectations  Regularly ask children what they are
of schools. learning and doing at school, and praise
 Communicate how parents and families can real effort and achievements.
support and collaborate in learning.  Take an interest in homework, provide
 Enable time for parent and family interaction help where needed and offer
at school that helps build relationships. encouragement and support for children
 Engage with parents and families to explore to solve problems for themselves.
their role in learning, and how they support  Have high expectations for children’s
learning at home. academic success and their behaviour.
 Provide resources and opportunities to  Encourage physical activity and set
support and facilitate home-based learning. reasonable boundaries for television,
 Develop an understanding of contemporary electronic games and online socialising.
learning in home and school contexts.  Engage children in meaningful
 Recognise and use learning opportunities in conversations about everyday life and
home environments. topical issues, and encourage critical
 Proactively communicate and discuss thinking and the development of ideas.
children’s contributions, progress and  Have positive interactions with teachers;
performance with parents. share knowledge, ideas and concerns.
 Integrate family engagement into curriculum  Participate in class-based, year level or
planning. co-curricular activities to show support
 Reduce sources of conflict in school-home for children’s learning at school and
relationships and create safe places for build relationships with teachers and
teachers and parents to share information other parents.
and solve problems together.
 Encourage and expect teachers to consider
parent concerns as valuable feedback and
make meaningful interventions or changes
where possible and necessary.
 Provide development and training
opportunities that bring teachers and
families together and develop partnership
capacity.

Developed by the Family-School and Community Partnerships Bureau. The Bureau is a partnership between the
Australian Council of State School Organisations and the Australian Parents Council, with support from the
Australian Government. Visit the Department of Education and Training website for more information.
Fact Sheet: Partnerships
Family-School Partnerships Framework
A guide for schools and families

Supporting positive parent engagement in learning

Partnerships are an effective way to support and empower positive parent engagement, and
bring together family and community resources to enrich student learning and wellbeing.

Family-school partnerships
Family-school partnerships are collaborative relationships between families and school staff,
focused on student learning and development.
Through these partnerships, parents and families can participate in purposeful and productive
relationships that expand their interests, knowledge, needs and resources.
Family-school partnerships may be created at a whole school, year or class level, for a particular
learning or subject area, or to support an individual student. They connect home to school and
might focus on students in transition, student and family wellbeing, a particular topic like science.
Family-school and community partnerships are re-defining the boundaries and functions of
education. They enlarge parental and community capacity; they create conditions in which
children learn more effectively. In these ways, they take education beyond the school gates
(Family-School and Community Partnerships Bureau, 2009, p. 6).

School-community partnerships
Similar to family-school partnerships, school-community partnerships are underpinned by shared
and sincere interest in improving student learning, wellbeing, opportunities and outcomes. Students,
families, schools, community members and organisations can all benefit from these partnerships.
Engaging with the community is not just about school-directed efforts to develop partnerships. It
involves the broader community, including businesses and other organisations, working with
schools, parents and students to create and expand networks to build capacity.
To the extent that schools develop respectful, caring alliances with stakeholders, learn from and
with them in dialogue, and include their voices in setting agendas, there will be progress toward
sharing power (Auerbach, 2012, p.39).
Partnerships are effective when the different strengths of partners are valued and used to best
advantage. A collective effort to improve student learning and wellbeing can provide a positive
outcome for the whole community.
Building effective partnerships
Whether informal or formal, simple or complex, effective partnerships draw on the knowledge,
expertise and resources that partners bring to the relationship. These partnerships help to
create an environment where children can be supported to reach their full potential.

We believe that when schools and families effectively partner across contexts of development
and domains of learning, our children will truly be on a path to academic, social and emotional
success (Albright & Weissberg, 2010, p. 261).
The Family-School Partnerships Framework provides information and resources to support
schools to build and sustain effective partnerships with families and communities. This includes
core principles, key dimensions and characteristics of effective partnerships, as well as
practical tools to help create, evaluate and improve partnerships. These materials can help
school communities reflect on their current culture and practices, and plan for further
improvements.

Core principles for developing partnerships

The core principles that underpin effective partnerships are:
 parents and families are the first and continuing educators of their children
 learning is lifelong and occurs in multiple settings
 partnerships and school communities flourish when the diversity and strengths of
families are valued and leveraged
 community engagement expands responsibility and resources
 partnerships grow from mutual trust, respect and responsibility
 partnerships need committed, collaborative and creative leadership.

Key dimensions of family-school partnerships

The Family-School Partnerships Framework identifies the seven key dimensions that frame the
elements of relationship and partnership building. These dimensions are:
 communicate
 connect learning at home and school
 build community and identity
 recognise the role of the family
 consult on decision-making
 collaborate beyond the school
 participate.

Characteristics of effective partners

Effective partnerships display the following characteristics:
 responsive to student and family needs and aspirations
 purposefully co-design with clear goals
 commitment to collaboration
 mutual trust and respect
 equal valuing of the different roles in the partnership
 sharing of responsibility and influence
 open dialogue and effective communication
 appropriate and adequate resources.

Developed by the Family-School and Community Partnerships Bureau. The Bureau is a partnership between
the Australian Council of State School Organisations and the Australian Parents Council, with support from
the Australian Government. Visit the Department of Education and Training website for more information.
Fact Sheet: Building partnerships
Family-School Partnerships Framework
A guide for schools and families

Building family-school partnerships

Schools and teachers can support parent engagement by building and sustaining partnerships to
connect learning at home and school.

However, moving towards a family-school partnership approach typically requires a significant

change in school and family attitudes, and in school culture.

Schools vary considerably in the commitment, energy and skills they apply to family-school
partnerships. Building partnerships requires a good understanding of the research and a desire to
see cultural change.

A solid platform is needed at the whole-school level to support family-school partnerships,

including:

1. Committed leaders who are familiar with research and good practice in engagement and
partnerships, and who model relationship building and collaboration.
2. An engagement or partnership policy that clearly references the links between parent/family
engagement and learning outcomes, and integrates the principles, dimensions and
characteristics of effective partnerships.
3. A capacity building strategy to strengthen and build the knowledge, skills and confidence of
families and school staff, and in the action team to lead and engage in partnership work.
4. An engagement or partnership action team, comprising school leaders, teachers, parents
and community members, that consults and collaborates widely to agree on priorities, goals,
strategies and measures.
5. Effective school-community communication, reporting and feedback processes, and direct
links between the action team and the school board/council, school curriculum and school
planning leaders, and parent groups/representatives.
6. A support network to tap into family and community knowledge and expertise, and to solve
problems and share ideas.
7. Adequate resourcing to support the engagement or partnership policy, related plans and
capacity building strategy.
8. Good governance, which includes a process for documenting actions, outcomes, learning
and additional ideas for action.

Changing culture requires a series of actions, operations and procedures that are part of any
initiative within the broader strategy. Such initiatives should be:

 linked to learning—align with school and system achievement goals, and connect
families to the teaching and learning goals for the students
 developmental—focus on building the intellectual, social and human capital of
stakeholders engaged in the program
 collaborative—conduct learning in group settings and focus on building networks and
learning communities
 relational—build respectful and trusting relationships between home and school
 interactive—give participants opportunities to test out and apply new skills; skill mastery
requires coaching and practice.

Using research and evidence

A good understanding of the research and evidence about parent engagement informs
sustainable partnership strategies that bring partners together to focus on achieving the desired
outcomes.

Parent engagement in the home has a significant effect on children’s learning. The evidence also
shows that to effectively support children’s learning in school partnership, strategies need to be
intentional, flexible and well supported.

Using the framework and resources

The Family-School Partnerships Framework provides information and resources to support
schools to build and sustain effective partnerships with families and communities. This includes
resources outlining the core principles, key dimensions and characteristics of effective
partnerships, as well as practical tools to help create, evaluate and improve partnerships. These
materials can help school communities reflect on their current culture and practices, and plan for
further improvements.

Schools are well placed to lead partnership-building. However, this may also be initiated by
parents, other family members and community organisations. Partnerships take many forms
because student and family needs, local contexts and available resources vary. Good practice is
useful to draw on, but defining and building a strategy that best fits local context will prove most
successful.

To see how Australian schools have developed partnership strategies and put them into action,
read the Family-School Partnerships Framework case studies.

Developed by the Family-School and Community Partnerships Bureau. The Bureau is a partnership between
the Australian Council of State School Organisations and the Australian Parents Council, with support from
the Australian Government. Visit the Department of Education and Training website information.