Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g0AMOr004368; Thu, 10 Jan 2002 17:24:53 -0500 (EST) Date: Thu, 10 Jan 2002 17:24:53 -0500 (EST) Message-Id: <AEFA02D075142A4F98CCA13DAB67C22216569D@web1.thecenterweb.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: "Laura Bercovitz" <LBercovitz@irc-desplaines.org> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:600] RE: Attitudes in schools X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook CWS, Build 9.0.2416 (9.0.2910.0) Content-Type: multipart/alternative; Status: O Content-Length: 14788 Lines: 443 This is a multi-part message in MIME format. ------=_NextPart_000_00A0_01C199F1.9367B560 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit If I can add on to the conversation: In our school-based programs we had ongoing inservices for teachers regarding parent involvement and working with parents. In the beginning it allowed for a forum where frustrations and many times anger was expressed. Parent panels can be brought in to address issues teachers have raised. At one location the adult ESL instructors used the inservice time to show what the parents were learning. Teachers began understanding why they didn't talk to parents on the phone or why they didn't answer a note (even a simple one) that had been sent home. Teachers were invited to attend program activities and report back to their peers. When working in a school-based program it's good to build support for your school staff, because as Shani pointed out, they haven't had any training in working with parents who may know how to navigate the school system. Ongoing inservice for teachers in working their parents in the family literacy program almost becomes essential. You have to look at is as having two sets of "customers": the parents and the teachers. Both need time to learn. Laura Bercovitz -----Original Message----- From: nifl-family@nifl.gov [mailto:nifl-family@nifl.gov]On Behalf Of Shani Yero Sent: Wednesday, January 09, 2002 4:05 PM To: Multiple recipients of list Subject: [NIFL-FAMILY:590] RE: Attitudes in schools I couldn't agree more Colleen! When we discuss family literacy in the elementary school, teacher attitudes are very important. Helping teachers to become sensitive to parent learners is one of the first steps to ensuring the success of family literacy in elementary schools. Colleague and friend, Becky King refers to a teachers making a "parent-digm" shift - looking at parents as learners, experts and partners as critical to family literacy success in schools. It has been my experience in school systems across this country that teachers have not been afforded the training and development of skills needed to work with parents. Many teacher preparation programs address parents in the "methods block" or through multicultural classes amidst the other content covered. The USDE publication, New Skills for New Schools: Preparing Teachers in Family Involvement, page 1, says, "School efforts to promote family involvement in children's education will succeed only if teachers are adequately prepared to support these efforts. Teachers - from prekindergarten to secondary school - need skills to create the positive family partnerships that result in student success and improved schools." I believe more ongoing training (pre-service and in-service) to help teachers suspend their judgments of parents (whatever their socio-economic-status, educational or cultural background may be) and develop good communication and partnering skills will be an asset to all. As school districts plan their yearly professional development calendar, suggestions for a series of workshops on teacher attitudes toward family involvement may be a way to get schools to begin thinking about family literacy. In addition to the USDE publication sited earlier produced by the Harvard Family Research Project, Diana Hiatt-Michael has written a paper, Preparing Teachers to Work With Parents, presenting findings from a survey of teacher education programs in California reporting on parent involvement issues and higher education coursework. http://www.gse.harvard.edu/hfrp/projects/fine/fineresources.html#reports J.L."Shani" Yero, Program Specialist National Center for Family Literacy 325 W. Main Street, Ste.200 Louisville, KY 40202 Phone (502) 584-1133 x161 Fax (502) 584-0172 syero@famlit.org -----Original Message----- From: nifl-family@nifl.gov [mailto:nifl-family@nifl.gov]On Behalf Of Colleen Angaiak Sent: Wednesday, January 09, 2002 2:59 PM To: Multiple recipients of list Subject: [NIFL-FAMILY:586] Attitudes in schools Since we are discussing working with the public schools, let me ask a question. First some background: I am the coordinator of a new Even Start program. We are funded through a non profit, the Literacy Council of Alaska, which specializes in one-on-one tutoring for adults in need of literacy services, whether it is basic skills, GED, or ESL. The organization also works with school-aged children and runs a computer lab. Our adult programs coordinator has mentioned to me that some of her clients have run into seriously negative attitudes in the schools. Basically once a teacher realizes this parent cannot read or has extremely low skills, they are ignored or treated very badly. This, of course, is a terrible situation for both the parent and the child. This is most prevalent with parents in need of basic skills rather than ESL. So my question is (or I guess my questions ARE): Has anyone else run into this experience? If so, what are or have you done to combat these kinds of attitudes? I am a certified teacher myself, as are my husband and both my parents. While none of us would react to a parent in this way, I can think of many teachers I've known who would. Sorry if this is a little off-topic, but it is the school issue weighing most heavily on me these days. ===== Colleen Angaiak Even Start Coordinator Literacy Council of Alaska 1949 Gillam Way Fairbanks, AK 99709 Phone: 907/456-5013 Fax: 907/456-1657 __________________________________________________ Do You Yahoo!? Send FREE video emails in Yahoo! Mail! http://promo.yahoo.com/videomail/ ------=_NextPart_000_00A0_01C199F1.9367B560 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 3.2//EN"> <HTML> <HEAD> <META HTTP-EQUIV=3D"Content-Type" CONTENT=3D"text/html; = charset=3DWindows-1252"> <META NAME=3D"Generator" CONTENT=3D"MS Exchange Server version = 6.0.4417.0"> <TITLE>RE: [NIFL-FAMILY:590] RE: Attitudes in schools</TITLE> </HEAD> <BODY> <!-- Converted from text/plain format --> <P><FONT SIZE=3D2>If I can add on to the conversation:</FONT> </P> <P><FONT SIZE=3D2>In our school-based programs we had ongoing inservices = for teachers regarding parent involvement and working with = parents. In the beginning it allowed for a forum where = frustrations and many times anger was expressed. Parent panels can = be brought in to address issues teachers have raised. At one = location the adult ESL instructors used the inservice time to show what = the parents were learning. Teachers began understanding why they = didn't talk to parents on the phone or why they didn't answer a note = (even a simple one) that had been sent home. Teachers were invited = to attend program activities and report back to their peers. = </FONT></P> <P><FONT SIZE=3D2>When working in a school-based program it's good to = build support for your school staff, because as Shani pointed out, they = haven't had any training in working with parents who may know how to = navigate the school system. Ongoing inservice for teachers in = working their parents in the family literacy program almost becomes = essential. You have to look at is as having two sets of = "customers": the parents and the teachers. Both = need time to learn.</FONT></P> <P><FONT SIZE=3D2>Laura Bercovitz</FONT> </P> <P><FONT SIZE=3D2>-----Original Message-----</FONT> <BR><FONT SIZE=3D2>From: nifl-family@nifl.gov [<A = HREF=3D"mailto:nifl-family@nifl.gov">mailto:nifl-family@nifl.gov</A>]On = Behalf Of</FONT> <BR><FONT SIZE=3D2>Shani Yero</FONT> <BR><FONT SIZE=3D2>Sent: Wednesday, January 09, 2002 4:05 PM</FONT> <BR><FONT SIZE=3D2>To: Multiple recipients of list</FONT> <BR><FONT SIZE=3D2>Subject: [NIFL-FAMILY:590] RE: Attitudes in = schools</FONT> </P> <BR> <P><FONT SIZE=3D2>I couldn't agree more Colleen!</FONT> </P> <P><FONT SIZE=3D2>When we discuss family literacy in the elementary = school, teacher attitudes</FONT> <BR><FONT SIZE=3D2>are very important. Helping teachers to become = sensitive to parent learners</FONT> <BR><FONT SIZE=3D2>is one of the first steps to ensuring the success of = family literacy in</FONT> <BR><FONT SIZE=3D2>elementary schools. Colleague and friend, Becky King = refers to a teachers</FONT> <BR><FONT SIZE=3D2>making a "parent-digm" shift - looking at = parents as learners, experts and</FONT> <BR><FONT SIZE=3D2>partners as critical to family literacy success in = schools.</FONT> </P> <P><FONT SIZE=3D2>It has been my experience in school systems across = this country that</FONT> <BR><FONT SIZE=3D2>teachers have not been afforded the training and = development of skills</FONT> <BR><FONT SIZE=3D2>needed to work with parents. Many teacher preparation = programs address</FONT> <BR><FONT SIZE=3D2>parents in the "methods block" or through = multicultural classes amidst the</FONT> <BR><FONT SIZE=3D2>other content covered. The USDE publication, New = Skills for New Schools:</FONT> <BR><FONT SIZE=3D2>Preparing Teachers in Family Involvement, page 1, = says, "School efforts to</FONT> <BR><FONT SIZE=3D2>promote family involvement in children's education = will succeed only if</FONT> <BR><FONT SIZE=3D2>teachers are adequately prepared to support these = efforts. Teachers - from</FONT> <BR><FONT SIZE=3D2>prekindergarten to secondary school - need skills to = create the positive</FONT> <BR><FONT SIZE=3D2>family partnerships that result in student success = and improved schools."</FONT> </P> <P><FONT SIZE=3D2>I believe more ongoing training (pre-service and = in-service) to help</FONT> <BR><FONT SIZE=3D2>teachers suspend their judgments of parents (whatever = their</FONT> <BR><FONT SIZE=3D2>socio-economic-status, educational or cultural = background may be) and</FONT> <BR><FONT SIZE=3D2>develop good communication and partnering skills will = be an asset to all. As</FONT> <BR><FONT SIZE=3D2>school districts plan their yearly professional = development calendar,</FONT> <BR><FONT SIZE=3D2>suggestions for a series of workshops on teacher = attitudes toward family</FONT> <BR><FONT SIZE=3D2>involvement may be a way to get schools to begin = thinking about family</FONT> <BR><FONT SIZE=3D2>literacy.</FONT> </P> <P><FONT SIZE=3D2>In addition to the USDE publication sited earlier = produced by the Harvard</FONT> <BR><FONT SIZE=3D2>Family Research Project, Diana Hiatt-Michael = has written a paper, Preparing</FONT> <BR><FONT SIZE=3D2>Teachers to Work With Parents, presenting findings = from a survey of teacher</FONT> <BR><FONT SIZE=3D2>education programs in California reporting on parent = involvement issues and</FONT> <BR><FONT SIZE=3D2>higher education coursework.</FONT> <BR><FONT SIZE=3D2><A = HREF=3D"http://www.gse.harvard.edu/hfrp/projects/fine/fineresources.html#= reports">http://www.gse.harvard.edu/hfrp/projects/fine/fineresources.html= #reports</A></FONT> </P> <BR> <P><FONT SIZE=3D2>J.L."Shani" Yero, Program Specialist</FONT> <BR><FONT SIZE=3D2>National Center for Family Literacy</FONT> <BR><FONT SIZE=3D2>325 W. Main Street, Ste.200</FONT> <BR><FONT SIZE=3D2>Louisville, KY 40202</FONT> <BR><FONT SIZE=3D2>Phone (502) 584-1133 x161</FONT> <BR><FONT SIZE=3D2>Fax (502) 584-0172</FONT> <BR><FONT SIZE=3D2>syero@famlit.org</FONT> </P> <BR> <BR> <P><FONT SIZE=3D2>-----Original Message-----</FONT> <BR><FONT SIZE=3D2>From: nifl-family@nifl.gov [<A = HREF=3D"mailto:nifl-family@nifl.gov">mailto:nifl-family@nifl.gov</A>]On = Behalf Of</FONT> <BR><FONT SIZE=3D2>Colleen Angaiak</FONT> <BR><FONT SIZE=3D2>Sent: Wednesday, January 09, 2002 2:59 PM</FONT> <BR><FONT SIZE=3D2>To: Multiple recipients of list</FONT> <BR><FONT SIZE=3D2>Subject: [NIFL-FAMILY:586] Attitudes in = schools</FONT> </P> <BR> <P><FONT SIZE=3D2>Since we are discussing working with the public</FONT> <BR><FONT SIZE=3D2>schools, let me ask a question. First = some</FONT> <BR><FONT SIZE=3D2>background: I am the coordinator of a new Even = Start</FONT> <BR><FONT SIZE=3D2>program. We are funded through a non profit, = the</FONT> <BR><FONT SIZE=3D2>Literacy Council of Alaska, which specializes = in</FONT> <BR><FONT SIZE=3D2>one-on-one tutoring for adults in need of = literacy</FONT> <BR><FONT SIZE=3D2>services, whether it is basic skills, GED, or = ESL.</FONT> <BR><FONT SIZE=3D2>The organization also works with school-aged = children</FONT> <BR><FONT SIZE=3D2>and runs a computer lab.</FONT> </P> <P><FONT SIZE=3D2>Our adult programs coordinator has mentioned to = me</FONT> <BR><FONT SIZE=3D2>that some of her clients have run into = seriously</FONT> <BR><FONT SIZE=3D2>negative attitudes in the schools. Basically = once a</FONT> <BR><FONT SIZE=3D2>teacher realizes this parent cannot read or = has</FONT> <BR><FONT SIZE=3D2>extremely low skills, they are ignored or treated = very</FONT> <BR><FONT SIZE=3D2>badly. This, of course, is a terrible situation = for</FONT> <BR><FONT SIZE=3D2>both the parent and the child. This is most = prevalent</FONT> <BR><FONT SIZE=3D2>with parents in need of basic skills rather than = ESL.</FONT> </P> <P><FONT SIZE=3D2>So my question is (or I guess my questions ARE): = Has</FONT> <BR><FONT SIZE=3D2>anyone else run into this experience? If so, = what are</FONT> <BR><FONT SIZE=3D2>or have you done to combat these kinds of = attitudes?</FONT> </P> <P><FONT SIZE=3D2>I am a certified teacher myself, as are my husband = and</FONT> <BR><FONT SIZE=3D2>both my parents. While none of us would react = to a</FONT> <BR><FONT SIZE=3D2>parent in this way, I can think of many teachers = I've</FONT> <BR><FONT SIZE=3D2>known who would.</FONT> </P> <P><FONT SIZE=3D2>Sorry if this is a little off-topic, but it is = the</FONT> <BR><FONT SIZE=3D2>school issue weighing most heavily on me these = days.</FONT> </P> <P><FONT SIZE=3D2>=3D=3D=3D=3D=3D</FONT> <BR><FONT SIZE=3D2>Colleen Angaiak</FONT> <BR><FONT SIZE=3D2>Even Start Coordinator</FONT> <BR><FONT SIZE=3D2>Literacy Council of Alaska</FONT> <BR><FONT SIZE=3D2>1949 Gillam Way</FONT> <BR><FONT SIZE=3D2>Fairbanks, AK 99709</FONT> <BR><FONT SIZE=3D2>Phone: 907/456-5013</FONT> <BR><FONT SIZE=3D2>Fax: 907/456-1657</FONT> </P> <P><FONT = SIZE=3D2>__________________________________________________</FONT> <BR><FONT SIZE=3D2>Do You Yahoo!?</FONT> <BR><FONT SIZE=3D2>Send FREE video emails in Yahoo! Mail!</FONT> <BR><FONT SIZE=3D2><A = HREF=3D"http://promo.yahoo.com/videomail/">http://promo.yahoo.com/videoma= il/</A></FONT> </P> </BODY> </HTML> ------=_NextPart_000_00A0_01C199F1.9367B560--
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