Topic 8: A Framework for Partnerships

Despite the consistent findings that family and community engagement has a powerful effect on student success (Fan & Chen, 2001; Henderson & Mapp, 2002; Jeynes, 2003, 2005), educational practitioners have tended to place the engagement of family members on a back burner, often viewing it as an afterthought or add-on to the delivery of instruction or outside the influence of teachers, school staff, or school administrators (Epstein, 2011). Research has shown, however, that family involvement is influenced by the actions of teachers and other school personnel and should be considered an important aspect of teachers’ and administrators' professional roles (Epstein, 2011; Green, Walker, Hoover-Dempsey, & Sandler, 2007). In the majority of schools throughout this country, however, the implementation of family and community engagement practices are "random acts," dependent on the personal beliefs of teachers (National Family, School, and Community Working Group, 2010). For all students to benefit from a supportive home and community these efforts need to be coordinated across classrooms and supported by state, district, and school leaders (Epstein, 2011; National Family, School, and Community Engagement Working Group, 2010). For this to occur, educators need a framework that can support and sustain family and community engagement practices.