Written by Allen M. Labitzky
Each year, I struggle to incorporate new families into our school. Despite newsletters and event calendars, many remain on the fringe. New parents say it is intimidating to break into our community where everyone seemingly knows everyone else. The truth is, there are 10-15 new families coming in each year. Some never get plugged in; they remain virtual outsiders even years later. What can be done? There are numerous suggestions out there, but my research has led me to three key ideas for school principals.
Have a communication strategy
Barr and Saltmarsh (2014) stated that the principal has the greatest impact on the parents’ perspective of the school and their willingness to be involved. It is the principal who perpetuates a culture of parental engagement and a partnership between school and home. The principal has the most critical voice when it comes to engendering trust and confidence in the school (Nwogbaga, Nwankwo, & Onwa, 2015). Clear, informative communication from the principal is critical to integrating families into the fabric of the school community (McEwan, 2003). As the school’s key communicator, the principal sets the tone.
As part of a communication strategy, Hopkins (2008) insists that short weekly e-mail updates be sent to the faculty and parents. Hopkins recommends that the use of numerous notes and flyers be eliminated – if it is necessary news, it should be in the e-newsletter. Give parents one reliable source for all information.
Hopkins believes the principal needs to articulate the communication plan to the stakeholders and follow it without fail. It is also important that there are no surprises in the newsletter. The faculty and staff should know what’s being communicated to parents ahead of time; parents will ask the teacher or secretary a question long before they ask the principal.
Finally, Hopkins recommends making your weekly e-mail an avenue for promoting your vision and school culture. Tell parents they are valued partners in their children’s education by openly discussing school improvement plans. Every week conclude your e-newsletter by telling parents why your school exists. Parents are looking for dates and information, but write your newsletter with a “we want you involved” theme throughout.
Know the family
The Center for Mental Health in Schools at UCLA (2007) has an extensive clearinghouse of documents and resources that focus on welcoming and involving new families. The center offers numerous family integration suggestions such as having a Welcoming Committee that puts together a welcome packet, hosts welcome events, and pairs new families with buddy families. The center (2007) also identifies objectives, sample surveys, and other tools that allow schools to measure how successful they are at reaching out to new families and getting them involved.
The center directs school leaders to spend time getting to know the new families rather than working to get new families to know the school. It is a complete reversal of how most schools approach family integration. Get to know the new family first and then help them get to know the school. This approach puts those who are most comfortable with the school in the position of taking the first steps toward integration, rather than asking tentative new families to take the initiative to get involved.
This aligns with Northouse’s (2012) insights on how leaders should work with out-groups. New families fit the out-group model in that they may feel “disconnected and not fully engaged in working toward the goals to the group” (Northouse, 2012, p. 152). “They may think their voice is not being heard” and may “not identify with the leader or other members of the primary group” (Northouse, 2012, p. 152). Northouse states that out-group members avoid the greater community because it seems threatening or unfamiliar.
Northouse offers several strategies a principal can use to reach out to these families. First, listen to your new families. When people are heard and feel connected to the leader, they automatically feel connected to the greater group. Second, empathize. Like the center (2007) stated, the principal should “stand in the shoes of the out-group members, and see the world as the out-group member does” (Northouse, 2012, p. 158). How do familiar norms, practices, and rituals of the school appear to the new family? Finally, develop a relationship. Take time to connect with new families and serve as a bridge to the greater group. A modest amount of time early on will have greater benefits than large amounts of time spent trying to connect with families that already feel disconnected and ignored.
Make use of their unique insights
Finally, Northhouse (2012) states that the principal should recognize the unique contributions of the out-group members. New parents with preschoolers and kindergartners are going to have different ideas and perceptions than those who have been in the school for years. Families transferring in from other schools have a wealth of school culture insights they bring from their previous school. Northouse posits that all people naturally have a desire to belong. A school community is one of their child’s most important social and developmental groups. It makes sense that parents, too, would want to be connected to this place so important to their children.
Northouse (2012) concludes by highlighting the value of giving new members a voice and empowering them to act. A principal seeking new insights and a fresh look at the school would seek to give new families the confidence to get involved, to share ideas, and lead projects. This can only happen if the other strategies have already been employed, and the principal has created a group culture that is open to new ideas and alternate ways of doing things.
It seems obvious, but I never really thought about asking new parents to determine if our school handbook is user-friendly, or if there is information they wish was included (Padak & Rasinski, 2010). What about our initial recruitment information, the website, the Kindergarten round-up event, or event school signage? Asking questions, seeking input, and giving them a valued voice in changing how things are done provides a way to pull new families into the heart of the school’s efforts to improve and makes use of their unique perspective (Northouse, 2012).
Allen Labitzky is currently serving as principal at King of Grace-Golden Valley MN. He is also enrolled in MLC’s Master of Science in Education program with an emphasis in leadership.
Works Cited:
Barr, J., & Saltmarsh, S. (2014). It all comes down to the leadership: The role of the school principal in fostering parent-school engagement. Educational Management Administration & Leadership, 42(4), 491-505.
Center for Mental Health in Schools at UCLA. (2007). Welcoming and involving new students and families. Los Angeles, CA: Author (http://smhp.psych.ucla.edu/).
Hopkins, G. (2008). Principals share lessons learned about communicating with parents, others. Education World (www.educationworld.com).
McEwan, E. K. (2003). 10 traits of highly effective principals: From good to great performance. Corwin Press, Inc., Thousand Oaks, CA.
Northouse, P. G. (2012). Introduction to leadership: Concepts and practice, 2nd Edition. Sage Publications, Inc., Thousand Oaks, CA.
Nwogbaga, D. M. E., Nwankwo, O.U., & Onwa, D.O. (2015). Avoiding school management conflicts and crisis through formal communication. Journal of Education and Practice, 6(4), 33-36.
Padak, N. & Rasinski, T. V. (2010). Welcoming schools: Small changes that can make a big difference. The Reading Teacher, (4), 294.