WHAT PARENTS LEARNED

A total of 32 parent groups received six-month mini-grants through the Family, School and Community Partnerships Program at Marian College, Indianapolis, IN in January 1995. Grant recipients reported a number of similar learnings as they implemented their wide variety of projects. many of these learnings centered around themes of time, attentiveness, commitment, outreach, and respect.

TIME

Things take time-often more than you think. When planning any project or program, be sure to build in extra time at each step for unforeseen circumstances.

"We are finding that we seem to be running short of time due to cancellations which are the result of bad weather and many delays due to illness. There have also been many delays due to some confusion and misunderstandings about individual roles."

"It took longer than expected to identify and send invitations."

"Parents often want speakers to talk longer, to have time for interactive dialogue."

"We have learned that our estimates of the time required to conduct surveys were too low. We were surprised to find out how much people really wanted to talk to us about issues beyond the scope of our surveys."

"There doesn't seem to be enough time to accomplish all we need to know."

ATTENTIVENESS

Thinking about "the big picture"--what you really want to accomplish-- is exciting, but paying attention to details is what really makes it happen. This includes careful step-by-step planning, looking at what is and isn't working, and being willing to adjust plans as needed.

"One of our challenges is to keep focus on our present goals and not get carried away in planning future events. We need to establish a solid organization and then proceed from there. We all feel an urgency to accomplish our goals NOW and forge forward, but we must not discourage others by our enthusiasm."

"We are learning that goals made well in advance may have to be adjusted in some details to achieve the primary intent."

"We had not thought about liability coverage if held in the school. So we had to deposit some money in the school account so that we could use school liability insurance. Babysitting services had to be approved since they were being insured."

"Because the hours that our volunteers were available varied, we had difficulty establishing a firm schedule as to when the community center was open. Many of the tenants didn't realize that the community center was open. We have taken steps to establish regular hours."

"We find that a detailed time line made in advance and frequently checked helps to ensure that goals can be accomplished."

COMMITMENT

As one grantee wrote, "It takes a lot of dedication to see a new idea come to light." Getting a successful project started requires a commitment of time, energy, and resources from everyone involved.

"If you want to create change, it is hard and a lot of work!"

"The biggest lesson is finding out what real commitment is and that it is not something you can transfer over to others. . . . I'm learning that the more people see how diligent you are to a cause and how serious you are about making a thing happen, they tend to take on that same attitude and begin to give more."

"It is important that leaders believe strongly that the goals are worth accomplishing, both for them personally and for the organization."

"We are increasingly aware of how much work is entailed in running our project and the necessity of delegating responsibility."

OUTREACH

A key ingredient to any parent involvement program is, of course, parents. Reaching parents through traditional methods works-for some parents. Parents who were running programs found that using non-traditional outreach approaches and widening the circle of involved parents helped their programs succeed.

"The challenge is parental awareness. The neighborhood meetings we believe are key to parent participation. They have brought new faces and better understanding of [our project]. . . . We have had at least two faculty members at each meeting."

"The school offers many opportunities to involve parents. However, parents do not always know what is happening at the school."

"We have found that we need to utilize one-on-one contacts to stimulate parental involvement."

"Money and planning are only half the battle. Getting people in is the other half of the battle. If I were beginning again I would reconsider how we started the workshops. I think you have to start with some type of large incentive for people to come out, then if they like what they see, they will come back on their own."

"Finding volunteers beyond the same overworked circle of parents has been difficult, though there have been a few pleasantly surprising exceptions. . . . We have learned that there are many, many other parents quietly sitting back, wishing someone would initiate a project like this. . . . They are eager to help out, but haven't the time or, sometimes, the confidence to initiate such a project."

RESPECT

Respecting parent strengths and differences brings additional perspectives and understanding to groups. All parents have a contribution to make to their children's education. Learning how to recognize, support and celebrate what each parent has to offer is an important step towards parent empowerment and involvement.

"[We are learning] acceptance and respect for different parenting styles. [Also] how hard it is for the parents to have enough time and money and keep up with their children's school work."

"Parents of youngsters who are incarcerated are concerned parents, too. They have not felt involved in the decision-making process of what happens to their children when they become involved with the juvenile justice system. The workshops have made them aware of the system; they have made some of the decision-makers accessible; and made some of the caregivers aware of their need for help and information."

"Parents have a huge continuum of skills, talents and interests that they want to offer to their child's educational process. Finding a niche for everyone is key!"

"[We are learning to] listen more to what people have to say."

An additional theme--that of personal fulfillment--was also shared by many of the grant recipients. As one parent wrote:

"This is so exciting, frustrating, thought-provoking, stimulating, pulls-you-down all at the same time. I wouldn't miss this experience though."

©1995 - This information sheet was developed by The Family Connection for Family, School & Community Partnerships, Marion College, 3200 Cold Spring Road, Indianapolis IN 46222. It may be copied in part or in whole to further advance the involvement of parents in their children's education, providing credit is given to The Family Connection of St. Joseph County, Inc., and to the Family, School & Community Partnerships, Marion College, as sponsor.

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