Successful projects need more than money
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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