District leaders offer information on how to engage families throughout the year

Key points:

“Meet the Teacher” events have been held. The supply lists have been checked. Classroom rules have been stapled into take-home folders.

School is officially back in session and family participation is strong. This is important: Research shows When parents and caregivers are involved in their children's schooling, students show greater academic achievement, school engagement, and motivation.

How can districts continue the momentum and energy of the back-to-school season and meaningfully engage families in their children's learning for the remainder of the school year? What should district leaders keep in mind, especially in times of rapid change?

These questions were posed to some of the nation's top school district leaders at the 2024 Women Leading Education Summit. Here's what they had to say.

Parents are partners.

“As a mother, I first want to recognize that there is nothing more important than our children. There is no other line of work that their clients, so to speak, are more passionate about. And that's how it should be. Parents are the first teacher of every child. “We have to recognize that because it’s really critical to the conversation.” —Heather Sanchez, Chief of Schools, Bellevue, Washington School District.

“We can have tunnel vision. We talk to each other in education all the time, but hearing a parent's perspective opens my mind. It helps us make a better implementation plan. We must always remember that parents are our partners in this work.”–Mary-Anne Sheppard, Executive Director of Leadership Development, Norwalk, Connecticut Public Schools.

“We have to figure out how to partner with parents again. I have been in many districts where parents are disengaged because their own educational experience was not the most pleasant, so they have a bad taste in their mouths upon entering a school. And I think it's about re-engaging them in the partnership. 'We are here to help you help your child and we are also helping your student. So how do we work together?'” –Shanie Keelean, Deputy Superintendent, Rush-Henrietta Central School District, New York

Communicate, communicate, communicate.

“You have to communicate, communicate, communicate. The groups of parents that are part of the advisory council are very small. You should also be able to ensure that you communicate with the wider community. That's why it's important to communicate, whether in writing, through videos… because there are different students and you want to make sure you reach all parents. Make sure your message is very clear and give people the opportunity… to contact you if they have an idea, if they have an idea.” –Nerlande Anselme, Superintendent, Rome City School District, New York

“The first step that really needs to be taken is to ensure that every community is aware of the change we are making and why. One of the reasons people often struggle with change is that they often feel like they are going to lose something. When we raise awareness, we not only help people understand the changes that will happen (the progression, the timeline, what to expect to see, and the role they can play along the way), but we also help calm that fear. Instead, it's 'Here's what you'll gain' and 'Here's how I can show you along the way so we can celebrate the milestones and stay motivated to keep moving forward.'” –Carolyne Quintana, former Vice Chancellor for Teaching and Learning, New York City Public Schools, NY

“Find creative ways to make the voices of students, parents, and even the community heard. We have parent liaisons in many of our schools. We translate everything into four different languages. We send weekly newsletters. We send secondary support letters four times a day. We carry out webinars and surveys. “There are so many things we do to make sure we are open and getting information to parents in a timely manner when they need it.” –Melanie Kay-Wyatt, Superintendent, Alexandria City Public Schools, Virginia.

Hear.

“Listen to what stakeholders, especially parents, want for their students. I love using surveys… to help spark those conversations and then highlight the survey data. 'This is what you're asking for. This is what you're telling me you want. Bring those stakeholders to the table and align what they said they wanted with the district's goals and develop a plan.” —Dr. Kimberley James, Superintendent, Willis Independent School District, TX

“Starting from a place of curiosity is really essential. It is also important to be open to reviewing your own thinking.”Mary-Anne Sheppard, Executive Director of Leadership Development, Norwalk, Connecticut Public Schools.

Boost participation.

“First, inform parents of the information they need so they feel empowered to participate.

Second, give them real questions to answer or things to do that you will use. Not just committee meetings or town halls, but what can they contribute that will truly improve the product or strengthen the initiative?

Third, you have to connect it with your own children. Everyone cares a lot about schools, but you really care about your own child. So making that connection about why this is important to me, why this will help my own child is really important. So don't be afraid to give them the information, tell them exactly what their role is in it, and then tell them: this is how it will improve your family, your child, and your life. If you have those three things, parents want their children to be successful. “They want to do what is best for their children and establishing that connection will be essential for them.”

—Dr. Penny Schwinn, vice president of PK-12 and pre-baccalaureate programs, University of Florida and former commissioner of education for the state of Tennessee

The interviews were conducted by Presence, a provider of mental health and special education-related assessments and teletherapy services for K-12 schools, as part of its visionary voices video series. Responses have been edited for clarity and brevity.