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“The more the school, the family, and the community are joined as partners in the cause

of educating young people, the greater each child’s chance for success” (Wong & Wong, 1998,

p. 46). Effective communication is essential for building parent, family, and community

connections and partnerships. Positive parent-school communications benefits parents, students,

and teachers. According to the American Federation of Teachers, “research shows that the more

parents and teachers share relevant information with each other about a student, the better

equipped both will be to help that student achieve academically (2007). Beginning of the year

letters, monthly newsletters, parent teacher conferences, phone calls, emails, and providing a

form of digital communication are all effective strategies that I have implemented into my

classroom that provide good two-way communication between families and school. According to

Durisic & Bunijevac, “effective schools with positive school climate, have made a real effort in

reaching out to their students’ families in order to bring about good cooperation” (2017, p. 139).

Here is a letter that I sent to my kindergarten families at the beginning of the year.

Beginning of the year letters offer a form of communication to families that allow me to

introduce families and students to my classroom. It is also a way to inform them about academic

achievement, attendance, classroom procedures, celebrations, volunteer opportunities, and the

different forms of communication I have available for families. “Teachers and parents are

believed to share common goals for children that are achieved most effectively when teachers

and parents work together” (Epstein, 1986, p. 277). I feel that my introduction letter is so very

important as it is one of the first parent-teacher contacts that we have at the beginning of the

year. The letter welcomes parents into my classroom, informs them that my goal is to instill a

love of learning that will last throughout their child’s life, and lets them know that together as a
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powerful team we can promote the success of their child. Providing this letter at the beginning of

the year, sets a positive foundation for everyone involved.

According to Garbacz et al. (2016) a school may target two strategies to begin moving

towards multidirectional communication. “(a) the use of a beginning of the year family report

where parents share information about their students and their goals for the school year and (b)

add a section at the end of the newsletter for families to share their opinion about school

activities highlighted in the newsletter that can be sent back to the school” (p. 3). I ask families to

fill out a survey at the beginning of the year that provides information about students including

what parents want their child’s learning goals to be for the year. This information provides me

with insight and allows me to see what parent expectations are for their children and how we can

align our goals together as a team. Providing families with an introduction letter along with the

information they fill out on the survey provides a solid foundation for communication at the

beginning of the school year which is essential for student success.

“The sharing of experiences between home, parent, and school creates an environment in

which the partnership of parent and school can be effective” (Barron, 1991, p. 396). Parent-

teacher conferences, monthly newsletters, phone calls, email, volunteering opportunities

(matching parent and resources to needs), and offering multiple forms of communication are all

strategies that I use in my classroom to keep parents and families involved in their students

learning and success. Involving the local community is equally important for building

partnerships. Finding what the community needs are and then matching those needs to resources

is a process I would like to begin exploring. I have recently made a connection to our local senior

citizen community and would love to build a partnership involving reading with my classroom in

the future.
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To ensure student success, parents, families, and the community must work together as

partners to ensure that students have the support and resources they need to succeed in school

and life. I look forward to finding new and innovative ways to continue to build partnerships

with families and the community in the future.

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References:

American Federation of Teachers. (2007). Building parent-teacher relationships. Washington,

D.C.: American Federation of Teachers. Retrieved from:

https://www.readingrockets.org/article/building-parent-teacher-relationships

Barron, B.G. (1991). Parent-teacher conference day: A school plan. Education, 111(3), 396-399.

Retrieved from: http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?

vid=44&sid=b7091ee7-ab50-40c5-b3d1-b8d86ee8ee6c%40pdc-v-sessmgr01

Durisic, M, Bunijevac, M. (2017). Parental involvement as an important factor for successful

education. Center for Educational Policy Studies Journal,3(3),137-13. Retrieved

from: https://files.eric.ed.gov/fulltext/EJ1156936.pdf

Epstein, J. (1986). Parents’ reactions to teacher practices of parent involvement.

The  Elementary School Journal ,86 (3), 277-294. Retrieved from: https://www-

jstororg.ezproxy.uas.alaska.edu/stable/pdf/1001545.pdf?

ab_segments=0%2Fbasi_SYC5055%2Fcontrol&refreqid=search

%3Abe169a25426dc73cf06cbe8cd06dcf5c

Garbacz, S.A., McIntosh, K., Eagle, J.W, Dowd-Eagle, S.E., Hirano, K.A., & Ruppert, T. (2016).

Family engagement within schoolwide positive behavioral interventions and

supports, preventing school failure: Alternative education for children and youth,

60(1), 60-69, DOI Retrieved from: http://doi.org/10.1080/1045988X.2014.976809

Wong, H.K., Wong, R.T. (1998). The first days of school: How to be an effective teacher.

Mountain View, CA: Harry K. Wong Publications, Inc.