Teachers and School Leaders’ Readiness for Parental Engagement: Critical Policy Analysis of Canadian Standards

Abstract

Teacher readiness for parental engagement is a vital competence in the context of increased emphasis on engaging parents in K–12 schools. The rise in the standards movement in education led to the inclusion of parental engagement in teacher standards. Here, critical policy analysis of teacher standards shows how teachers’ and school leaders’ readiness for parental engagement is addressed in Canadian policy documents. Teacher readiness is conceptualized as the ability to establish relationships, support communication, and build partnerships with parents and families. Current policy provisions support teachers’ capacity for parental engagement by introducing the asset-based approach to engagement and acknowledging the diversity among parents. Nevertheless, teacher standards fail to distinguish between parental involvement in schooling and parental engagement in education/learning and remain silent on the role of social inequality in parental engagement. Implications for new teacher standards include centering parental engagement on parents and families and tackling inequality in parental engagement.

Preparing Pre-Service Teachers for Family Engagement: Insights from the Initial Teacher Education Syllabus

“…Global research has shown that these competencies that encourage FIPE are frequently inconsistent in initial teacher education [14][15][16][17][18]. There is evidence that initial teacher education programmes pay little attention to preparing pre-service teachers to form these relationships [11,[19][20][21][22].…”