Teachers and School Leaders' Readiness for Parental Engagement

Critical Policy Analysis of Canadian Standards

Bibliographic Data

ID4309768
AuthorsMax Antony-Newman (0000-0002-2765-3277, Sheffield Hallam University, corresponding author)
Year2024
Volume75
Issue3
Pages321-333
Publication date2024-05-01
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/00224871231199365
OpenAlexW4386890689
LanguageEN
Citations received12
References cited58

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

Competence (human resources · Context (archaeology · Developmental psychology · Inclusion (mineral · Inequality · Pedagogy · Student engagement · Collaborative Teaching and Inclusion · Diverse Education Studies and Reforms · Parental Involvement in Education · Psychology · Social Psychology

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Open DOIOpen Access