Empowering Parents to Be Change Agents in Charter Schools and Communities Parent Leadership Institute, Washington, D.C.

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1 PROMISING PRACTICE Empowering Parents to Be Change Agents in Charter Schools and Communities Parent Leadership Institute, Washington, D.C. SUMMARY Parent involvement is a stated purpose of the law in many of the 40 states and the District of Columbia that have enacted charter school laws. This involvement can range from allowing a group of parents to submit an application to open a charter school to requiring parent members on charter school governing boards. Although charter school laws often include provisions on parent involvement, they are mostly silent on training parents for these enhanced roles. In this promising practice profi le, the National Resource Center on Charter School Finance and Governance highlights the Parent Leadership Institute in Washington, D.C., which trains parents to become change agents in schools and communities. Promising Practice in: Charter School Finance Charter School Governance Implemented by: State Policymaker Charter Authorizer Charter Operator Other Inside: Implementation Details Impact Lessons Learned Additional Comments Useful Resources Contact Information BACKGROUND In 2004, District of Columbia Public Schools undertook a major restructuring that included placing a priority on parent involvement and publicprivate partnerships to help reform the school system. A strategic planning group was created to guide the initiative. It included members from The George Washington University s Center for Excellence in Public Leadership that offers leadership and management programs in the public sector; the DC Children & Youth Investment Trust Corporation, a public-private partnership chartered by the city to increase resources and invest in the people, programs, and systems that serve children, youth, and their families; and Fight For Children, a nonprofi t organization that promotes quality education for lowincome children in Washington, D.C. Increasing parent involvement in schools was one of the areas the strategic planning group targeted because of the research-based evidence linking parent involvement with improved student performance. Jim Robinson of the Center for Excellence in Public Leadership researched parent involvement programs and decided to use a model developed by the Kentucky-based Prichard Committee for Academic Excellence. The Prichard Committee was created in the late 1980s, with the advent of school-based decision-

2 making, to train parents to advocate effectively for their children s education. The model offers customized program development and training geared toward educating and empowering parents as school and community leaders. With the help of consultants from the Prichard Committee, Fight For Children and George Washington University (GWU) worked collaboratively to develop a parent training program tailored to the educational environment of Washington, D.C., where the public schools serve predominantly African American students. The program includes teaching parents about the recent history of the city s education system, including the crossover between the political system and the education reform movement. Fight For Children secured funding for program implementation from the Annie E. Casey Foundation. The Prichard model takes into account that every school system is different, so tailoring the training program for parents of charter school students was no different than customizing the model for implementation in any other educational environment. IMPLEMENTATION DETAILS The fi rst step to implement the Parent Leadership Institute in Washington, D.C., was to recruit and select individuals who would eventually become master trainers. The founding program coordinator from Fight For Children used local charter school support organizations to identify potential trainers with the ability to connect with parents. Many of the master trainers were parents of school-age children themselves. By design, the initial team was multicultural and cross-gender. All of the master trainers had experience serving as workshop facilitators as well as experience working in community agencies and organizations such as local parent-teacher associations (PTAs). The trainers needed to have connections to charter schools that would be helpful for future recruitment of parent participants. All of the trainers understood and strongly believed that parent involvement helps student achievement. All were willing to do whatever it takes to get parents to tap their ability to be change agents for their children s schools. In spring 2007, four Prichard Committee consultants conducted an intensive, fi ve-day training for the master trainers. Many of the master trainers held jobs in or related to education. For example, master trainer Anise Walker, a member of the Parent Advisory Committee for the Charter Management Organization that operates her daughter s charter school, is the director of training and prevention education at the Student Support Center, an organization started by a coalition of charter schools in the District of Columbia. All except one of the master trainers were paid by their employers while they completed the week of training. Fight For Children has a core group of about 12 master trainers. These master trainers are able to both lead a Parent Leadership Institute and train others on how to lead an institute themselves through a train-the-trainer model. Ideally, parents are recruited for the Parent Leadership Institute in small groups, with one team composed of parent participants from several different schools. The fi rst cohort consisted of 24 parent participants, representing nine different charter schools in the District of Columbia. The primary goal of the Parent Leadership Institute is to train parent stewards who develop skills to encourage other parents to get involved in school activities. According to Skip McCoy, Director of Programmatic Initiatives at Flight for Children, the hope is that these parents will be good change agents in a charter school. The training involves seven sessions lasting from one to two days each, in addition to a year-long practicum. Through the program, parents learn fi rst how to understand their children s educational needs. Then, they learn how to engage with schools and teachers to understand better what the school is providing and how parents can assist in helping meet student needs. The entire program is free for parent participants and includes all materials, meals during the training, and reimbursement for child care, if needed. GWU provides parents who have successfully completed the program with a certifi cation of completion and continuing education credit, acknowledging both the depth and importance of the training. Through the program, parents learn fi rst how to understand their children s educational needs. Then, they learn how to engage with schools and teachers to understand better what the school is providing and how parents can assist in helping meet student needs. Walker was one of three master trainers who led the fi rst training cohort. Within the seven sessions, trainers go through several modules with parents. The modules include empowerment, learning styles, parent engagement, introduction to the education system, using data for school improvement planning, involving all parents, behavior styles, enhancing the effectiveness of school leadership, leadership 2

3 styles, advocacy, prioritizing needs, project brainstorming, and planning for the practicum. In the training, parents learn how to obtain and interpret data from their children s school, including test scores, budget, discipline records, and No Child Left Behind report cards. The parents are educated about their rights and how to understand the cultures of the school their children attend. The leadership training also includes development of participants ability to speak in front of a group. The seven days of training are spread out over four months to make the sessions and schedule more manageable. The parents must attend all seven days to receive a certifi cate of completion and continuing education credit from GWU. Fight For Children is responsible for coordinating the logistics of the Parent Leadership Institute, such as food, location, and materials. The master trainers work with Fight For Children to recruit committed parents for the training cohorts. The master trainers are paid for the time they spend leading the training sessions and are provided with stipends for each school team they coach during the practicum year. Jim Robinson, of GWU s Center for Excellence in Public Leadership, attends the fi rst session of each cohort s training to help motivate the parents about the work they will be learning how to do. The consultants from the Prichard Committee for Academic Excellence conduct follow-up technical support for the master trainers. In May 2008, the fi rst cohort of 24 parents graduated from the Parent Leadership Institute and began a year-long project called an action planning practicum. The parents, representing nine charter schools, work groups with the other parents from their school and are coached by the master trainers. The action planning practicum typically includes monthly meetings for school teams and coaches, but it can involve more frequent meetings at the start of a project and fewer meetings toward the end of a project. A parent group at one charter school conducted a professional development needs assessment by gathering data on student discipline referrals; at another charter school, parents have started a parent-teacher organization, affi liated with the national PTA network. Each parent is given up to $250 to fund the project he or she is working on, giving schools with a larger team more funding for implementation. Each parent participating in a practicum is asked to recruit at least 10 other parents to get involved in project implementation. This means an additional 240 parents will be active in improving these nine schools. A second cohort of charter school parents was formed and funded. It began work in fall 2008, using training methods similar to those described in this profi le. IMPACT The Parent Leadership Institute in the District of Columbia is still young, but some early results are apparent. The implementation itself is evidence of the public and nonprofi t sectors working together successfully. Moreover, the program is involving nontraditional partners, such as the Center for Excellence in Public Leadership, in improving public schools. Nonprofi t organizations have raised all of the money for the program. All but two of the 24 parents in the fi rst cohort have successfully completed all seven trainings. The two parents who were not able to fi nish continue to be involved in the program and are scheduled to fi nish with the second cohort. Furthermore, work under way for the practicum projects demonstrates the leadership skills and sense of empowerment parents have gained. Some of the charter school parent participants have become political activists. For example, one of them testifi ed before the District of Columbia City Council about the benefi ts of charter schools. LESSONS LEARNED The Parent Leadership Institute in Washington, D.C., was adapted from a parent training program originally developed in Kentucky by the Prichard Committee for Academic Excellence. Implementation suggests the training model is replicable in diverse geographic areas with parents of different ethnic, racial, and socioeconomic backgrounds. Those involved in the planning and implementation of the Parent Leadership Institute agree that it is great for developing change agents on a small scale. The partners also believe the model could and should be implemented on a larger scale to enhance parent involvement across an entire school system. Implementation Challenges Several challenges emerged in implementing the Parent Leadership Institute. The lead person from Fight For Children departed mid-implementation. Without the 3

4 community connections and foundation for collaboration established through the targeted selection of master trainers, this could have resulted in an interruption of the training program. Also, the program is costly. In addition to the initial cost of designing and adopting the program following the Prichard model, each training cohort costs approximately $60,000 for up to 35 parent participants. The program costs include paying the trainers, renting facilities, supplying materials, providing meals and snacks during training, paying child care costs for participants, and funding stipends for the practicum projects. The fundraising by nonprofi t organizations has proven critical to fully implementing the program. A further challenge noted by master trainer Walker is recruiting the right parents to participate, especially given the high level of commitment required. Parents of charter school students were initially targeted by the funding grant because of the commitment they demonstrated when exercising their right to choose their children s school. Charter school parents have a higher likelihood of school involvement, but they often do not have leadership or management experience. Once in the program, the parents inexperience in taking on leadership roles has meant that some have exerted considerable energy in ideas that were not well thought out or were diffi cult to accomplish in a year. Eager to see the projects succeed, it has sometimes been hard for coaches to resist the temptation to take over projects themselves. Some parent participants have faced reluctance on the part of the school administration in assessing the school s needs and/or in implementing practicum projects. Charter school governing boards and administrators are not involved in recruiting or training parent participants. Many of the schools are not accustomed to having parents involved in areas of accountability or governance. Specifi cally for these reasons, the Parent Leadership Institute includes advocacy training. Keys to Success One key to the program s success has been the recruitment of well-connected and committed master trainers. This has enabled the program to continue almost seamlessly, despite some turnover in leadership among the partner organizations. A second key to success relates to the use of master trainers. The master trainers have been valuable coaches; they are available to help the parent stewards navigate the school system. Walker notes that the fact that many master trainers are parents of charter school students, like the parent participants, is also a major strength of the Parent Leadership Institute. This is the hardest money I ve ever earned, however, she adds, and she is worried that the master trainers could be stretched too thin and will eventually burn out. As currently designed, the same team of master trainers who taught and continue to coach the fi rst cohort will be training the second cohort of parent participants. USEFUL RESOURCES DC Children & Youth Investment Trust Corporation. Available at: Fight For Children. Available at: ghtforchildren.org George Washington University s Center for Excellence in Public Leadership. Available at: Prichard Committee for Academic Excellence. Available at: CONTACT INFORMATION Skip McCoy and Jeannie Lee Fight For Children 1825 K Street NW, Suite 1080 Washington, D.C or 0431 Skip.McKoy@fi ghtforchildren.org jean.lee@fi ghtforchildren.org ghtforchildren.org Jim Robinson Center for Excellence in Public Leadership The George Washington University 2033 K Street NW, Suite 240 Washington, D.C jarob@gwu.edu 4

5 Anise Walker P.O. Box Washington, D.C This Profi le is one in a series highlighting promising practices in charter school fi nance and governance implemented by state policymakers, charter authorizers, and charter operators across the country. This Profi le was written by the Center on Educational Governance for the National Resource Center on Charter School Finance and Governance (NRC). Promising practices are selected from nominations received by the NRC on the basis of innovativeness, evidence of positive impact, and potential for transferability and usefulness. The NRC has not conducted program evaluations of the initiatives profi led and does not endorse particular policies, practices, or programs. For more information on this Profi le, please contact the Center on Educational Governance at (213) The contents of this Profi le were developed under a grant from the Department of Education (Grant No. U282N060012). However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal government. To nominate a promising practice for inclusion in this series, go to 5

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