Newly Revised Dual Capacity-Building Framework: An Overview

Newly

Revised

Dual

Capacity-

Building

Framework:

An Overview

Research

Research affirms positive effects of family and community

engagement on students’ academic success.

When parents are involved in the educational process of their

children, students are more likely to:

✓ Earn higher grades

✓ Attend school regularly

✓ Take rigorous courses

✓Graduate and pursue college and/or careers

Five Essential Supports

Influential Voices

➢ Dr. Karen Mapp, Harvard Family Research

➢ Anne T. Henderson, Community Engagement

➢ Dr. Joyce Epstein, NNPS, Johns Hopkins

➢ U.S. Department of Education, New Framework

Overview of the

Framework • The Challenge

oWhat are the problems or obstacles to engage families?

• Opportunity Conditions

oWhat conditions are necessary to engage families?

oWhat conditions must be in place to sustain relationships

formed between families and schools?

• Policy and Program Goals

oWhat do staff and families need to form positive

relationships?

• Family and Staff Capacity Outcomes

oWhat kind of outcomes are expected from the partnerships

formed with families, communities, and schools?

Original

Dual

Capacity

Framework

..

The Evolution of Parent

Engagement

• Developing a new mindseto Parent engagement is no longer just

cupcakes and compliance

• Family Engagement vs.

Parent Involvement

• Moving beyond random,

discrete activities

• Building leadership

capacity

INTENTION OF THE UPDATED DUAL CAPACITY-BUILDING

FRAMEWORK

Instead of a roadmap, the framework

provides a compass; a direction for the

development of effective high impact

strategies and initiatives.

The challenge helps us understand the

reasons why educators and families

have struggled to build trusting and

effective partnerships.

The challenge helps us identify how to

execute partnerships and cultivate and

sustain positive relationships with

families

Challenges

Family Engagement

“If effective cradle-to-career educational partnerships between

home and school are to be implemented and sustained with

fidelity, engagement initiatives must include a concerted focus on

developing adult capacity, whether through pre- and in-service

professional development for educators; academies, workshops,

seminars, and workplace trainings for families; or as an integrated

part of parent-teacher partnership activities.”

Mapp, Karen L., and Kuttner, Paul J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships. SEDL

The essential conditions offer research

based guidance for best practice to

cultivate and sustain partnerships.

The term "process" refers to the actions,

operations and procedures that are part of

any activity. These "conditions" are key

to the design of the activity for building the

capacity of families and staff to partner in

ways that support student achievement.

Essential ConditionsProcess Conditions• Provide a guide for strategy

developmentOrganizational Conditions• Ensure that engagement efforts

are systemic, integrated and sustainable

Organizational Conditions

Systemic – Purposefully designed as a core component of educational goals such as school readiness, student achievement, and school turnaround.

Integrated – Embedded into structures and processes such as training and professional development, teaching, and learning, curriculum, and community collaboration.

Sustained – Operating with adequate resources and infrastructure support.


Elements of relational trust

Respect

Competence

Integrity

Personal regard

Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage

Foundation.

Relational Trust - How Do You Know?

Am I showing trustworthiness to this parent?

Am I seeking input and listening carefully to what families have to say? (Respect)

Am I demonstrating to families that I am competent and that I think they are doing a good job as parents? (Competence)

Do I always keep my word with families? (Integrity)

Do I show families that I care about them as people versus objects? (Personal regard)

Elements of relational trust

Respect

Competence

Integrity

Personal regard

The policy and program

goals highlight the goals

and outcomes that

should emerge for

educators and families

when the essential

conditions are met.

Policy and Program Goals

Activity:

✓Go to chart paper

✓ Create a T chart.

✓On the left side write Challenges.

✓On the right side write Solutions.

✓Work with your group in identifying some challenges.

✓Work collectively in finding solutions.

Parenting Partners, Engaged for Student Achievement, http://www.familyleadership.org/parenting-partners/

The various stakeholders (families,

district/school leaders and staff)

have not had the opportunity to

develop the knowledge and skills, in

other words, the capacity (4C's) to

engage in effective partnerships.

Policy and Program Goals

“The Framework builds on existing research suggesting

that partnerships between home and school can only

develop and thrive if both families and staff have the

requisite collective capacity to engage in partnership.”


The 4C’s of Capacity Building

• Capabilities – Skills & Knowledge• Connections – Network• Cognition (Consciousness) – Shifts

in Beliefs and Values• Confidence – Self-Efficacy

Assessing Readiness

Inventory•What engagement practice(s) currently exist in your school/district?

Capacity [Capabilities, Connections, Cognition &Confidence]•What do you do well? (Knowledge & Skills)•Who has an engagement mindset (Beliefs & Values) and/or implements effective practice(Self-efficacy)?•What resources exist to support the planning and implementation of effective engagement practice (Networks)?

The capacity

outcomes show how

improvements in

capacity lead to

educators and

families working in

mutually supportive

ways, leading to

school and student

improvements.

Staff & Family Partnership

Outcomes

With the 4’Cs as a foundation, staff can engage with

families:

1. Honor and recognize families’ existing knowledge, skill,

and forms of engagement

2. Create and sustain school and district cultures that

welcome, invite, and promote family engagement

3. Develop family engagement initiatives and connect them

to student learning & development


Introducing

www.DualCapacity.org

Marissa Alberty Eyal Bergman

http://www.dualcapacity.org/

Discussion

❑What do you find helpful from

the U.S. Department of

Education’s newly revised

“Dual Capacity-Building

Framework?”

❑What stands out as distinct or

perhaps ‘new’ in thinking about

creating dynamic partnerships?


Selecting Best Practice Programs:

A Checklist


• Build Key Parent Roles

• Best Practices – Research/Outcome

Based

• Practical and Relational

• Develops Parents’ Skills & Capacity

• Partnership for Achievement

• Builds Parent Leadership

• Sustainable – Ongoing Support

Share YourWork

Remember,

passion isn’t taught,

It’s caught!

Dual Capacity-

Building Framework

Final Reflection:

In your role, what is one step you

can take to strengthen family

engagement?

Contact Information

For more information contact Terri Stafford or Skip Forsyth at

[email protected]

Go to www.esc16.net and click on Title I Statewide Initiative icon

Title I, Part A Parent and Family Engagement Statewide

Initiative

at Region 16 Education Service Center

Funded by Texas Education Agency

mailto:[email protected]

http://www.esc16.net/

© Texas Education Agency. All rights reserved.

Newly Revised Dual Capacity-Building Framework: An Overview

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