A r c h i v e d  I n f o r m a t i o n

Preface

"...every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional and academic growth of children."
(GOALS 2000: Educate America Act)

PTA members across the country tirelessly urged their representatives in Congress to adopt this goal as part of the national vision for education in America. Congress responded in 1994 by formalizing parent and family involvement, and by recognizing this goal as a vital part of our national education reform.

But simply recognizing the importance of parent and family involvement as stated in the national goals is not enough. Researchers at the Harvard Family Research Project (HFRP) have collected data to determine not only why training teachers to work successfully with families is so critical, but also how to train teachers to work in partnership with parents and families. This timely report helps to integrate the parent involvement goal with another of these important National Education Goals:

"...the nation's teaching force will have access to programs for continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century."

At this critical period for school reform and education issues, the HFRP report holds special relevance. In addition to identifying the skills, knowledge, and attitudes necessary for teachers to prepare for family involvement, the findings confirm three needs of teachers: (1) more direct experiences with families and communities, (2) support in making school conditions conducive to family involvement, and (3) opportunities to share successful experiences and outcomes with their colleagues.

National PTA's own efforts in partnership with the American Association of Colleges for Teacher Education (AACTE) on behalf of training preservice teachers echo this report in affirming that preservice education is only a beginning. Professional development opportunities for teachers in parent and family involvement must be ongoing to expand educators' abilities to reach out to schools, parents, and communities.

New skills are indeed needed for schools of the 21st century. The examples highlighted in this report encourage us to continue our efforts together in preparing teachers for family involvement at every level. I challenge you to join with parents and teachers everywhere on behalf of today's students and those of tomorrow.

Lois Jean White, President

National PTA

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[Letter from the Secretary]

[Overview]