× EXIT Opening the School Gate | Planning for engagement Identifying the target groups Whatever strategy you select for engaging parents/carers, whether formalised meetings or social events, you will be more successful if you carefully consider their needs and your motives. Preliminary questions to consider are: Who do you want to reach? What is the main objective in engaging parents/carers? What patterns of behaviour do you want to change or encourage? It may be appropriate to bring together families with a common interest, such as a cross-cultural group of Muslim families or recently arrived families. Be aware of the differences and similarities within and between groups in terms of culture, religion, language and migration history. Student data will help you to answer the following questions: How many people do you wish to target? Will this be a small or large group? Do you want to engage a number of communities in a culturally diverse environment, or target parents/carers from a few key language groups? Language diversity in NSW government schools What you can do Student enrolment data provides an indication of the diversity of families in the school community. A ‘Language and Visa’ report, available through the ERN system provides valuable information about students’ backgrounds, languages spoken at home and length of time in Australia. Print a ‘Language and Visa’ report from the Enrolment Registration Number (ERN) system. This report provides information about students’ refugee status language background EALD phase date of enrolment in an Australian school residency status date of arrival in Australia Advise parents and carers about the use of this information. Remind them of the need to keep the information and contact details current and request that they notify the school when student information changes. Resources 0 Course menu Introduction 1 Welcome tour 2 Getting started 3 Overview 4 Benefits of engaging families 5 Issues for migrant and refugee families 6 Issues for schools Planning for engagement 1Overview 2Involving key staff 3Identifying the target groups 4Targeting communities 5Working with community partners 6Setting objectives 7Allocating resources Planning meetings & events 1 Overview 2 Deciding on a format 3 Setting the agenda 4 Seeking parent and student input 5 Choosing an appropriate time 6 Finding a suitable location 7 Arranging childcare 8 Arranging catering 9 Arranging transport 10 Inviting families 11 Translating information 12 Arranging interpreters Meeting management 1 Overview 2 Arranging seating 3 Preparing and managing interpreters 4 Greeting parents 5 Keeping the discussions on track 6 Building trust 7 Exploring expectations about school involvement 8 Explaining practical systems and roles 9 Seeking feedback from parents 10 Sustaining parent involvement Ongoing support 1 Overview 2 Creating a welcoming environment 3 Seeking consent 4 Addressing parent concerns about camps 5 Catering for cultural dietary needs 6 Discussing welfare concerns with parents 7 Addressing discipline issues 8 Reporting on student progress 9 Holding parent-teacher meetings 10 Creating opportunities for meaningful involvement Acknowledgements 1 Acknowledgements Resources 0
× EXIT Opening the School Gate | Planning for engagement Identifying the target groups Whatever strategy you select for engaging parents/carers, whether formalised meetings or social events, you will be more successful if you carefully consider their needs and your motives. Preliminary questions to consider are: Who do you want to reach? What is the main objective in engaging parents/carers? What patterns of behaviour do you want to change or encourage? It may be appropriate to bring together families with a common interest, such as a cross-cultural group of Muslim families or recently arrived families. Be aware of the differences and similarities within and between groups in terms of culture, religion, language and migration history. Student data will help you to answer the following questions: How many people do you wish to target? Will this be a small or large group? Do you want to engage a number of communities in a culturally diverse environment, or target parents/carers from a few key language groups? Language diversity in NSW government schools What you can do Student enrolment data provides an indication of the diversity of families in the school community. A ‘Language and Visa’ report, available through the ERN system provides valuable information about students’ backgrounds, languages spoken at home and length of time in Australia. Print a ‘Language and Visa’ report from the Enrolment Registration Number (ERN) system. This report provides information about students’ refugee status language background EALD phase date of enrolment in an Australian school residency status date of arrival in Australia Advise parents and carers about the use of this information. Remind them of the need to keep the information and contact details current and request that they notify the school when student information changes. Resources 0 Course menu Introduction 1 Welcome tour 2 Getting started 3 Overview 4 Benefits of engaging families 5 Issues for migrant and refugee families 6 Issues for schools Planning for engagement 1Overview 2Involving key staff 3Identifying the target groups 4Targeting communities 5Working with community partners 6Setting objectives 7Allocating resources Planning meetings & events 1 Overview 2 Deciding on a format 3 Setting the agenda 4 Seeking parent and student input 5 Choosing an appropriate time 6 Finding a suitable location 7 Arranging childcare 8 Arranging catering 9 Arranging transport 10 Inviting families 11 Translating information 12 Arranging interpreters Meeting management 1 Overview 2 Arranging seating 3 Preparing and managing interpreters 4 Greeting parents 5 Keeping the discussions on track 6 Building trust 7 Exploring expectations about school involvement 8 Explaining practical systems and roles 9 Seeking feedback from parents 10 Sustaining parent involvement Ongoing support 1 Overview 2 Creating a welcoming environment 3 Seeking consent 4 Addressing parent concerns about camps 5 Catering for cultural dietary needs 6 Discussing welfare concerns with parents 7 Addressing discipline issues 8 Reporting on student progress 9 Holding parent-teacher meetings 10 Creating opportunities for meaningful involvement Acknowledgements 1 Acknowledgements Resources 0
