Welcome to Term 3

Welcome back to term 3!

As we commence Semester 2, 2020 we find ourselves in a much more positive space than we have been in. Whilst it is essential that we remain vigilant and do not become complacent about the potential of another round of Covid-19 here in WA, we are having some time now to think not just about moving forward but also looking at the learnings from our experiences over the past 6 months.

While we are cautiously moving ahead in a positive frame of mind, I am sad to be hearing stories about teachers from across all systems, commenting on how much better it is not having parents on school sites! I ask the question ‘better for who?’ At a time where we are talking more and more about the significant and positive outcomes of parent involvement and engagement in their children’s learning and the importance of the home/school partnership, how can we take this to the next level if parents as key stakeholders in this space do not feel welcome on school sites. We are so grateful to our schools and teachers in regard to the fantastic work that they are doing in reconnecting our children to school and each other, however we cannot ignore the fact that many of our parents are still feeling a level of anxiety (particularly in light of what it happening currently in the Eastern states) around their children’s wellbeing, safety and learning.

The Catholic school is a community, these days possibly the first real community our children will belong to. Therefore, it is incumbent on all of us as part of this life-giving community to find ways that we can all work together in the best interests of those we are there to serve, our children and students.

Rather than dwelling on the negatives of this situation maybe we should be looking at why teachers are feeling this way. One of the conversations we have heard is about parents (when allowed on school grounds) sometimes delaying the start of class by attempting to have ‘impromptu’ meetings with teachers at the beginning of the day. While on occasion it may be necessary to inform a teacher of some important issue concerning a child, CSPWA would suggest that schools take this opportunity to relook at their communications procedures. It may even be a good time to review these guidelines and invite some parents to be part of this process. Information should include when, how and where parents and teachers can communicate with each other. This allows for both parties to prepare themselves for a conversation that will hopefully result in a good outcome for all.

Whilst this is just one challenge that teachers are talking about there may be others that would be worth discussing together and forming some guidelines around.  Guidelines that are developed in partnership between parents and teachers are much more likely to be effective, as both parties feel they have been consulted with and therefore have a vested interest in the outcome.

Karen Mapp, a family engagement expert from the US recently released a second version of her Dual Capacity-Building Framework for Family-School Partnerships and indicated through her recent research “one of the things many people said, and is actually borne out through the research, is that the relationship, the development of relational trust, between home and school, is key for any other relationship to actually take place”. How do we manage this if one half of the relationship does not feel welcome at school?

To end on a more positive note, we know that many schools together with their P&F’s and parent groups are back working together building positive and energetic school communities. We would love to share some of your stories both in our newsletter and through our social media pages. Send them through to Theresa@csp.wa.edu.au and we will showcase your activities.

Until next time, stay vigilant and stay safe.

S