It is that time of year when we’ve welcomed students back to school with excitement and anticipation. Teachers have prepared their classrooms, parents have helped their children get ready for the new school year, and everyone in the education ecosystem is now working to ensure a positive year ahead.
Today’s students are faced with multifaceted challenges. Educators are seeing an increase in absenteeism and in behaviors that impact opportunities for student learning and well-being. At the same time, parents often seek resources to better support their children in school, as well as greater transparency about what is happening in our schools and classrooms. This situation presents an opportunity for schools, families and communities to work together on developing and nurturing authentic partnerships.
Authentic partnerships help to foster an environment where students feel better supported, more motivated and adequately equipped to reach their full potential. Research shows that when families and communities are more involved in education, students achieve higher academic outcomes; dropout and absenteeism rates decrease; behavior improves; and educators report greater job satisfaction. In other words, these partnerships are a win for everyone involved.
Frederick Hess and Michael McShane of American Enterprise Institute frame a partnership as a metaphorical “handshake,” where everyone must do their part for the compact to work. Hess’ co-author of “A Search for Common Ground,” Dr. Pedro Noguera, an education reformer and university administrator, indicates that when the common goal is a child’s success, an effective partnership is one “where the parents are reinforcing at home that learning is important to success in school.”
I have seen authentic partnerships modeled in many of our school communities as I have traveled throughout the state meeting with students and educators. The Catalyst Center in Davis School District is a great example of community members working directly with students to provide real-world experiences connected to career pathways. On my visits to Catalyst, I have witnessed many exciting projects: Students pitching a marketing plan to a new fast food franchise owner; catering an event with a high-end, tasty menu; writing, recording and editing video for a non-profit entity; and creating professional-quality animated computer games. The type of community engagement and partnership involved in these hands-on projects can be found in schools across the state in our Career and Technical Education pathways programs.
Schools, families and communities must be intentional in their efforts to find creative ways to form authentic partnerships and develop activities that support academic improvement for our students. Clubs such as Latinos in Action and Friend-2-Friend engage students with community members in service that benefits both students and families. Businesses support paid time in their employees’ workdays to volunteer in schools, supporting academic achievement and helping students find a sense of belonging. I have witnessed community mentors from ages 18 to 100 leaning in to make a difference in all parts of our great state.
At the Utah State Board of Education, we have been making a greater effort to build bridges between parents, schools and communities. We employ a parent liaison and engagement specialist and a family and community engagement specialist, who work directly with parents, schools and education partners to help facilitate greater involvement in our schools. We have also added a Parent Portal to our website, where families and community members can find information and resources to help them get more involved at the local level.
While there are many pockets of promise across our state, there is still much to be done to ensure all students have the benefit of these authentic partnerships. Some of the things educators, parents and communities can do to get more involved are:
Educators: Create welcoming environments; establish channels of transparency and open communication to hear from parents and keep them informed; provide resources for parents to support their child’s learning; encourage parent input in shaping school programs and initiatives; and work with parents and students to promote the competencies outlined in Utah’s Portrait of a Graduate.
Parents: Share your ideas with teachers and school administrators; be proactive in addressing your child’s needs and concerns; when possible, offer your time and skills for school events, classroom activities and extracurricular programs; build relationships with other parents and school staff to strengthen the support network; and create a supportive home environment that values education, including expectations for attendance and behavior.
Communities: When possible, offer your expertise and support to schools; provide real-world learning opportunities for students, families and educators; raise awareness about the importance of education within the community; create community networks that connect students and families with necessary educational resources; and develop after-school programs and community events that support student learning.
As a school, district and state education leader, I have witnessed and participated in the development of these authentic partnerships, and I know what a difference they can make. I encourage all school communities to strive to develop and strengthen their partnerships through the coming year and beyond. By working together, we can create the conditions for success and belonging that every child needs and deserves.
(Sydnee Dickson) Sydnee Dickson has been involved in Utah public education for over four decades, serving as the State Superintendent of Public Instruction since 2016, and at the Utah State Board of Education since 2007.
Sydnee Dickson has been involved in Utah public education for over four decades, serving as the state superintendent of public instruction since 2016, and at the Utah State Board of Education since 2007. Prior to joining USBE, Superintendent Dickson served in a variety of roles, including as a teacher, a school counselor, and a school and district administrator.
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