Transcript Title of Presentation

Collaborative Family-School
Partnerships:
Theory and Research
Alyssa Dretchen, B.A. and
Avivah Dahbany, Ph.D., NCSP
Seton Hall University
Futures Task Force on
Family-School Partnerships
Collaboration
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Have you ever collaborated with another person or
persons?
What did you do together?
What “characteristics” were the most important in
your partner(s) during your collaboration?
What “stages” did your collaborative experience go
through?
How do you define “collaboration”?
See Intro Handout 4
What is Collaboration?
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“…a service provided by a professional in which there is a
shared responsibility for the outcome of the problem solving
process, including participation in interventions” (Dougherty, 2005, p.
18)
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Teams of professionals & stakeholders
Mutual, reciprocal consultation among the parties involved
NOT the same as Consultation
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“…in consultation, the consultee retains responsibility for he
outcome, is considered to be the determiner of the suitability of
possible interventions, and is responsible for adequate
implementation of the intervention” (Zins & Erchul, 2002, as cited in
Dougherty, 2005, p. 13)
Indicators of Professional Behavior
Facilitative of Collaborative
Partnerships
Communication
 Commitment
 Equality
 Skills
 Trust
 Respect
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See Intro Handout 5
Professional Behavior:
COMMUNICATION
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“The quality of communication is positive, respectful, and
understandable among all members at all levels of the
partnership, and that the quantity of communication is also at a
level to enable efficient and effective coordination and
understanding among all members” (Blue-Banning et al., 2004, p 174).
Indicators of Professional Behavior:
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Sharing resources
Being clear & honest
Communicating positively & frequently
Being tactful & open
Listening
Coordinating information
Professional Behavior:
COMMITMENT
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“The members of the partnership share a sense of
assurance about (a) each others devotion and loyalty to
the child and family, and (b) each other’s belief in the
importance of the goals being pursued on behalf of the
child and family” (Blue-Banning et al., 2004, p 174).
Indicators of Professional Behavior:
 Demonstrating commitment
 Being flexible
 Sensitive to emotions
 Being consistent
 Regarding work as more than a job
 Accessible
Professional Behavior:
EQUALITY
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“The members of the partnership feel a sense of equity in
decision making and service implementation, and actively work
to ensure that all other members of the partnership feel equally
powerful in their ability to influence outcomes for children and
families” (Blue-Banning et al., 2004, p 174).
Indicators of Professional Behavior:
 Avoiding use of clout
 Empowering partners
 Validating others
 Advocating with other professionals
 Allowing reciprocity among members
 Being willing to explore all options
Professional Behavior:
SKILLS
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“The members of the partnership perceive that others
on the team demonstrate competence, including
service providers’ ability to fulfill their roles and to
demonstrate recommended practice approaches to
working with children and families” (Blue-Banning et al., 2004,
p 174).
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Indicators of Professional Behavior:
 Taking action
 Having expectations
 Meeting individual special needs
 Considering the whole child or family
 Being willing to learn
Professional Behavior:
TRUST
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“The members of the partnership share a sense of
assurance about the reliability or dependability of the
character, ability, strength, or truth of the other
members of the partnership” (Blue-Banning et al., 2004, p 174).
Indicators of Professional Behavior:
 Being reliable
 Keeping the child safe
 Being discreet
Professional Behavior:
RESPECT
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“The members of the partnership regard each other
with concern and demonstrate that esteem through
actions and communications” (Blue-Banning et al., 2004, p 174).
Indicators of Professional Behavior:
 Valuing the child
 Being nonjudgmental & courteous
 Exercising nondiscrimination
 Avoiding intrusion
Seven Stages of Collaboration
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Awareness
Tentative Exploration & Mutual Acknowledgement
Trust Building
Collegiality
Consensus
Commitment
Collaboration
First Stage of Collaboration:
AWARENESS
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Making a conscious entry into a group
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Focus on goals of convening together
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Generate definition of collaborative process and
what it means to team members
Second Stage of Collaboration:
TENTATIVE EXPLORATION &
MUTUAL ACKNOWLEDGEMENT
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Tentative Exploration
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disclose professional skills for the desired process
disclose areas where contributions cannot be made
disclose values reflecting priorities
identify roles and disclose personal values
Mutual Acknowledgement
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clarify each member’s potential contributions
verify the group’s strengths & areas needing consultation
clarify member’s work style, organizational supports, and
barriers to collaborative efforts
Third Stage of Collaboration:
TRUST BUILDING
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Determine the degree to which reliance on others
can be achieved
Examine congruence between words and
behaviors
Set interdependent goals
Develop tolerance for ambiguity
Fourth Stage of Collaboration:
COLLEGIALITY
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Define the relationships of members with each
other
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Define the responsibilities & tasks of each
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Define entrance & exit conditions
Fifth Stage of Collaboration:
CONSENSUS
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Determine the issues for which consensus is
required
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Determine the process used for clarifying the
decision making to reach consensus
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Determine the process for reevaluating consensus
outcomes
Sixth Stage of Collaboration:
COMMITMENT
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Realize the physical, emotional, & material actions
directed toward the goal
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Clarify procedures for reevaluating commitments
in light of goal demands and group standards for
deviance
Seventh Stage of Collaboration:
COLLABORATION
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Initiate a process of joint decision making
reflecting the synergy that results from combining
knowledge and skills
Literature Review
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Indicators of Professional Behavior
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17 studies reviewed
Most Support:
Communication
 Commitment
Seven Stages of Collaboration
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12 studies reviewed
Most Support:
Tentative Exploration & Mutual Acknowledgement
 Collegiality
 Collaboration
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Professional Behaviors
Experience
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How does your collaboration experience compare to the
research?
Did you also find the first two items to be the most important
characteristics of your partner(s) in the collaboration
experience?
Why or why not?
 Communication
 Commitment
 Equality
 Skills
 Trust
 Respect
Stages of Collaboration
Experience
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Did you go through these stages of collaboration?
Did you also find the items in red to be the most important
stages of your collaboration experience?
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Why or why not?
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Awareness
 Tentative Exploration & Mutual Acknowledgement
 Trust Building
 Collegiality
 Consensus
 Commitment
 Collaboration
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Family-School Collaboration
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What do you think are the most important
professional characteristics you have that could
enhance Family-School Collaborations?
What do you think are the most important stages
in Family-School Collaboration?
How can you use your Professional Characteristics
and Stages of Collaboration to enhance your
Family-School Collaborations?
References
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