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Abstract
The present study focuses on current efforts underway in one western US state to prepare educators’ for meaningful participation with families. Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel were asked to complete an online survey regarding current family–school partnering coursework, practice requirements, and resources. Responses were obtained from 63% of the identified programs. Similar to prior studies, our results indicate that current course offerings and field practice requirements may not match prevailing views regarding the need for and importance of family engagement in promoting student success. Specific recommendations include refocusing coursework, providing alternative field experiences, offering interdisciplinary coursework and projects, and developing ongoing avenues for continued professional development to improve the preparation of future educators to partner with families.
Acknowledgments
This research was supported in part by a grant from State Personnel Development Grant: US Dept of Education, Washington, DC (Comprehensive Systems Change Through Response to Intervention and School-wide Positive Behavior Support, CFDA #84.323A: PR Award # H323A090005). The authors wish to thank Dr Cyndi Boezio, Daphne Pereles, and Cindy Dascher from the Colorado Department of Education for their ongoing support of this work.