Findings
Reflecting this research, the principal acknowledged that when parents feel empowered in their relationships with teachers that they advocate more effectively for their children, making teachers less likely to engage in practices detrimental to students. The principal offers one example with regard to the practice of giving students zeros for missing work:
Now you go to the more affluent school districts and the child says, “I am not doing it,” and the teacher gives a zero.
Some parents are coming and they want to know why. They want to know, “Why did you not call me when it happened?
Why did you give a zero?” So teachers are less likely to give a zero...they will make sure that kids do the work. So that’s
something that I’m trying to embed in this culture.
Many members of Cullen’s internal and external community recognize a need to strengthen relationships with the community, but they have not reached consensus about its importance or the best effective parental involvement strategies. One faculty member stated that “the key is kids, not parent involvement. We should stop seeking parent involvement. Sometimes kids can’t depend on the parents.” Another teacher disagreed, arguing “we have to stay on those parents and invite them to everything. Call them.” Concerns about parental involvement are not confined to faculty. A member of the Cullen community explained, “Cullen could be better than what it is. If we could educate the parents, that would be a good start.” These divergent voices reflect a lack of consensus and reveal a need to establish a common vision and develop systems to support parental and community involvement.
Now you go to the more affluent school districts and the child says, “I am not doing it,” and the teacher gives a zero.
Some parents are coming and they want to know why. They want to know, “Why did you not call me when it happened?
Why did you give a zero?” So teachers are less likely to give a zero...they will make sure that kids do the work. So that’s
something that I’m trying to embed in this culture.
Many members of Cullen’s internal and external community recognize a need to strengthen relationships with the community, but they have not reached consensus about its importance or the best effective parental involvement strategies. One faculty member stated that “the key is kids, not parent involvement. We should stop seeking parent involvement. Sometimes kids can’t depend on the parents.” Another teacher disagreed, arguing “we have to stay on those parents and invite them to everything. Call them.” Concerns about parental involvement are not confined to faculty. A member of the Cullen community explained, “Cullen could be better than what it is. If we could educate the parents, that would be a good start.” These divergent voices reflect a lack of consensus and reveal a need to establish a common vision and develop systems to support parental and community involvement.