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Enas Mahmoud Integrating Parental Involvement in the Professional Learning Community
(PLC):
Early Foreign Language Teacher Perceptions in Primary Schools in Finland
University of Eastern Finland Philosophical Faculty School of Applied Educational Science and Teacher Education Master’s degree programme in Early Language Education for Intercultural Communication Master’s thesis in Education May 2020
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ABSTRACT
ITÄ-SUOMEN YLIOPISTO – UNIVERSITY OF EASTERN FINLAND
Tiedekunta – Faculty Philosophical Faculty
Osasto – School School of Applied Educational Science and Teacher Education
Tekijät – Author Enas Mahmoud
Työn nimi – Title
Integrating Parental Involvement in the Professional Learning Community (PLC): Early Foreign Language Teacher Perceptions in Primary Schools in Finland Pääaine – Main subject Työn laji – Level Päivämäärä –
Date Sivumäärä – Number of pages
Education Pro gradu -tutkielma X 92+ 4 Appendices Sivuainetutkielma Kandidaatin tutkielma Aineopintojen tutkielma
ABSTRACT Needless to say, the role of parents constitutes an integral part of a child’s learning process. This role is subject to be
improved and enhanced by the practices of teachers (Ames et al., 1995). As a matter of fact, empowering parents necessitates dealing with them as a real partner in a mutual partnership with teachers. Substantially, the base of
“equitable distribution” (Goodall, & Montgomery, 2014) limits the features of this relation and creates a kind of
responsibility on the teachers to provide parents with sensible competences to fulfill their role in their child’s learning. Therefore, the main aim that framed this study was to empower parents in order to involve them ideally in their
children’s foreign language (FL) learning process.
Accordingly, the rich Professional Learning Community (PLC) environment was selected to constitute the platform from which the operations of exchanging the expertise compendium between teachers and parents are
launched. By selecting the PLC model, the study chooses to take the “soft road” to empower parents meaning that
teachers’ overload work is taken into consideration by utilizing the already existing PLC tasks (planning, assessment, intervention and enrichment) to optimally involve parents by integrating them in the model. For the purpose of
achieving this aim, three types of Epstein’s (2009) typology for parental involvement (Learning at Home,
Communicating and Volunteering) formed the domains in which the integration with PLC took place. Subsequently, six expert open ended interviews enriched the study and transferred the reality of the parental involvement practices in
FL learning. The interviews were conducted with early FL teachers for the first three grades in five primarily schools
in Joensuu, Finland. All of the interviewed FL teachers were able to assess the current parental involvement process
and hypothesize the best ways of sharing different tasks with parents. Concerning data handling, a dual dimensional analysis for the same content was conducted implementing two different procedural levels of two different
methodological frameworks (Grounded Theory followed by SWOT analysis). This provided the study a deeper
understanding of the study’s data. After implementing this approach, a theoretical framework (the principles based on Grounded Theory) was
created, followed by a procedural framework (the proposed actions derived from SWOT analysis). As a result a new
model emanated from the integration of the PLC model with three types of parental involvement (Learning at Home, Communicating and Volunteering). It came to be termed Parental Professional Learning Community (PPLC). The
PPLC model contains the principles in its core structure accompanied by suggested procedures.
Avainsanat – Keywords
PLC model, Epstein’s typology for parental involvement, SWOT analysis
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CONTENTS
ABSTRACT ............................................................................................................................. 1
1 INTRODUCTION ....................................................................................................... 4
1.1 STATEMENT OF THE PROBLEM ............................................................................. 4
1.2 STATEMENT OF THE STUDY PURPOSE ................................................................. 5
1.3 SIGNIFICANCE OF THE STUDY ................................................................................ 7
1.4 DEFINITION OF KEY CONCEPTS.............................................................................. 8
2 LITERATURE REVIEW ............................................................................................ 9
2.1 PROFESSIONAL LEARNING COMMUNITY, THE ORIGINS AND
EVOLUTION ................................................................................................................ 9
2.2 PROFESSIONAL LEARNING COMMUNITY IN THE FINNISH CONTEXT .......... 13
2.3 PROFESSIONAL LEARNING COMMUNITY APPLICATION IN STUDIES ........... 14
2.4 TEACHERS’ ROLE IN PROMOTING PARENTAL INVOLVEMENT ...................... 15
2.4.1 Planning with parents ............................................................................................. 18
2.4.2 Assessment with parents ......................................................................................... 20
2.4.3 Enrichment with parents ......................................................................................... 21
2.4.4 Intervention with parents ........................................................................................ 22
2.5 HOW TO DEAL WITH PARENTAL INVOLVEMENT ............................................. 23
2.5.1 Time Framework .................................................................................................... 23
2.5.2 Functional Framework ........................................................................................... 24
3 RESEARCH QUESTIONS ....................................................................................... 25
4 METHODOLOGY .................................................................................................... 25
4.1 PARTICIPANTS.......................................................................................................... 27
4.2 INTERVIEWS ............................................................................................................. 27
4.3 THE FIRST STEP: GROUNDED THEORY/ EMERGING DESIGN .......................... 28
4.4 THE SECOND STEP: SWOT ANALYSIS .................................................................. 29
4.5 VALIDITY .................................................................................................................. 30
4.6 ETHICAL ISSUES ...................................................................................................... 31
5 RESULTS AND DISCUSSION ................................................................................. 32
5.1 THE PRINCIPLES OF INTEGRATING PARENTS IN THE PROFESSIONAL
LEARNING COMMUNITY (PLC) ............................................................................. 32
5.1.1 Teachers’ Perspective of Parental Involvement ....................................................... 33
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Discussion of the Need of Principle One: Raising Parents’ Awareness Towards their
Children’s FL Learning. ................................................................................................. 35
PLC available tasks to raise parents’ awareness .............................................................. 38
5.1.2 Availability of Background Knowledge is a Key Factor ........................................ 44
Discussion of the Need of Principle Two: Understanding Families’ Background, Interests
and Needs ...................................................................................................................... 46
5.1.3 Involving Parents in Learning at Home .................................................................. 47
Discussion of the Need of Principle Three: Better Design of Homework ........................ 48
5.1.4 Communicating Parents.......................................................................................... 49
Discussion of the Need of Principle Four: Establishing Protocols for Parents - Teachers
Dialogue......................................................................................................................... 51
5.1.5 Involving Parents in Volunteering .......................................................................... 52
Discussion of the Need of Principle five: Diversifying the Volunteering Forms .............. 53
5.2 THE PRACTICAL PROCEDURES OF INTEGRATING PARENTS IN
PROFESSIONAL LEARNING COMMUNITY (PLC) ................................................ 55
5.2.1 SWOT Categorization of the Interview Data .......................................................... 55
5.2.1.1 Strengths ......................................................................................................... 56
5.2.1.2 Weaknesses .................................................................................................... 58
5.2.1.3 Threats ........................................................................................................... 63
5.2.1.4 Opportunities ................................................................................................. 65
5.2.2 Implications for Schools and Teachers to Apply the Principles (the operating
procedures) ........................................................................................................................ 67
Principle One: Raising Parents’ Awareness Towards their Children’s FL Learning ........ 67
Principle two: Understanding Families’ Background, Interests and Needs ...................... 71
Principle Three: Better Design of Homework ................................................................. 72
Principle Four: Establishing Protocols for Parents - Teachers Dialogue .......................... 74
Principle Five: Diversifying Volunteering Forms ........................................................... 75
6 CONCLUSION ........................................................................................................... 83
7 LIMITATIONS AND FUTURE STUDIES ............................................................... 87
REFERENCES ...................................................................................................................... 88
APPENDICES ........................................................................................................................ 93
APPENDIX 1: QUESTIONS FOR THE INTERVIEW ........................................................ 93
APPENDIX 2: TEACHERS’ EMAIL ................................................................................... 95
APPENDIX 3: THE RESULTS OF DATA SWOT CATEGORIZATIONS .......................... 96
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LIST OF FIGURES
Figure 1 Research Design ………………………………………………..…………….26
Figure 2 SWOT Analysis Matrix………………………………………...…………..... 30
Figure 3 Extracting Procedures from Principle out of Associations of SWOT
Categories…………………………………………………………….……....55
Figure 4 Parental Professional Learning Community Model………………….….….. 84
LIST OF Tables
Table 1 Suggested procedures for implementing the principles in the new generated
model (PPLC) extracted from Avoiding Threats by Strengths ………..….….79
Table 2 Suggested procedures for implementing the principles in the new generated
model (PPLC) extracted from Maximizing the benefits of Opportunities through
Strengths …………………..………………..………..……..…….….….. 80
Table 3 Suggested procedures for implementing the principles in the new generated
model (PPLC) extracted from Avoiding any connection between Threats and
Weaknesses ………………………………….………………..…..…….…….. 81
Table 4 Suggested procedures for implementing the principles in the new generated
model (PPLC) extracted from Seizing Opportunities to tackle Weaknesses…...82
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1 INTRODUCTION
1.1 STATEMENT OF THE PROBLEM
Influence of parents is a long-term one that starts from the first day the child is born and varies
in its degrees in the different ages that follow, but undoubtedly sets a foundation for rest of the
child’s life. Being the first teachers in our lives, parents occupy a key position in our learning
road maps. Continually, in schools the role of parents is increasingly recognized as an invaluable
resource for supporting school work in some aspects and complementing it in others. Therefore,
parental involvement in the children’s learning at schools has so far been the focal point of a
growing body of recent research investigating the conditions of the positive impact of this
phenomenon (for examples, see Ma et al.,2016 , Huang et al.,2018 , Wong et all.,2018). This
trend has a great influence on viewing parents as real partners in their children’s schooling.
Consequently, the parental role should be reconsidered in the school partnership
programs to empower parents with the necessary tools and knowledge consistent with this
fundamental role. Maximizing the power and advantage afforded to parents is one of the most
powerful tools that confirm the idea and the sustainability of this partnership. However, this
accreditation should not be absolute but should be executed rationally. Goodall and Montgomery
(2014) talked about “equitable distribution” (p.402) to decide and act jointly between parents
and schools on improving children’s learning. They (2014) emphasized that they do not mean to
allocate an equal share of schools’ decisions and actions with parents, but it is “a move from
information giving to a sharing of information” (p.402) which is ultimately in the best interest of
the children. In accordance with that, schools are required to design well- structured programs
that initially encourage parents to be involved in their child’s learning and ultimately ensure an
optimal active involvement.
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Arguably, educational circles remain anxious for such programs to coordinate the
relationship between school, family and community extensively (Epstein, 2009). Establishing
genuine partnership programs with parents needs a careful reading of the parental context from
one side and a high quality programs from the other. The interest in context comes from the fact
that the context conveys the interests, needs and orientations of parents that depicts their
perception of parental involvement and determines it accordingly, socioeconomic status as an
example (Lawson, 2003). On the other hand high quality programs go beyond the basic steps of
parental involvement activities to the high quality in implementation which is actually needed
(Sheldon, 2003).
The need for such studies in FL learning has arisen in Finland since 2019 after the
implementation of the Finnish government decision to start teaching foreign languages from the
first grade (The Finnish Ministry of Education, 2018). In view of that, this study tries to trace the
most effective techniques and methods in order to stimulate parental involvement in their child’s
FL learning.
1.2 STATEMENT OF THE STUDY PURPOSE
This research aims at maximizing the positive impact of parental involvement on their children’s
FL achievement through involving them effectively in the learning process of their children.
School environments which enjoy the positive attributes of Professional Learning Communities
(PLC) constitute fertile environments to embrace parental involvement in all of its forms and
manifestations. PLCs are basically comprised of the teachers who continuously learn from each
other and collaborate to achieve an ultimate goal of improving the students’ achievement not
only academically but in all different levels including behavioral. As a result, interests of parents
and teachers converge and unite on a common goal in PLC.
Due to some logistic obstacles, such as lack of time in particular, teachers often express
their inconvenience with any additional tasks. This might pave the way to seize the opportunity
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of utilizing already existing tasks instead of suggesting new ones that might be considered as an
additional burden. As a matter of fact, PLC provides all these requirements.
Coleman (1998) viewed both parents and teachers in a collaborative “learning
community”(p.14) where both of them become learners in different ways, teachers learn more
about their students from their parents and parents learn more about the curriculum, didactic
practices and how to help their children from teachers. More apparently, Fullan (2007) drew the
conclusion that “part and parcel of professional learning communities is close engagement with
parents” (p.194). In the light of the foregoing, the existence of parents in the Professional
Learning Communities (PLCs) could be legitimized.
The contribution of this study is to find out an approach to integrate the parental
involvement in the PLC. To be balanced, the merit of this integration is to minimize the load on
the teachers that could be generated out of any extra tasks to involve parents. On the contrary,
the study attempts to systemize and organize the current existing activities with parents.
Therefore, it is designed to investigate and build on the schools existing approach to involve
parents for the benefit of all stakeholders. In fact, this process has two stages. Firstly, through
considering three types of Epstein’s parental involvement framework, namely Learning at
Home, Communicating and Volunteering and extracting four major teacher-student oriented
tasks in PLC, namely Planning, Assessment, Intervention and Enrichment, the outlines of a new
parental involvement approach can be created. Secondly, the study also explores the schools
practical path to involve parents in order to develop a procedural roadmap out of the outlines of
the generated approach. The roadmap will examine the current parental involvement activities to
concentrate on the strengths, excluding the vulnerabilities, seizing the opportunities and
overcoming the obstacles in order to suggest pragmatic procedures. This is how this newly
generated framework will be reinforced theoretically by a model and operationally by suggested
procedures.
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1.3 SIGNIFICANCE OF THE STUDY
The study is uniquely conducted starting from the importance of the topic, integration of two
different frameworks (Epstein’s and PLC) and finally ending up with the use of two robust
analytical methods to analyze the same data, one of them is SWOT analysis which is a strategic
planning methodology.
Regarding the topic, parental involvement as a matter is a rising trend in the educational
communities. However, the new generated model of parental involvement in this study depends
to a large extent on working with parents as partners to be ideally involved in their children’s
learning comprehensively and systematically. By pursuing empowering parents, the study takes
the path less traveled by other researches. Consequently, it is assumed that after implementation,
a kind of equitable distribution of responsibilities is established efficiently between teachers and
parents, leading to improvement in pupil FL achievement.
Concerning the way the content of the study is designed; three types of parental
involvement in Epstein’s typology intersect with four tasks extracted from the PLC model to
form a unified model to empower parents. Both utilized frameworks are robust and reliable.
In terms of the study methodology selection, this new generated model reflects the
perspectives of the FL teachers considering them the real owners of PLC. Collecting data
through conducting open ended interviews with experts of diverse characteristics enriches the
study and addresses the fundamental points in the issue of parental involvement. Furthermore,
the study’s outcomes are reinforced by a deep analysis of data using two methodological
frameworks, Grounded Theory and SWOT methodology. Adopting this dual analysis will help
validate the phenomenon and accordingly the results will be more authentic.
Although this study is conducted to depict the needs in FL learning for young learners, this new
generated framework can be adopted for all school educational topics of all ages.
Hopefully, this study would guide both teachers and parents to the best for their children.
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1.4 DEFINITION OF KEY CONCEPTS
Professional Learning Community (PLC)
The Finnish educational system is considered to be distinctive in training and qualifying teachers
which affects students’ achievement positively. A key component of the system is collaborative
teamwork. This collaborative spirit underpins the existence of Professional Learning Community
(PLC). Lieberman and Miller (2011) explained that professional learning communities are
groups that get together regularly and continuously to improve their own and their students'
learning. Most of the PLC definitions, Lieberman and Miller’s as an example, indicate that the
procedures in the PLC are directed in two directions. The first direction is towards regulating the
teachers’ relations and work. The second one is directed towards regulating the tasks with the
students. However, this study is concerned about the second direction which is directed towards
the students because it is the area where parents and teachers’ interests meet. Based on that, the
interviews in this study are conducted with experts of early FL teachers who have experienced
the PLC practices and have been part of Professional learning communities for a considerable
length of time. As a result, they express the attitude of this collaborative body and their practices
reflect its consensuses. In the case there is any individual practice adopted by a specific teacher,
it will be indicated in the discussion as being an individualized approach. To sum up, the PLC
practices explored in the interviews would be focused on the teacher-student based tasks. They
are planning, assessment, intervention and enrichment.
Types of Parental Involvement
Additionally, this study defines three parental involvement types which are Learning at Home,
Communicating and Volunteering within the scope of Epstein’s framework (2009). They will be
defined and discussed extensively in section (2.5.2).
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2 LITERATURE REVIEW
2.1 PROFESSIONAL LEARNING COMMUNITY, THE ORIGINS AND
EVOLUTION
Emphasis has been placed on the concept of Workplace Learning from the end of the 20th and
into the 21st century practically and theoretically (Sawchuk, 2011, p. chapter 12). Lave (1991,
p.64) discussed how individuals need to change their knowledge and skills to adopt a new set of
common skills in specific learning communities to become a member in such communities. For
more in-depth understanding for the relationship between individual and collaborative learning,
new studies and new concepts such as co-participation/co-emergent were recommended
(Fenwick, 2008). In his turn, Senge (1990, p.12) illustrated that systematic team learning is the
mainstay of the modern organizations not the individual learning.
In educational circles, there were advocacies to end the isolation of classroom teachers
because it was considered to be an obstacle in front of improving their professionalism by
working as a team (Lieberman. A ,1990, p.52, Louis, K. S., & Kruse,1994, p.4, Louis, K., Marks
& Kruse, 1996, p.757). This paved the way for "Professional Learning Communities" or as
typically abbreviated PLC.
Although PLCs are originally composed of teachers, which are very evident in most PLC
definitions, some authors considered all of the school staff to be an integral part of the PLC
model (Bolam et al., 2005, p.149). Yet, the role of the administrators as “keepers of the vision”
(Louis et al., 1996, p. 763) and as “context setters” (Fullan, 2001, p.111) is essential to sustain
the Professional Learning Communities. In addition, policymakers have a major responsibility to
provide resources that help enhance the learning process for teachers and learners
(McLaughlin& Talbert, 1993, p.21).
While there is no global agreement on a definition of PLC because it varies depending on
the context (Bolam et al., 2005, p.5), there has been a relative consensus on the three main
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components of PLCs. Dufour (2004) summarized them comprehensively in a concise synthesis
which he called “Big Ideas for PLC”. They are respectively, making sure that each student
learns, having teachers’ collaboration culture and finally concentrating on the outcomes. This
combination of the three components exists in most of the PLC definitions and in Feger and
Arruda’s (2008, p.1) as an example where they viewed PLC as a strategy where a collaboration
culture prevails to concentrate on the students’ learning. According to Fullan (2001, p .68)
collaborative cultures are positive powers when they are oriented properly. The literature has
demonstrated the characteristics of PLC differently, but as a matter of fact it has not missed the
spirit of PL communities.
Despite the rich practical guide provided by PLC, most of this guidance remains
“bookish” and need more in depth understanding for the nature of PLC (Louis k., 2006, p.11).
Louis K. argued that it is critical that creating a PLC environment does not just mean changing
the procedural form, for example coordinating time for meetings, but more importantly it means
implementation of the PLC core values, such as trust and commitment which are indispensable
requirements for PLCs. Her position was compatible with Fullan (2001, p.43) who saw that
reorganizing of procedures does not make the difference but it is the re-culturing in the
collaborative work communities.
Obviously, student achievement is the overriding concern of the workers in PLCs (Bolam
et al., 2005, p. i). Moreover, researches have revealed the positive impact of the PLCs on the
teachers’ practices and ultimately on the student’s learning and achievements (Dinardo, 2010,
Ratts et al. 2015, Ransom, 2016, Rosado, 2019). This positive impact of PLC is attributed to a
combination of factors. One of these factors is the fact that the source of the PLC is the teachers
themselves. Lieberman, A. (2000) argued that the decision about the curriculum and instructions
was always subject to an external evaluation including the teacher training. Thus, most of these
decisions and assessments are inconsistent with school contexts and make them vulnerable to
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what Lieberman called a “one size fits all” (p.221) solution because the use of an external expert
fails to highlight the real needs of students and teachers to address pressing educational issues.
Furthermore, PLC schools look at the curriculum as something to be revised and modified based
on the students’ needs and achievements (McLaughlin& Talbert, 2001 p11).Another factor that
adds a value to PL communities might lie in what Hord (1997) pointed to in changing the rapid
fixing solutions “microwave oven theory” (p.iv), to a real commitment to long-term solutions in
PLCs to improve schools.
PLCs are communities which are based on reflective practices (e.g. Hord, 1997, p.44,
Louis & Kruse, 1994, p.11). Darling-Hammond and McLaughlin (1995, p.2) articulated that
observation, assessment and reflection are the practical tasks that teachers are supposed to be
involved in collaboratively in PLCs. More specifically, Dufour, R. and his colleagues (2016, p.
11) described PLC tasks when a group of teachers working together to define student learning
goals with a focus on each student learning in an appropriate timeline to provide those who need
additional assistance with appropriate intervention programs and enrich those who prove their
efficacy with enrichment ones. On another occasion and in response to an article criticizing
PLCs for the both the broad confusion regarding the PLC term and for PLCs limited benefits
for the teachers, Dufour, R. (2007) stressed on the point that alleged adoption of PLCs in schools
is not enough, but that this claim should be translated into procedural practices on the ground.
Although Dufour, R. (2007) added some more roles as conditions for being involved in a PLC
environment, these roles are considered to support the previously mentioned roles. For the
purpose of conducting this study these roles will be divided into two types, teacher- student
focused oriented tasks and teacher- teacher focused oriented tasks as following:
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A. teacher -student focused oriented tasks
1. Planning for the goals of the student‘s knowledge and the skills that each student
should acquire.
2. Ongoing Assessment: setting criteria, timely based common formative assessments to
monitor progress for each student.
3. Interventions: for those students who need extra support.
4. Enrichment: for the students who achieve the set goals to extend their learning.
It is worth noting that in his current article, Dufour, R. (2007) did not explicitly mention
enrichment task but he did in another occasion (See Dufour, R. et al., 2016, p. 11, 12).
B. Teacher – teacher focused oriented tasks
1. Group self assessments for teacher practices and to learn the most effective ones from
each other.
2. Group working towards achieving school SMART goals: Strategic, Measurable,
Attainable, Results-oriented and Time bound.
3. Working on improvement on a daily basis.
4. Activating collective decisions on the ground.
5. Demonstrating real commitment and collective responsibility.
6. Wisely time investments towards achieving the stated objectives.
In fact, this study is grounded on the first type of roles, teacher –student based oriented
tasks, to link them with the types of parental involvement of Epstein (2009). This will be done
for the purpose of creating a well-nested matrix where parents are integrated into the main PLC
tasks in an attempt to reshape the PLC for more effective influence of parents on their children's
achievement.
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2.2 PROFESSIONAL LEARNING COMMUNITY IN THE FINNISH CONTEXT
The distinctive features of Finnish schools make them an ideal conducive environment for PLCs.
The essence of the PL communities is built upon collaborative work to improve the students’
achievement. Reflecting on the focus on the students’ learning, Sahlberg (2007) attributed the
constant improvement in student learning in Finland to qualities of equality, flexibility,
creativity, professionalism and confidence in the education policy. According to him, the
autonomy enjoyed by teachers in Finnish schools makes them more responsible for the progress
of learning and the outcomes of their students, unlike other educational systems where
accountability is the driver.
Stemming from that responsibility and autonomy, Finnish teachers are always open to
innovations to improve their students’ learning, while trust and equality in the Finnish context,
according to Eschler (2016, p.39), provide an appropriate ground to foster a culture of
collaboration. Therefore, Finnish teachers collaborate regularly not only with teachers who teach
the same grades but also with teachers across the entire school. Eschler (2016) also noticed but
rarely “deprivatized practice” (p.40) which is considered to be a PLC practice. In such practice,
teachers visit each other’s classes, observe each other’s lessons and discuss their pedagogical
strategies and techniques. Thoroughly, Eschler reported in his study that teachers involved in
such practices indicated a positive impact on their teaching.
In a research that compared PLC between Finland and England, it was concluded that
PLC characteristics are strongly apparent in both contexts but with relative differences (Webb et
al., 2009).This was true despite the fact that the Finnish and the English teachers were not
familiar with the term “PLC”.
Another comparative study (Papadakou, 2018) showed that PLC was detected in a
Finnish primary school while missing in a Greek one.
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Internally, a research conducted in Finnish schools to trace PLC features showed that the
13 targeted Finnish schools generally adopted the PLC environment and that Finnish teachers
have the required professional skills to participate well in PLCs (Antinluoma, et al., 2018).
Furthermore, this research revealed that three out of thirteen Finnish schools were identified as
PLCs from a maturity standpoint. According to Antinluoma and his colleagues, there is a
noticeable trend in Finland to adopt teamwork and collaboration practices, with co-teaching as
an example. It is obvious that PLC is an invaluable method for the future. Broadly speaking,
knowledge sharing and learning exchange in communities are the gateway to the knowledge
economy and an efficient way of utilizing knowledge (Giles, & Hargreaves, 2006, p153, Lave,
1991, p.79).
2.3 PROFESSIONAL LEARNING COMMUNITY APPLICATION IN STUDIES
Sigurðardóttir (2010,p408) predicted a promising future for Professional Learning Communities
and their theories as they truly encompass school development needs in teachers' daily practices.
As a result of the PLC positive outlook in educational settings, there has been a growing body of
research conducted around the theme of PLC.
In attempt to integrate the stakeholders of the educational process into the PLC model, a
Swedish research was conducted to find out how teachers could transfer the expertise and the
skills they learn in PLC to their students in the classroom (Wennergren & Blossing, 2017). The
study depicted both teachers and students together in the PLC model and tried to provide a better
understanding of the PLC by linking it to the Social learning Theory of Community of Practice
of Wenger. As explained in the research, the theory dictates that individuals play as actors in the
community responding to problems by collective practical solutions. The study was conducted
by categorizing planning, assessment and collaborative working skills in the PLC into the three
dimensions of the community of practice theory: shared repertoire, mutual engagement, and
joint enterprise. The researchers chose a Swedish school where the Swedish local authority
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initiated a professional learning project to address the school's poor performance. According to
researchers (Wennergren & Blossing, 2017), student participation has always been marginalized
in PLC. This is not in the interest of rooting democratic qualities in school learning. In the study
process, teachers reported that students were involved in lesson planning activities, self-peer
assessment, and collaborative work in making projects and providing assistance to each other. It
was clear that an environment of trust, respect, cooperation and responsibility was prevailing. In
conclusion, the researchers believe that they established for the “legitimate” students'
participation in PLCs in theory because, in their point of view, it already exists in practice. In
addition, they saw that the community of practice theory helps to understand and describe the
PLC better (2017).
PLC was the vivid environment for testing an educational initiative for foreign and
second language learning for the researchers Kristmanson, Lafargue and Culligan, K. (2011).
The aim of the study was to integrate the European Language Portfolio (ELP) and the Common
European Framework of Reference (CEFR) into the classroom through the PLC platform by
conducting an action research by foreign / second language teachers (under the supervision of
university teachers). Teachers were engaging for two consecutive scholastic years running in
discussions about the “pedagogical possibilities “of ELP and CEFR. The final product was a
“synthesis” produced under the PLC umbrella.
2.4 TEACHERS’ ROLE IN PROMOTING PARENTAL INVOLVEMENT
Although “commitment to schooling” or a desire to learn starts at an early age of individuals
through their parents' approach at home and the values the parents instil at that particular age,
there is a considerable impact of the teachers’ practices on this commitment by affecting the
parental involvement in their child’s schooling (Coleman, 1998, p11). Several studies have
shown that teacher’s practices are “as or more important than family background”, such as social
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status, ethnicity, parental education, and so on to determine whether and how families are
involved in their children's education (Epstein & Sanders, 2000, p. 7). This may shed light on the
role and the responsibility of teachers in promoting this parental involvement. Ames and her
colleagues (1995) provided other research based results that parental efficiency could be affected
by the teachers’ practices. In the findings it was reported that teachers’ different techniques and
creative ideas to involve parents could affect the willingness of parents to be positively involved
in their child’s learning. Subsequently, this involvement would affect the parents’ efficiency to
produce positive forms of involvement in favor of their children.
In a large-scale recent report, 40 primary schools were selected on the basis of high
positive achievement across New Zealand (Education Review Office, 2018). It was found that
these schools adopted advanced parental programs to involve parents in their children’s learning
based on a real partnership with schools. The strategy they followed was beyond giving
instructions to parents. Systematically, parents participated in planning, assessment and
intervention to advance children's learning regularly. The teachers expressed their satisfaction
with working with parents as a source of information. Thus, parents might suggest and teachers
act accordingly. Cooperatively, they raised the slogan "Success Together" (p.10). The teachers
succeeded in doing this by espousing parents as partners who share responsibilities productively.
This reduced the controversy about roles and responsibilities. They diversified options for busy
families, for example, they maintained face-to-face meetings but expanded their scope to be
organized out of school electronically. It is worth noting that some schools reached 100% of
parents' attendance at planning sessions. Additionally, they succeeded in reaching the low
socioeconomic families that accounted for the highest percentage of fully involved parents in
these schools. By doing so, they succeeded in reversing the results of the collaborative work on
pupils by achieving a positive outcome track that was recorded as at or higher than the expected
level in all New Zealand.
17
But the fact tells something different from the above mentioned experience. Although
there is a wide consensus on the importance of parental involvement, the reality on the ground
reflects that teachers do not perform their roles to encourage parental involvement
systematically, and that parents do not respond to such calls most of the time (Willemse et al.,
2018). This situation is a result of a combination of factors. One is the “big gap between
knowing and doing” (Epstein, 2013, p.115, Baum& McMurray-Schwarz, 2004, p.57).
Epstein(2013) talked about partnership courses offered to future teachers to provide them
with the working skills necessary for school-home and community relationships, but
nevertheless there is a real need to emphasize these meanings for the “old” teachers as well
because systematic implementation of these meanings may reduce the gap. In detail, Epstein
(2013) talked about four orientations for establishing and coordinating school, home and
community relations. First is the “teamwork “orientation which encourages establishing
interrelationships between parents, teachers and administrators to plan, improve and coordinate
the parents' engagement activities in their children's education. Second is the “goal-linked
partnerships” where the effectiveness of these activities on the children’s education is evaluated
by the teachers and the administrators. Third is the “equitable partnerships” which emphasizes
that all parents must be contacted equally without any exception. Finally is the “evaluating
partnerships” orientation where assessment sessions are conducted to evaluate the fulfillment of
the previously mentioned orientations (an overall view for the partnership).
Significantly the perception of parents and teachers for the partnership has been paid
special attention to aligning the allies' concerns when designing parental involvement programs.
Lawson in his study (2003, p.78, 166) raised two important issues regarding the parental
involvement. Firstly, he stressed on the point that the term “partnership” implies that the parties
in the relationship are equal in power. Accordingly, teachers, considering them the more
powerful party, have to consider the other party, the parents, and deal with them on the bases of
18
equality to empower and support them. Teachers must also keep in mind that if they are to
promote parental involvement, it is their responsibility to initiate such engagement with parents
(Coleman, 1998, p.61). Secondly, whether it is “parent involvement, family involvement, parent
engagement, parent empowerment or school–family partnerships” as expressed differently in
literature (Smith et al. 2011), it is crucial that this partnership conveys the parental concerns.
Parental involvement depends on the context where people and environments differ greatly. For
example, Lawson (2003) found that parents who are associated with low incomes and a specific
ethnic group were found to have a “community centric orientation” for parental involvement and
expected teachers to involve them broadly in the community, while teachers viewed parental
involvement restricted within the context of the school. Nonetheless, this association expresses
the socioeconomically perspective of the partnership. Similarly, Fullan (2007, p.189) extended
this scope to entail other variables to be taken into account when designing parental involvement
programs like the cultural variable and issues related to the age and gender of students.
2.4.1 Planning with parents
In the field of launching the initiatives , it is well known that “top-down” initiatives do not
always succeed and likewise, “bottom-up “initiatives fluctuate between success and failure
(Fullan ,2007, p.81). It could be either ways “meaning or confusion, commitment or alienation,
or simply ignorance” of the change (p.82) but what creates the difference is the motivation and
particularly the feeling of ownership. Noguera (2001) narrated a story of empowering
disadvantaged families by turning them into decision-making contributors in their children‘s
schools. He talked about creating that sense of “ownership and control” (p.208) over their
children schools which made them so enthusiastic to their initiatives in the schools to the extent
they recruited more supporters and participated in outreach to many other families.
When Ayoub-Mahmud, Khoshnood and Babaei, (2014) reviewed Freire’s educational
pedagogical perspectives, they clarified that Freire viewed curriculum planning as a “horizontal
19
process” (p.88, 90). That is to say that all stakeholders, such as teachers, students and parents,
are invited to collaborate in curriculum planning with a view to make educational content more
relevant to their needs , expectations and cultures.
In this regard, it was concluded that the Nordic curricula tend to work in consensus with
the value of democratic rights where the general outlines of the curricula are drawn offering
greater scope for the stakeholders, including the parents, to exercise their rights in planning for
the curricula in detail (Janssen & Vandenbroeck, 2018). This legitimized contribution of parents
also depends on the fact that parents are better informed about their children's needs (2018).
At any rate, tensions may arise as a result of a misunderstanding of these mutual
responsibilities of the two sides, parents and teachers (McKenna& Willms, 1998, p379, 380).
McKenna and Wilms (1998) cautioned against the deterioration of the parent-teacher partnership
because parents may feel that their decisions are being ignored. Teachers and principals do not
tend to delegate part of their authority to parents. In fact this is a direct result of a crisis of
confidence in parents, so to speak. Sometimes teachers feel that parents ‘ decisions in the parent
council, for example, are directed at specific children, not all schoolchildren, that they lack
professional knowledge or they conflict with the school’s finances, to name a few(1998).
Generally, the two authors (1998) attributed these problems to the teachers’ reluctance to share
their decision-making powers with parents, especially in decisions regarding the way school
days are run. Interestingly, they (1998, p. 808) encouraged the parents in the parent councils to
empower themselves by themselves by becoming acquainted with the necessary information to
make their decisions well recognized by teachers. They also would then have the ability to work
with other parents to raise their awareness as well. Whereas Smith and the other authors
(2011,p.87,88) observed other vivid examples that went further in empowering parents in school
decision–making, for example parents electing the school’s board, and in another case, parents
themselves acting as members of the board and deciding the school’s policy. They also noticed
20
some other schools that regularly give parents training courses on how to participate in school
decision-making to provide them with the necessary tools to do so.
2.4.2 Assessment with parents
Stiggins (2002) introduced a robust classification for assessment comprised of assessment of
learning and assessment for learning. He concluded that if we want to improve our educational
system and raise the incentive for students to learn more, we must strike a balance between the
two types of assessment. Assessment of learning is guided by standards or grades and embodies
a kind of accountability for teachers and the educational policy. In contrast, assessment for
learning ignites students' motivation for learning by using this kind of assessment as a tool to
determine progress in learning and add more experiences accordingly. In this vein, Stiggins,
(2002) stressed the idea that assessment of learning may provide misinformation about the
student’s learning status, thereby misleading parents and teachers with a fictitious view of
student learning. Meanwhile, assessment for learning provides parents with a more accurate
description of their child’s learning condition creating an opportunity to be directly involved and
providing a desire to learn more techniques to improve their child's learning continuously.
Within this context, Friedrichs and Raskinski (1990, p. 346) drew attention to the fact
that parental involvement programs for effective assessment are long-term programs that require
patience. They also stressed that if parents are to participate effectively in an assessment
program, they must have adequate time and training. They concluded that programs which
enable parents to effectively assess their child provide a healthy environment for a child’s
progress and eliminate any misunderstanding between parents and teachers about the child’s
learning. During their working on developing a reading assessment program for parents to
actively involve them in assessing their children, the two authors (1990) put forward some ideas
for teachers to ensure a strong assessment partnership with parents. These ideas include
21
involving parents in planning goals, participating in developing an assessment tool, engaging in
discussions with teachers, and visiting classrooms for assessment on the ground.
All in all, assessment is a skill that teachers can transfer to parents in several ways, for
example informing parents of the criteria and standards for assessing the learning progress. In
order to provide parents with a more intense and detailed assessment of their children, class
visits are suggested. In doing so, parents will have an opportunity to assess what is going on in
the classroom, including teaching methods, curriculum and the performance of their children
compared to other students (Coleman, 1998, p48). Amazingly, Freedman (1988, page 8)
reported about a one-way mirror in which parents could monitor their children working in the
class. After observation, assessment discussion sessions were held with teachers.
2.4.3 Enrichment with parents
Although there is a considerable rising interest in the programs of gifted students at an
international level, research about this domain are still scarce (Golle et al., 2018). However,
parents play an important role in such programs. Initially, parents high motivation for
enrichment programs are considered to be the “the driving force “(p.283) for high school
students to enroll in such programs (DiGiorgio, 2010).
Nevertheless, parents can be a part of these enrichment programs in different ways using
different tools. For example, through their research, Thompson and the other authors (2014)
came to the conclusion that sending enrichment materials with children to be achieved
collaboratively with their parents is effective and compatible with children’s learning. More
specifically, Thompson and his colleagues pointed to a direct positive impact on the academic
achievement of elementary and middle school students in mathematics, and to a lesser extent in
reading skill, for both homework and providing enrichment materials for parents.
22
Sheldon and Epstein (2005) even held that providing parents with the enrichment
material to be done at home is not restricted by parents ‘education. Moreover, it is of a particular
economic benefit to disadvantaged families (2005).
In another implementation focusing on a very young age for enhancing parental
involvement in enrichment programs, Fowler and his colleagues (2006) recruited graduate
student researchers to teach parents on their home visits how to enrich their infants ‘ language
while playing. This language enrichment program demonstrated successful results in developing
vocabulary, concepts and cognitive strategies for the infants’ language.
2.4.4 Intervention with parents
Assessment and intervention are tightly entwined (Berningeret et al., 2001, p.196). Both,
assessment and intervention are implemented in a phased arranged program where intervention
begins with assessment and assessment follows the execution of the intervention.
In order to obtain more effective cognitive outcomes from the intervention, the
interventions should be comprehensive. For examples those interventions that concentrate on
education and health care are more beneficial to child development than the interventions which
concentrate on health only (Nores & Barnett, 2010, p279). Correspondingly, Barnett (2011)
returned again in another study and concluded that those interventions geared toward only
improving cognitive competence are not as effective as those aimed at improving social-
emotional, behavioral and cognitive development. The comprehensive programs of improving
social-emotional, behavioral and cognitive development are more effective.
Another point to consider here is the connection between the success of the proposed
interventions and the attitudes and the expectations of the parents (Reynolds & Gill, 1994).
Reynolds and Gill’s study revealed that behavioral adjustment interventions are of little use if
they are not associated with positive parental attitudes.
23
Academically, remedial work with parents can take the form of home-based worksheets
to be accomplished with trained parents for these types of interventions (Schwartz, 2012, p. 26).
Additionally, parent tutoring has proven efficient in developing children's literacy skills
(Goodall & Vorhaus, 2011, p. 48). It is also recommended that parents be provided with the
training necessary to teach their children to improve their reading skills (2011, page 48).
2.5 HOW TO DEAL WITH PARENTAL INVOLVEMENT
2.5.1 Time Framework
In an effort to categorize parental involvement activities, the perception of parental involvement
was built upon the time frame of the activities implementation. Darch, Miao and Shippen (2004)
developed a 4-phase parental involvement model covering 180 days of the scholastic year that
begins with a parental interest survey and ends by guiding parents to the summer programs most
appropriate for their children to improve academic performance and modify undesirable
behavior. These four phases encompass a variety of different parental involvement activities.
Briefly, the first stage includes introducing the teaching philosophy of the teacher and
revealing the activities that parents are interested in. After this preparation and identification of
the parental needs, the second phase applies to real participation in the classroom and home
activities. Once parents are involved, it is the teachers' responsibility to maintain this
involvement. As the two authors recommended, this can be achieved by maintaining positive
open channels with parents to inform them of their children's progress. In fact, this represents the
third stage. Finally, the fourth phase ensures the continued parental commitment during the
summer vacation to prepare their children for next year by recommending the best summer
programs for parents to engage their children.
24
2.5.2 Functional Framework
After years of searching, Epstein succeeded in summarizing the forms of parental involvement
into 6 major types (2009). Indeed this framework brings school, family, and community
partnerships together and guides the effort towards the children. Operationally, it has affected
many school policymakers in planning for the parental involvement programs (Smith et al.,
2011, p.77). These types are illustrated as the follows:
Type 1: Parenting: This type represents useful information and methods that parents
should obtain for successful parenting including meeting the child's basic needs of
healthcare and safety.
Type 2: Communicating: This type insures fuelling the school-to-home and home-to-
school tracks with the necessary information about the children’s learning process and
school programs.
Type 3: Volunteering: In this type of involvement parents are recruited with additional
tasks in and outside school.
Type 4: Learning at Home: Parents here are well equipped with the information needed
to support their children with homework and other curriculum related activities.
Type 5: Decision Making: Schools should empower parents by giving them the
opportunity to share in making the decisions.
Type 6: Collaborating with the Community: In this type, schools emphasize the shared
responsibility of community and create the environment for fruitful collaboration with it
for the benefit of all parties; students, parents, and schools (Epstein 2009).
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3 RESEARCH QUESTIONS
Another key aspect that needs to be mastered in professional teaching is to reinforce the
partnership between the teachers and parents. The call for such programs persists to this day
(Willemse et al., 2018) to meet the changing needs. As part of carrying out this mission, this
study attempts to draw principles to activate parental involvement by creating a theoretical and
procedural framework from early FL teachers’ perspectives in Joensuu in Finland. The questions
that will be met in the study are:
1. What are the principles to integrate parental involvement in the PLC model in order to
maximize the parental effect on the pupils FL learning?
2. What are the proposed operating procedures in the new emerged model?
4 METHODOLOGY
The qualitative method was adopted as an approach in this study. Uniquely, the study used a
combination of Grounded Theory and the SWOT analysis to come up with a model supported by
theoretical and practical framework to involve parents effectively. In this section, the
methodology of the study is examined.
As mentioned above, the ultimate aim, enshrined in this study, is to involve parents more
effectively in their children’s FL learning by integrating them into the PLC model. Thus, the
central phenomenon to investigate is parental involvement which is considered to be a process
central phenomenon (Creswell, 2012). Since the study aims at creating a model to embrace
parental involvement based on a solid source (PLC), this requires a close exploration for the
phenomena to enrich the model with the needed principles by returning to the interested parties,
the early FL teachers in this study. Consequently, by adopting the qualitative research method,
the study is reinforced by in-depth analysis of the interviewees’ narratives (Watson, 2018).
26
More specifically, the aim of the study directs the research to implement the Grounded Theory
research design to listen closely to the teachers’ experiences with the aim of generating the
model. “Because a theory is “grounded” in the data, it provides a better explanation than a
theory borrowed “off the shelf,”” (Creswell, 2012, p.423). So it is supposed that this model has
the capacity to address the complexities that might hinder the ideal parental involvement by
tailoring the theory and the practice according to teachers and parents' circumstances.
Figure 1: Research Design
Identification of research question and task
Review of literature
Data collection
Data analysis
Grounded theory
Emerging Design
Categories
Principles
SWOT design
SWOT analysis
Suggested procedures
27
4.1 PARTICIPANTS
Despite of the fact that parents are key players in school-home partnership, teachers were the
party originally chosen to begin with simply because of their close relevance to PLC. For that
reason, “Theoretical Sampling” was espoused to encompass early FL teachers (Creswell, 2012).
Six female early foreign language teachers for the first, second and the third grades were
selected with the help of the supervisor to be interviewed. The teachers were from five different
primary schools and their teaching experience ranged from 8 to 32 years. One of the teachers
was also a principal and met with the parental council at school regularly. Another teacher held a
doctoral degree and worked on research with the university. Such diversity contributed in
providing accuracy, reliance and richness for the data. Conversely, more effort was exerted to
avoid factors like “lack of access, response, knowledge, time or resources “(Flick, 2014, p. 55).
This was interpreted as emailing some teachers more than once and selecting some teachers in
schools which were relatively far. The principals as well as the teachers were emailed asking to
conduct interviews. The emails included the identification of the researcher and the research
purpose. Additionally, teachers were provided with some interview questions to enrich the study
with the teachers’ different practices, to the greatest extent possible.
4.2 INTERVIEWS
Individual semi-structured interviews were conducted. Open-ended questions made it possible to
probe with the purpose of obtaining deep information and truly assessing the interviewees’
beliefs (Cohen, Manion & Morrison, 2013). The questions in the interview protocol were
designed in a way to capture all of the activities the teachers use to involve parents. In detail, the
questions were built in a way to combine the three types of parental involvement of Epstein’s
framework (2009) (Learning at home, communicating and volunteering) with the four extracted
tasks of the PLC model (teacher- student oriented tasks), previously mentioned in the literature
review section (2) (see the interview questions in Appendix 1). Moreover, the teachers were
28
asked about the obstacles to ideal parental involvement, ideas for development and their
personal perception of parental involvement. When asking about the three parental types, the
definition of each type was provided for the interviewee. Nevertheless, the semi-structured
design of the questions provided more flexibility in the interview course.
The questions in the interview protocol included all of the six parental involvement types
of Epstein’s framework at the beginning, however after piloting the interview protocol it was
noticed that the other three types do not fall within FL teachers’ competences. They are
Parenting, Decision Making and Collaborating with Community. This led to modify the protocol
to limit focus to the three parental involvement types, Learning at Home, Communicating and
Volunteering. Piloting the interview was substantially important to give a sincere insight about
the workability of the research tool (Van Teijlingen & Hundley, 2002).
The interviews were recorded and subsequently transcribed in a verbatim manner. Their
duration was approximately between 45 and 80 minutes.
4.3 THE FIRST STEP: GROUNDED THEORY/ EMERGING DESIGN
By employing the Grounded Theory, the theoretical framework of the study was accomplished.
Since the overriding aim of the research was generating a model for parental involvement, it was
found that the Grounded Theory design suits the aim the best. Therefore, the analytical process
for the collected data was characterized by it specifically following the Emerging Design. Thus,
the elaborated model is relevant, fitting, workable and modified (Creswell, 2012, p.429). To put
it in a more sequential manner, after reviewing the first pilot interview the fresh data was
categorized into the three types of parental involvement and then compared to the four PLC
tasks categories. After that the next collected data were dealt with in a phased way, the Zigzag
technique (Creswell, 2012). This means that the new categories (advantages) were extracted, met
with the literature and the experience of the researcher and opposed to the other categories
29
(obstacles) back and forth till the final product (the principles) was formed. It is worth noting
that Emerging Design in the Grounded Theory does not necessarily have to be presented in a
diagram or picture (Creswell, 2012, p.429).
4.4 THE SECOND STEP: SWOT ANALYSIS
In order to provide the new generated model with more practical procedures, SWOT analysis
was employed. SWOT analysis is a method created and used originally in the field of strategic
management science. In spite of demonstrating its relevance as a valuable technique for planning
and decision making (Gürel& Tat, 2017), its utilization in the educational field is still modest.
The study of Merkulova and Nenasheva (2016) introduces an example of applying SWOT
analysis method in education successfully despite both of the authors being economists.
To apply SWOT analysis, the data was analyzed into two types of factors, internal
(inside the organization) and external (environmental or outside the organization). The internal
factors are represented by the Strength and the Weakness points which are directly associated
with the behavioral patterns of the individuals inside the organization, while the external are the
Threats and the Opportunities which are associated with the environmental effects outside the
limits of control. Aligning this with the current study , Strength and Weakness points were
related to the teachers ‘ practices, but Threats and Opportunities were related to the educational
system or to parents themselves.
Thereafter, SWOT analysis procedures were applied to answer the following questions in
an attempt to track the associations between the factors:
1. How can we maximize the benefits of Opportunities through our Strength points?
2. How can we avoid the Threats through our Strength points?
3. How can we seize the Opportunities to tackle the Weakness points?
4. How can we avoid any connection between Threats and Weakness points?
30
As a result of answering these questions, a matrix of associations was constituted (see appendix
3).
Figure 2: SWOT Analysis Matrix. Adapted from ‘Organization’s stability and productivity: the
role of SWOT analysis an acronym for strength, weakness, opportunities and threat,’ by Osita, I.
C., Onyebuchi, I. & Justina, N., 2014, International Journal of Innovative and Applied
Research, 2(9), 23-32.
As any method, SWOT analysis has advantages and disadvantages. Regarding the
advantages, it is widely recognized that SWOT analysis is easily comprehensible, has a broad
scope of application and its results are generally accepted. Correspondingly, its disadvantages
are summarized in being dependent upon the personal experience, opinion-based results and
being subject to continual changes (for more details see Gürel& Tat, 2017).
4.5 VALIDITY
Because validity checking is a constant process that covers all the research phases (Kvale, 2007),
a number of procedures were taken in planning for the study, collecting the data and analyzing it
to insure the research validity.
31
With the view of planning for the study, a standardized form included definite questions
was prepared for all of the teachers. To ensure the validity of the questions, the interview
protocol was piloted and it was confirmed that the questions cover the study requirements except
for excluding three types of parental involvement that were not relevant to the study context.
During the interviews, teachers’ thinking flows were received freely without any attempt
to influence their opinions. This did not negate trying to probe when needed.
When analyzing the data, efforts were made to keep close to the teachers’ words so
objectivity was investigated (Kvale, 2007).
Most importantly, the methodology of Grounded Theory which characterized the
research verified the research validity by implementing continual checking procedures (Kvale,
2007), namely that defining and analyzing the categories were continuously operated while
collecting data. There was ongoing verification and analysis for the collected data interview by
interview. This led to adding more paths to explore when coming back to the field each time.
This process is called the “Zigzag process” (Creswell, 2012, p. 433). It was maintained until
saturation (Creswell, 2012, p. 433) was achieved in the sixth interview or a little earlier.
4.6 ETHICAL ISSUES
All Permissions for conducting the interviews were asked from principals as well from the
teachers by sending emails identifying the researcher and the research purpose (Creswell, 2012,
p. 23) (see Appendix 2). Interviewees were also informed of their voluntary participation. At the
time of interviewing, teachers authorized the recording of their narratives. After the interviews
were transcribed, they were, together with sound recordings preserved safely in computer files
and will be deleted permanently once the research is completed. Anonymity restriction was
followed and as a result pseudonyms have been employed in the Discussion and Results section
(5).
32
5 RESULTS AND DISCUSSION
In this section, the perspectives of the six FL teachers towards parental involvement are
scrutinized. The discussion will be conducted in two parts. The function of the first part is to
answer the first research question directed towards devising principles of a model created from
four teacher-student oriented tasks in PLC model and three types in Epstein’s parental
involvement framework. With regard to the second part, it aims to answer the second research
question directed towards proposing practical procedures for the generated model by conducting
SWOT analysis. It is worth mentioning that the study deals with data through the lens of the
integration between the parental involvement types and the PLC tasks.
5.1 THE PRINCIPLES OF INTEGRATING PARENTS IN THE PROFESSIONAL
LEARNING COMMUNITY (PLC)
The data analysis in this part will provide an adequate answer to the first research question to
infer the principles upon which the new model will be created. Data will be analyzed into key
points which will lead to primary categories. By returning to the raw data (interviews), the main
advantages of the points mentioned by the interviewees will be deduced. In this phase the
principles are expected to be formulated tentatively. Then, going back again to the field, the
advantages will be discussed in parallel with the obstacles from the experts’ point of view.
Finally, the points of development will be addressed extensively, taking into account the
determinants. By following this process, the finalized and refined principles will emerge.
Bearing in mind, this analysis needs an ongoing analysis process starts with conducting the pilot
interview, making the necessary adjustments, collecting the new desired data and devising the
final principles progressively.
33
5.1.1 Teachers’ Perspective of Parental Involvement
The general attitude of the FL teachers who were interviewed regarding parental involvement
was positive. They value the parents’ involvement as a significant factor for achieving better
results in children’s FL learning. Despite of this fact teachers perceive parental involvement
differently. Most of the teachers think that parental involvement is better expressed if parents
only show their interest in what the child does at school. They think it is sufficient for them to do
so but not to teach.
“When parents are interested and show that for their child, the child starts thinking that
going to school and education is important.”(Olli)
In this vein nearly half of the teachers indicated clearly that parents’ role should be activated in
the field of the behavioral and the psychological domain to support their children and
“everything then is extra.”(Mary)
“The parents’ role is more about the behavioral problem maybe but those educational
things we teach are not their job but of course there are some families that want to share
it but that is fine.” (Ellina)
Two teachers saw that parental involvement yields its desired results if the school is successful
in achieving the physical attendance of parents at schools. In that way it is possible for them to
realize how FLs are taught these days.
“The best way to perceive parental involvement would be, I don’t say it is already but it
would be that the parents come very naturally to see what is going on inside this
building.”(Eeva)
34
However, one teacher perceived parental involvement as a minor element, as teachers are well
educated to teach the pupils in Finland and can completely act in isolation from parents to
achieve the desired goals. She indicated that she would not mind such involvement, though. This
might shed lights on the teachers’ motivation towards engaging parents with more active role.
“I am not used to have them around. It is nice to know that they hold your back, so to say
.Here in Finland we are really educated so I do not miss it because I am not used to
contact the.”(Ellina)
Another teacher perceived parental involvement as a significant tool to complement the
classroom view. She depicted parents as a source of information that the teacher could depend
on to draw the complete picture about the pupil’s learning needs and concerns.
“what I see here is one view and it is restricted in the classroom situation where
anything might affect the students, what happened before the class and what is going to
happen after my lesson … they (pupils) never bring it up to me and sometimes when I
contact the parents I find out new things about the students and their learning.”(Verpi)
All in all, more than the half of the teachers acknowledged that the current situation does not
represent an ideal environment for optimal parental involvement. They additionally reflected on
the need to develop this partnership with parents in view of the present circumstances of both the
teachers’ and the parents’ community. That is because on one side, most of the parents work
and do not have time to be involved in more tasks, and on the other side, teachers bear a
workload and do not want to overload, as was expressed by all of them.
35
Discussion of the Need of Principle One: Raising Parents’ Awareness Towards their
Children’s FL Learning.
The issue of parental involvement in their child’s learning is highly connected with the beliefs
and convictions of the both sides of the partnership, parents and teachers. In other words, for any
parental involvement program to succeed, it must be accompanied by reciprocal positive beliefs
of teachers and parents which guide the practices later. After analyzing the data, it was evident
that the general attitude of teachers towards parental involvement is positive. Teachers are well
aware of the need of parents for better achievement in their child’s outcomes. However, there are
still some critical points to emphasize in order to ensure a proper activation for parental
involvement.
Teachers deeply believe that what is needed is to increase the awareness of parents to
play their important role in general. Most of the teachers stressed on the point that it is enough
for parents to show interests in what the child does at school. Moreover half of them indicated
that parental role is ideally activated in the behavioral and psychological domain of rearing
children. Additionally, as expressed by most of them, teachers are doing their best to involve
parents in their child’s FL learning but parents' response remains unsatisfactory. They have
formed the impression that they do not have the power to affect on the parents’ deep beliefs and
convictions regarding their role as parents.
“It would be great if the parents show interests. I could write about it, enhance parents
with kind of recommendations, nothing more .That what all I can do .I really can’t do
more. “(Olli)
“The role of parents is tricky and we cannot force any one to take their role as
supporter.”(Verpi)
36
Although the issue the teachers raised regarding the rational responsibility of parental role is a
supported view, this does not negate the teachers’ role in affecting the parents’ beliefs and
conventions in taking up their parental responsibilities and being efficient in performing their
role. Because the “home approach” (Colman, 1998) as well as the parents’ efficiency is subject
to change as result of teachers’ practices (Ames et al., 1995), high quality teachers’ practices is
the agent for increased parental involvement through which we can direct parental awareness
toward their role and then efficiently act to fulfill this role. This also goes along with the
practical successful model that the Education Review Office in New Zealand presented for the
40 primary schools (Education Review Office, 2018) where the teachers’ practices in adopting
parents as partners contributed significantly in achieving advanced positive outcomes for the
pupils. They worked to raise parents’ awareness in planning, assessment and intervention.
Eventually, parents had the important tools to monitor, follow and feel responsible for their role
as parents. Therefore, it could be said that raising parents’ awareness rests with the teachers and
passes through the school to reach the goal of affecting the pupils’ achievement.
Another critical point to mention is that most of the teachers have a common and strong
presumption that parents will not respond to their school activities invitations because of their
work commitment. Ames and her colleagues (1995) found that those teachers, who continuously
operate new ideas to actively communicate parents in addition to having strong beliefs
connected to it, were usually successful in activating parental involvement. Thus, the process
needs consistency and diversification.
Furthermore, teachers’ heightened sense of responsibility and being fully trusted by the
community also play a role in decreasing parental involvement. This is what made one of the
teachers skeptical to describe this trust as a positive agent or an obstacle in front of involving
parents.
37
“I do not know if trust is an obstacle. “ (Katri)
In order to be balanced in broaching the subject, this should not be considered to be a call for
giving up responsibility but it is an equitable redistribution for responsibilities and competences
between the two allies of the partnership, teachers and parents. This conforms to what Goodall
and Montgomery (2014) initiated for an” equitable distribution” between teachers and parents.
It is a must that this process is preceded by the raising of the teachers’ awareness
towards employing parental involvement on the ground. Teachers initially should have the
readiness and determination to work with parents as real partners and then to afford the parents
the tools to do so. Technically, teachers can work in accordance with the available tools between
their hands nothing more, nothing less. While most of the teachers expressed that it is enough for
parents to show interests in what their children do at school, the responsibility of the teachers is
to show them how to do so in accordance with what is accessible systematically. By doing so,
we could accomplish the ultimate goal of raising the parents’ awareness within the limits of the
teachers’ available resources. Arguably, that teachers’ role in activating parental involvement is
pivotal and primary, hence the need to insure new concepts and to revitalize the already pre-
existing positive ones regarding parental involvement is essential to activate it.
Having regard of the above teachers’ role, this is not to deny the community
responsibility to raise the parental awareness towards their children’s learning. In fact, one of the
FL teachers pointed to the need of the solidarity of the community in this domain.
“So a lot of information and advertising work through the media need to be done so the
parents become aware they are really needed.” (Eeva)
This also sheds lights on the need for awareness and education for the young families. Indeed,
these campaigns need a general orientation adopted by civil society organizations. It might also
38
be launched in cooperation with schools, considering them the first social incubator for
individuals after families.
PLC available tasks to raise parents’ awareness
This part highlights the tasks available to teachers to raise the parents’ awareness towards their
children's FL learning by activating their involvement. Additionally, the FL teachers’ attitudes
towards involving parents in these tasks will be analyzed according to the current situation.
These four tasks are originally extracted from the PLC environment and can be considered as
new channels to open with parents in order to raise their efficiency. It should be borne in mind
that these tasks are broad lines to follow in an attempt to embrace parental involvement more. At
the same time, it is important to note that creativity in implementation is also required according
to the context.
Sharing in Planning
One of the critical challenges to involve parents in their children's learning is to involve them in
planning either for the parents' activities or for their children’s tasks. What was apparent in the
interviews is that this challenge is a combined threat. On one side, teachers do not have
intentions to involve parents in planning.
“School has the active role.”(Mary)
On the other side , parents do not have the desire to participate in planning considering it part of
the teachers’ responsibilities, as one of the teachers commented.
“There is nothing in planning because parents’ see it as teachers’ responsibility.”(Eeva)
In this respect, a teacher pointed that most of the parents are completely not motivated even to
receive the goals of the curriculum from the teacher.
39
“I have noticed that parents are not interested to share the goals and planning with them. When
I went to the parents meeting, I asked them” do you want me to send you a message about the
goals and the assessment, I have had one raised hand .In Finland They rely on us, and they
believe that we know what we are doing.”(Ellina)
However, participating in planning may be one of the reasons why parents refrain from
participating in most of the activities. This idea is built upon what Fullan (2007) illustrated when
he indicated that the fate of a top-down decision is often overlook due to a lack of knowledge
about it, while the shared decision creates a kind of alliance. This is because shared decisions
generate responsibility and affiliation. In addition, there should be a deep belief from the
teachers that parents are practicing their democratic rights (Janssen & Vandenbroeck, 2018).
When talking about planning, one of the teachers mentioned the issue of keeping the teachers’
authority, but as a matter of fact parental participation in planning does not mean to plan for key
decisions that design the academic path; on the contrary, planning could be afforded to parents
by guided instructions. This is compatible with what one of the teachers mentioned about
involving parents in planning for their child’s time to study for tests in test guidance. She said
that parents were happy with it. But again it is an individual practice. Besides, parents sharing in
planning could be simple and oriented to detect parents’ concerns and interests (Ayoub-
Mahmoudi, Khoshnood & Babaei, 2014 reviewing Freire’s perspectives). This leads one to think
of the school’s role in sharing planning with for the parental activities including the official ones
like meetings as well as for the extracurricular ones.
Although the Finnish educational legislator realized the importance of involving parents
in planning for the national curriculum, it is necessary to individualize this experience to cover
all parents at the level of their own children’s learning and generalize the benefit. Involving
parents in planning contains two major benefits: firstly, effective parental participation in
planning will stimulate the planning skills in the lives of parents, as these skills are essential for
40
any successful achievement, with significant returns yielded by children. Secondly, by aligning
with what Noguera (2001) witnessed when involving parents in planning for their children’s
school matters, planning creates a kind of responsibility and subsequently a real commitment
from parents. It is worth noting that discussing how parents could participate in planning can be
part of the planning sessions that teachers regularly hold under the umbrella of PLC.
The overall fact emerging from the interviews is that there is no participation whatsoever
for parents in planning because mainly teachers exaggerate in anticipating the role of parents in
planning. Therefore, they are always reluctant to delegate part of their authority to parents.
Setting things straight and raising the teachers’ awareness in sharing planning with parents is the
gate of raising the parents’ awareness. This need should be covered in the teachers’ training
programs.
Sharing in Assessment
One of the most important activities for the learning process which parents are interested in is
assessment. Parents show a lot of concerns regarding the progress of their children’s learning.
Clearly stated by all of the teachers, teachers keep parents informed with the progress of their
children on a regular basis. From the interviews, it was clear enough to conclude that parents’
need in this case is entirely satisfied. It is satisfied to the extent that sometimes two assessment
notifications of the same type (electronic) are used, the situation which was criticized by one of
the teachers for causing confusion for parents.
“We transfer all assessment for parents, information about grades, exams, peer
evaluation and other assessments. Sometimes we do that twice through using two
different channels and that is confusing for parents.”(Eeva)
41
One of the points that were repetitively stated in the interviews by all of the teachers was that
teachers do not share the assessment criteria with parents. They simply did not any intention to
broaden the knowledge of parents about them.
“We don’t teach parents the assessment criteria. Parents learn about them by their own
by looking at the assessment results.”(Mary)
This typically has impacted the parents’ ability to understand or sometimes handle the
assessment results.
“Assessment is problem because we used to have grades. “(Ellina)
Two teachers even stated that some teachers themselves do not understand the assessment
criteria to be able to convey them correctly to parents, which constitutes a problem in itself.
“The criteria in the curriculum are very hard to read even for the teachers.”(Ellina)
Essentially, in such instances especially when parents are not acquainted with the idea of
assessment “of learning”; misunderstandings occur and consequently mislead parents. This is
what Stiggins, (2002) cautioned about, in addition to a point one of the teachers raised from
describing the continual questioning by parents about how to evaluate their children's progress in
FL learning since they do not have numerical evaluation.
Since the Finnish curriculum allocates a large portion of assessment outcomes to
“assessment for learning” for the elementary grades, it is instrumental to raise the parents’
awareness towards the assessment process. This would provide enough room for parents to
follow their children which would result in a healthy learning environment.
Remarkably, the Finnish system has a merit in the open door policy. Therefore, it would
be a wise investment if this opportunity is reconsidered to approach parents in the assessment
42
task. Like Coleman (1998) pointed out, parental class visits are a chance to assess their
children’s performance.
To sum up, it was revealed that involving parents in assessment is confined to the pupils’
results reports. Additionally, the teachers’ awareness of involving parents in assessment is
limited to the real practical implementation. This explains the complete disapproval of the idea
itself and consideration of it as being against the law. What is meant in this procedure is not
giving grades but providing parents with the knowledge of the assessment criteria to provide a
healthy environment for children’s learning. To be concise, it is not full but reasonable.
Intervention and Enrichment
Both tasks are outcomes of the assessment process. With regard to intervention programs, it is
fair to say that the Finnish system does not lack such programs to be executed with parents and
they are managed in succession with the relevant experts. Teachers keep contacting parents
using different means, concluding with face–face meeting with parents in such programs.
“We explain the disruption in behavior for parents in Wilma and sometimes if parents
never go back, we contact them.”(Katri)
“We call parents and ask for meeting and discuss the problem with them. The meeting
has to be documented.”(Eeva)
Furthermore, teachers play a vital role in networking with the social workers in the cases in
need of an expert.
"We might have discussions with parents with psychologists and social workers, and we
might organize a discussion with a special needs teacher with parents."(Mary)
43
With respect of having that kind of limitation on extending the intervention programs with
parents in the first and second grade, this approach is totally justified because adopting teaching
FLs from the first grade is new in Finland.
“I don’t want to load the pupils and the parents with intervention materials.”(Olli)
As a matter of fact, these interventions characteristics go along with Notes and Barnett (2010)
and Barnett’s (2011) studies in being comprehensive covering all aspects of pupils’ life and
learning. Additionally, these interventions are implemented in coordination with parents that are
in line with the successful partnership programs of New Zealand schools (Education Review
Office, 2018).
What is needed in the next step of implementing intervention programs is an extensive
follow-up and a sincere assessment of the pupils’ progress. This is what is recommended by
Berninger and other authors (2001). Therefore there should be evaluation sessions with parents
that are carried out periodically and supported by results for interventions for FL young learners.
In relation to enrichment, it was evident that there is no fixed package or well-knit
programs for FL enrichment for young learners to share with parents. Such programs are not
offered to those pupils who demonstrate proficiency until their parents initiate them.
“Not much. Maybe, there are some activities for parents to share projects with fluent
pupils.”(Mary)
“Some parents contact me for extra material. I will provide them with materials modified
to fit their background or from the choice of the pupil, but that is rare.”(Eeva)
Even when being initiated by parents, they include just general tips as a response. It might be
because of the workload the teachers have. When talking about the enrichment materials in
books, this does not help much because such materials do not take into consideration the
44
particularities of each pupil and his or her parents. Besides, the problem persists because first
and second graders do not have books.
“We are trying to do it but we don’t succeed every time because there is one teacher
here! Nowadays the books are really good so there are extra pages and some additional
things they can do. They have their iPads too.”(Ellina)
It could be said that the enrichment programs would be valuable opportunities to seize in order
to involve parents in their children’s FL learning, if these programs are well designed. Parents
are so encouraged in such situations as DiGiorgio (2010) proposed especially if these programs
are designed in private to address the pupil and his family’s needs and concerns.
In practical terms, these two tasks could be supported in the next two principles, knowing
about the background of parents and better design of homework. This would reinforce and
introduce a new, coherent approach to managing intervention and enrichment tasks with parents
in the new emerged model.
5.1.2 Availability of Background Knowledge is a Key Factor
One of the most salient outcomes of this study is that there is no survey, by any means
whatsoever, conducted for parents at any particular stage to detect the parents’ background.
“When the child applies to the school nobody asks about the parents’
background.”(Katri)
To speak more relatively, FL teachers know little if anything about the parents’ background or
their interests.
“What I know what I deduct actually. I think I can guess according to the child's
behavior for example, but I would know that about my class pupils.”(Olli)
45
“As a language teacher, parents don’t want to give me all the information. Usually, the
classroom teacher knows more about the families’ background.”(Verpi)
FL teachers even lack the proper coordination with the classroom teachers who themselves
might have a limited knowledge about the parents’ background.
“For me, as an English teacher, how much I know about the family background depends
on the classroom teacher. I have to be active and ask.” (Ellina)
Some teachers expressed concern about interfering with others' private lives.
“The wealth is very private.”(Olli), “but we can’t ask “are you married or…! We know
about the talents of those parents who are open and tell but we don’t ask.”(Katri)
Some other teachers believe that they have adequate information about what they are supposed
to know but again about specific pupils. One of the teachers did not find any relationship
between knowing about the families’ background and the teaching process.
“It is not relevant.”(Katri)
Whereas another teacher felt that it is significant.
“For example if there is a divorce in the family , it is very important for the teacher to
know that as well because it shows in the child's behavior, for example how he does his
schoolwork.”(Olli)
As it was expressed by the same teacher, parents are aware of the importance of sharing some
critical information about their background with teachers and they do it voluntarily.
“The parents are very much aware that if there are big things happening at home, they
affect the schoolwork and then they inform the teacher automatically.”(Olli)
46
Knowing about parents’ background is not only activated in the psychological field but it is also
significant in other practical issues. The teacher gave another example of how it is important to
recognize what foreign languages parents know when assigning interactive homework.
However, there is little evidence in the interviews that teachers activate such information except
in the parental occupations field and some multicultural activities.
Discussion of the Need of Principle Two: Understanding Families’ Background, Interests
and Needs
In fact, the lack of knowledge in families’ background might hinder parental involvement
because parents, like all humans, are optimally motivated according to their interests and needs.
This call is supported by Epstein and her colleagues (2002) who considered knowing the
families backgrounds as a basic for establishing a productive partnership with parents. Also this
need corresponds with what Lawson (2003) found regarding how parents’ concerns define their
perception of parental involvement in their kids’ learning and determine their expectations of
this relation. Gestwicki (2012), in turn, depicted how families respond more to the teachers who
react with them based on understanding their lives. Darch, Miao and Shippen (2004) paid
attention to this issue and suggested a survey about the parents’ interests and concerns as a
starting point in their parental involvement model. When calling for such an approach, this does
not mean forcing individuals to disclose any information to be circulated but this could entirely
be on a voluntary basis with options to choose which data to share. Certainly, the purpose of
gathering such information should be highlighted to parents. Moreover, collecting the data could
be conducted once a year, at the beginning of the first schooling year, and could be valid for all
phases of elementary grades unless some information needs to be modified. Feasibly, this
principle constitutes the basis of launching any parental involvement program. Such principle
helps to reveal the intrinsic needs and concerns of families. In summary, parental school
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activities as well as classroom activities should be guided by this principle if parental
involvement is to be encouraged ideally for the following reasons:
1. Better design for parental activities.
2. Providing teachers a better understanding of home learning environment.
3. Providing teachers a better understanding of parents ‘capacities and competencies.
4. Ensuring a better respond from parents when initiating any parental program.
5.1.3 Involving Parents in Learning at Home
In the interviews all of the FL teachers reported that they assign homework for the children to be
done with parents. This teacher illustrated an example.
“We ask parents to prepare for a project with their child at home.”(Mary)
Specifically, teachers commonly described the homework to be simple. In that way the time of
parents and the age of young learners are taken into consideration.
“I am talking about little reading homework, the parents is the one who listens to his/her
child reading.”(Olli)
“I sometimes ask parents to play a game with the pupils and provide them with the
instruction via Wilma.”(Verpi)
Besides, teachers assured taking care of issues like parents’ abilities in case they do not know the
FL being taught.
“When giving homework, we (teachers) should think about the foreign languages the
parents know.”(Olli)
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When raising the issue of “interesting homework” in the interviews, one of the teachers
emphasized that interesting homework in FL learning is not realistic for the reason that pupils do
not socialize in school related things but in those related to their hobbies.
In the same context, one of the teachers cautioned that homework with parents does not
mean that the student is excused from performing part of this homework on his /her own.
Conversely, teachers did not mention anything concerning the frequency of such homework.
Discussion of the Need of Principle Three: Better Design of Homework
Homework is used traditionally to extend student learning or to confirm acquired knowledge.
But, homework could be a very fruitful tool for the teachers to use in order to activate the
parental involvement positively. Well designed homework is likely to help parents to be
informed with what their children learn at school , being interested in their children’ s learning
and interact with teachers if they need further information about the homework ( Green et al.
,2004). Therefore, teachers should be encouraged to activate the use of it within specific
standards. All of the teachers assured that homework should be interesting and simple. This
corresponds to Battle-Bailey (2004, p.38) who stressed on the point that if we are to use
homework as a tool to encourage parental involvement, homework should be carefully designed
to be interesting and attractive for both parents and pupils. He added that parents and pupils are
more encouraged when homework expresses their concerns, hobbies, activities and covers the
“family profiles “in general(p.38). This is also in line with what a teacher said about parents'
knowledge of FL languages. Consequently, it is a clear evidence of the need of information
related to the families’ background when designing homework which emphasizes the need of the
second principle, Understanding families’ background, interests and needs.
Finally, teachers should also be encouraged to design interactive or constructivist
homework which is built upon reinforcing social interaction with parents. Moreover, teachers
49
should maintain open communication lines with parents to guide them to the best practices to
accomplish such kind of homework (Battle-Bailey, 2004, p.39).
It should be mentioned that this principle combines the type of parental involvement
"learning at home" of the Epstein framework and the four PLC tasks in the new model.
5.1.4 Communicating Parents
The interviews revealed that the parent–teacher communication is managed through different
communication channels such as Wilma, calls, meetings, conferences, flyers and more. In the
interview narratives, some teachers stated that parents are asked to give their feedback for
limited parental activities and some parents respond and some do not. Conversely, all of the
teachers repeatedly mentioned the challenge of having few numbers of parents attending the
school activities and responding to messages.
“That has been one way in the recent years; increase the number of the parents
attending the school, but still the number of parents is very low.” (Eeva)
One reason for this phenomenon might lie in what all of the six teachers mentioned about the
work commitment of parents. Nevertheless, the school communication system has certain
deficiencies in helping FL teachers in involving parents ideally. For example, while the teachers
expressed the need for face-to-face meetings, there is no stated approach to enable them to
realize this desire on an equal basis for all parents in the same way it is available to the
classroom teacher.
“The only approach with parents (officially stated in the curriculum) is the assessment
session with the classroom teachers and the meeting with parents.”(Verpi)
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They said that a face-to-face meeting is the most effective method of communication. Some FL
teachers expressed the need for such a unified system with reluctance due to workload and lack
of incentives.
“I prefer face-face discussions more than filling forms.”(Eeva)
The same teacher continued:
“As an English teacher I teach around one hundred pupils! You can imagine if I have to
meet all of their parents comparing to around twenty pupils for the classroom teacher
and they are paid for these meetings.”(Eeva)
“It is now a bit sort in the air and they create their own systems. I am in a temporary
contact here and I am sort of skeptical .Should I sort of teach the parents my way of
doing things when the next year someone else might be here and the system might
change. That is what makes it a little bit complicated...it shouldn’t be depending on the
person or the teacher but the system should stay no matter who is teaching. There should
be an approach for FL teachers to involve parents but I am not sure if the current system
is the best one. We should have one but I don’t know how to apply it.”(Verpi)
Also, the lack in coordination between the FL and classroom teachers might hinder the optimal
operationalization of parental involvement. It is a point to reconsider when creating an approach
for parental involvement.
“The class teacher meets with the parents. They don’t even know my name.”(Eeva)
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Discussion of the Need of Principle Four: Establishing Protocols for Parents - Teachers
Dialogue
Open dialogue between schools and parents is essential in order to establish and foster the
working mechanism for the parental involvement programs and thus reflect the positive returns
on the pupils ‘learning process. Thus the open channels necessarily contain continuous
evaluation for each phase or each procedure. However, there is no reference in the interviews for
parental surveys on a regular basis to explore the parents’ opinions about the school activities.
To stay on track, Epstein (2013) recommended a continuous substantive review to gauge
partnership programs in "goal-related partnerships" and "evaluation of partnerships". Therefore,
the current parental involvement programs need to be continuously revised based on their
effectiveness to children, parents and teachers. Accordingly, this study tries to develop the
communication, or the parent- teacher dialogue, from the premise of the PLC environment.
It is assumed that by adhering to this principle, many challenges and weaknesses can be
faced and addressed through utilizing the communication channels to develop the PLC four tasks
(planning, assessment, intervention and Enrichment). Initially, there is a need to revise the
structure of the overall communication tools in order to complement each other and add quality
additive to them. To put it more straightforward, some of these tools entail remarketing through
reprogramming, as is the case with the open door policy. Additionally, face-to-face interview
scenario is needed to be reformulated and coordinated with the classroom teachers. By doing so,
this would extend the range of “problem-based meeting” available for the FL teachers to include
all parents. Ultimately, the development of communication tools should act to develop the
teachers’ practices in the PLC tasks guided by the parents’ needs and concerns. In other words
parental opinions during the communication process would be taken into consideration when
teachers plan, asses, intervene and enrich the pupils’ learning. Therefore the restructuring
52
process of the communication tools would yield its results by approaching the parents more
intensively and generating the result of increased involvement in the new model.
Finally, as a part of the revision of the parental involvement programs, parents should
always contribute their opinions. This notion corresponds with Epstein and her colleagues
(2009) when they suggested an annual survey for the parents’ reaction for the school program.
Also taking the parents attitudes towards their involvement into consideration is essential to
reinforce the partnership and overcome the school-home isolation (Epstein, 1986).
In the model this principle matches “Communicating” type of parental involvement in
Epstein’s framework.
5.1.5 Involving Parents in Volunteering
The narratives demonstrated that some teachers were enthusiastic about the idea of having
parents at school in order to show parents how FLs are taught these days. While this attendance
can represent a form of volunteering by parents, most of the teachers saw that the
communication with parents based on having them as volunteers at school is unrealistic mainly
due to parents’ commitment during school time.
“This (Volunteering) happens in Finland very seldom because parents are working. Only
in the workshop day, I can have some parents as volunteers. Last October we had three
parents here even it was Saturday.”(Katri)
“I asked parents to come to my class and observe a lesson. Only one parent
came!”(Mary)
“I would say that Volunteering is almost next to zero. There might be projects based on
the professions of parents.”(Verpi)
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All of the teachers attributed the lack of participation as volunteers to the parents' work
commitments.
“Parents work and it is difficult to take a day off.”(Mary)
There are attempts to diversify volunteerism through alternatives by encouraging pupils'
grandparents to attend on behalf of parents.
“I think it might be some projects going on here in some part of Finland that
grandparents come to classes and it really helped to calm children down.”(Ellina)
“We ask if they (children) have any grandparents or anybody who would come
here.”(Katri)
Some teachers mentioned about organizing comprehensive festivals and big events where
parents attend.
Furthermore, all of the teachers mentioned the parents’ council role in volunteering in the
Finnish schools.
“We have parent union meeting three times a year where we plan for activities for the
workshops.”(Katri)
Discussion of the Need of Principle five: Diversifying the Volunteering Forms
Parental involvement opportunities depend on creating meaningful methods to enhance
communication between school and home. Thus, parental volunteering can have multiple
benefits to meet the real needs of the parties of the tripartite relationship of parents, teachers and
students. Epstein (2010) believes that this partnership turns schools into family-like schools
where the pupil feels included and all parents are welcomed. In order to create that welcoming
environment for parents, it has been recommended to generate the feeling that they are needed.
Lastly, focusing on promoting volunteering in this study stems from the importance of using it
54
as a means to develop parental involvement with the intention of developing the four related
PLC tasks professionally.
As a matter of fact, volunteering can take different forms to fulfill the purpose of parental
involvement. For example, Epstein and her colleagues (2002) did not restrict volunteering to be
as an audience in schools which is widely served in the Finnish environment. They also
illustrated that there could be other choices, for example volunteering for the school at times and
places outside of regular school activities or real volunteering tasks in school to help teachers.
Although there are some attempts to have parents as volunteers at schools, for example
hosting parents to present a new culture, these attempts are confined to some families.
Meanwhile, the ultimate goal of volunteering should cover all of the families taking into
consideration family-by-family conditions to ensure a better parental involvement on an equal
basis. Therefore, the idea of volunteering in school and classrooms could respect parents’
commitments by adopting a new vision of volunteering electronically with the coordination with
parents. Based on this vision, the volunteering facets could vary accordingly.
Regarding the last choice of volunteering for the school, the parents’ councils in school
could be activated to recruit parents or, alternatively, communicate with them as a dialogue from
parent to parent. It is a need in the Finnish environment, where these councils work broadly only
with teachers or principals.
It is noteworthy that parents are greatly encouraged to participate as volunteers when
they are motivated based on their interests and needs. In fact, this is yet another evidence of the
need for the second principle, "Knowing Parents' Background". In short, diversifying forms of
volunteering based on parental concerns can be an incentive to encourage parents to participate.
This principle corresponds to “Volunteering” type of parental involvement in Epstein’s
framework.
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5.2 THE PRACTICAL PROCEDURES OF INTEGRATING PARENTS IN
PROFESSIONAL LEARNING COMMUNITY (PLC)
This part is dedicated to answering the second research question by suggesting some sensible
procedures to activate parental involvement.
5.2.1 SWOT Categorization of the Interview Data
The points extracted from the data from the perspective of the PLC environment are distributed
to the four categories of SWOT analysis. The data is hereby categorized into four main
categories: Strength, Weakness, Opportunities and Threats. Strength and Weakness are
considered to be characteristics of teachers’ practices whereas; Opportunities and Threats are
directly linked with the parents or the system itself. In detail, Strengths constitutes the positive
activities and orientations which frame the actual practices of the teachers in dealing with
parents. As for Weakness theme, it expresses the loopholes in the teachers’ practices that
constrain the parental involvement. Concerning the points that encourage the parental
involvement in the system or reasons related to parents, they are considered to be Opportunities.
Some other opposite points which are recognized as obstacles in the system or reasons related to
the parents are categorized as Threats. (For the result of data SWOT categorizations, see
Appendix 3)
SWOT Categories
Strength Threat procedure
Opportunity procedure
Principle Threat procedure
Weakness Opportunity procedure
Figure (3): Extracting Procedures from Principle out of Associations of SWOT Categories
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5.2.1.1 Strengths
Strengths are the teachers’ practices or conducts that could encourage or influence on parental
involvement positively. As it was commonly indicated through the interviews, there is an overall
orientation to share with parents information regarding their children’s FL learning process. It
was clearly stated by all of the teachers that they keep parents informed with the progress of
their children’s learning achievement through sending the assessment results on Wilma, the
electronic platform of the schools in Finland.
The next positive point is represented by what one of the six teachers reported regarding
a yearly clock that every teacher at her school has to follow to check the time of each parental
activity and ensure to achieve it on time. She reported that the administration regularly reminds
them of the dead lines of these activities so that they do not miss any.
Another positive point that emerged from all of the interviews is the diversification of
the communication tools utilized with parents. On regular basis teachers maintain a two way
channel with parents by parental evenings, face to face meetings, emails, papers, flyers, calls,
electronic platforms and even through the pupils themselves.
Two other practices worthy of mention as strength point are what one of the teachers
mentioned about sharing with parents with the policy used to teach FL and encouraging them
to support their child in tests through a handout.
“At the beginning of the school year , I send a letter for the parents about my ideology in
learning and teaching , what kind of activities I use , what kind of work system we have ,
what they (parents ) can do at home to help, I might mention that we are doing these
kinds of topics “
“In the test handout I explain for the parents what have been the targets of every unit
and what kind of things I measure when I give the test and I always give this information
one week before the test…and I tell parents It would be nice if you had time to ask the
57
vocabulary for your child for example and plan together in what kind of ways to divide
all these tasks that they should do in preparing for the test.” (Olli)
It should be emphasized that these two practices are individual efforts never referred to by other
teachers.
In addition, all of the teachers mentioned that they have sort of intervention programs
when behavioral and academic problems are diagnosed. They contact parents in these situations
asking for face to face meeting to find ways of resolving these problems. A teacher added that
these meetings are also documented. Extensively, teachers mentioned a series of arranged
procedures with different competencies to help in every definite case. Although the academic
intervention is a policy but teachers stressed that they only do it in the serious problems because
they do not want to put pressure on pupils and parents in the first grades in learning the FLs. One
FL teacher who is also a classroom teacher attributed the problem in FL learning in the first and
second grade to the weakness in the mother tongue and so she generally concentrates on the
mother tongue and contacted parents for more discussions in that direction. She confirmed that
beginning from the third grade, they start engaging parents with the intervention programs.
Moreover, most of the teachers stated that they assign homework for the pupils to be
done with parents. However, they reported specific kinds of homework which are mostly
characterized to be simple and interesting.
“I am talking about little reading homework, the parents is the one who listens to his/her
child reading.”(Olli)
“I sometimes ask parents to play a game with the pupils and provide them with the
instruction via Wilma.”(Verpi)
“We ask parents to prepare for a project with their child at home.”(Mary)
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“When parents are planning to travel somewhere in the vocation, I ask them to let their
child use the language (FL) there.” (Ellina)
On the other hand, the teacher emphasized that they continue to advise parents not to greatly
assist in the homework of their child and another stressed that the child should have a part of
homework with the parents to do on his own.
An additional strong point to add is the teachers’ readiness to cooperate with parents
to enrich the pupils’ FL learning if the parents ask for more challenging tasks. This readiness to
extend the pupils’ FL learning with extra materials was expressed and confirmed by all of the
teachers who were interviewed in case parents initiate such a step.
“Sometimes parents ask about some web pages and of course I would recommend
something.”(Olli)
Approximately all of the teachers stated that parents are sometimes required to evaluate the
activities which are addressed to them but that is not applied regularly or systematically.
Finally, another strength point identified in the teachers ‘practices could be concluded by
considering Wilma as a comprehensive and activated platform to contact parents. Referring
to Wilma every now and then in the interviews was extensively remarked. This platform is
adopted by all of the teachers to send messages informing parents individually and collectively.
5.2.1.2 Weaknesses
Weaknesses are the teachers’ practices or conducts that could encourage or influence on parental
involvement negatively.
Broadly speaking, there is no specified stated approach for involving parents in FL
learning. Although there is a general agreement on involving parents, there is no specified
approach adopted by FL teachers to ensure the best involvement. The approach is more
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personalized. In fact, this was criticized by two teachers. All teachers mentioned that the parental
activities manifestly stipulated in the Finnish Core Curriculum provide for two yearly meetings
with parents conducted by the classroom teacher. One of the teachers interviewed reported her
voluntary attendance for the general parental meeting conducted by the classroom teacher to
discuss the policy of teaching and learning FLs for the grades she teaches.
“The only approach with parents (officially stated in the curriculum) is the assessment
session with the classroom teachers and the meeting with parents.”(Verpi)
“Some activities are agreed upon (the compulsory part) and some from the teachers’
own efforts.”(Mary)
“The difficulty is that we don’t really have any kind of chosen system even in the school.
Everybody, all of the teachers, do it their way and the ways can of course be different
and I think it is really difficult also for the parents to sort of follow ….with languages we
don’t have any kind of system how to do the evaluation with the language with parents
because usually the language teacher is different from the classroom teacher and the
classroom teacher is the one who organizes the meetings.” (Verpi)
Furthermore, Lacking for an approach in dealing with parents would create an unequal base on
which parents do not receive the same treatment from every teacher.
“Maybe personally I can do here whatever I like but then it is not equal for everybody
and I think that equality is very important.”(Eeva)
However, one teacher saw that the difference in approaches in dealing with parents stems from
the freedom in the pedagogy that the teachers enjoy in the Finnish context.
One of the FL teachers even went beyond the need of a stated official approach in
schools. She called for the need to develop an inclusive approach for parental involvement
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which is extended to incorporate all stakeholders from the school personnel to the community
members and encompasses all the learning phases including the kindergarten. One of the tools
used in order to achieve that goal is to raise the parental awareness towards encouraging the
dialogue between school and parents.
“There is a lot to be done because the tradition is so strong that traditionally parents
come, or came in last decades , just to listen to presentations from the principal and from
the teachers and I think it is just boring same content …. so a lot of information and
advertising work through the media need to be done so the parents become aware they
are really needed and welcomed to have a dialogue about what is going on so it is not
lecturing….and the KG teachers need to be informed about this change we wish for
parental involvement.”(Eeva)
Another constant issue mentioned by all of the teachers is that there is no enrichment program.
In that context, all teachers expressed that they do not contact parents in this regard until parents
or in some cases the pupil herself initiates that. In this case they are ready to help to give general
tips to guide parents. One of the teachers pointed out that such enrichment materials are
available in books. Another teacher presupposed that Finnish parents know how and where to
find extra materials for their kids’ FL improvement.
Another weak point was that FL teachers would contact parents asking for face-to-face
meeting only when there is a serious problem.
The organizational practices regarding the arranging of face-to-face meeting for FL teachers
with parents was described eloquently by one of the teachers as “risk-problem based contacts
”(Eeva)
Two teachers expressed clearly the need for FL teachers to have face-to-face meeting especially
when pupils come to school in the first two years or are newcomers to the school. By doing so,
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informal relationships with parents are established which can facilitate friendly requests from
teachers to parents later on.
“And there are then non-formal meetings with parents when teachers can talk with
parents and the pupils more.” (Mary)
“Everything has to be done with the parents with the families, so it is not only teaching
the content of English language and then measuring how well or how all is done and
then inform parents if there is a risk or a challenge … it, I mean meeting with the
parents in person , face to face, should be started when the child starts in our school but
if there is only me as a FL teacher ,I can’t solve the problem “(Eeva)
Additionally, it was reported that there are no open channels between the teachers themselves.
There is a lack of coordination among teachers in the matter of contacting and involving parents.
As discussed earlier, the classroom teachers have a scheduled opportunity to contact parents at
least twice a year, while FL teachers do not have a clear, stated approach to do so. As a result,
classroom teachers are the teachers who have information about the parents’ background and
other related information if any, but FL teachers remain with no access to such information
except for a little. Some teachers considered some information related to parents’ background as
a privacy issue except for the information related to the work of parents or their culture.
Something else to add in the weakness classification is what the interviews revealed
about assessment and planning for the FL tasks. Teachers stated that these two tasks are
entirely conducted by them. For planning, teachers do not trust that parents might come up
with new or interesting ideas to share with them in planning. Nevertheless, planning as a
conceptual activity could be extended to encompass the teachers’ activities and the big parental
events the school organizes. Both of them lack parents’ participation.
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“I pick up the topics, usually they are happy with them, I do not remember that that they
have ever suggested a topic that I haven’t thought about” (Olli)
Nearly half of the teachers believe that parents are less likely to be involved in planning
because it is a natural and positive result of trust placed on the teacher and thus teachers act in
accordance with this trust fully.
“In Finland they (parents) rely on us, they believe that we know what we are
doing.”(Ellina)
One teacher assumed that parents think planning is part of the teacher’s responsibility so parents
take the decision not to share in that task. However, one of the teachers mentioned that as a
personal effort, she has her pupils share in planning for their general goals from learning FL at
the beginning of the year. This is documented and sent to homes to inform parents with, yet
remains no actual participation for parents in planning.
Regarding assessment, in their initial reaction on this issue, teachers expressed their
complete disapprove for sharing assessment with parents for many reasons. One of these reasons
is that teachers think that parents are not qualified enough to do so. Moreover, some teachers
want to maintain their authority as it is literally expressed. As for others sharing assessment with
parents is something against the law and is an unconventional practice.
“I want to improve parental involvement to certain point but teachers need to have the
authority.”(Ellina)
When asking teachers if parents know the assessment criteria of FL learning, half of the
teachers stated that some teachers themselves are not familiar with the assessment criteria to be
able to covey them to parents. Nevertheless, there are some attempts to do so but they are not
systemized.
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“The assessment should be during learning not after learning, this is not fully
understood by the teachers. “(Olli)
5.2.1.3 Threats
The threats mentioned here stands for the challenges facing ideal parental involvement related to
the system or problematic reasons related to the parents themselves.
One of the most insistent challenges or threats facing FL teachers is trying to achieve
acceptable levels of parent attendance for school activities due to the perceived shortage.
“That has been one way in the recent years; increase the number of the parents
attending the school, but still the number of parents is very low.” (Eeva)
The other threat which could be associated with the one specified above is that most of the
parents have their own jobs in Finland. This can generate a time discrepancy problem.
“Most of the parents are working at the same time of school.”(Katri)
Even this can create another hindrance when parents don't have enough time at home after
work. Parents’ time is one of the obstacles mentioned repeatedly by the teachers in the
interviews. It was found later that many issues related to parental involvement are built upon this
assumption by the teachers.
In addition, the ideal parent participation is also threatened by the passive interaction of
parents in communicating with the school. The parents ' interaction with teachers was described
to be generally passive where most of the teachers talked about cases where they contacted
parents for several times by sending messages but received no reply. Some teachers hinted that
they do not know even if the parents read the messages or not. Besides, teachers rarely have any
feedback from parents for any procedure they take or message they send. Almost all of the
teachers depicted communication with parents as a one way channel.
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“I think it is more that I give more information and ideas and they use and do what they
do most of them don’t inform me back ;so it is more like from my direction to them but
not a lot from their direction towards me.”(Verpi)
Another threat which was identified by the teachers is the fact that parents do not know about
the assessment criteria in FL learning generally and for the first two grades particularly. This
might broaden the gap because the parental views about assessment are restricted to the test
grade.
“The idea of assessment for parents is about how their child is doing in a test, of course
it tells something, but in first and second grade, we don’t have tests. That is why parents
ask more about their child success in FL learning.” (Olli)
The teacher also expressed her uncertainty that parents understand the current assessment system
which is not informed by the numerical grades in the first grades.
“Assessment is problem because we used to have grades. “(Ellina)
In accordance to most of the teachers’ comments, parents do not have the desire to
participate in planning for their children‘s learning. Therefore the absence of willingness to
participate in planning is considered to be an additional threat related to parents themselves.
Teachers built this perception about parents based on previous experiences as they reported.
Some teachers ascribed it to the parents’ trust on teacher as previously pointed out. In any case,
most of the teachers stated that parents do not share in planning for reasons related to them.
“The parents are not eager to be involved. “ (Katri)
“I have noticed that parents are not interested to share the goals and planning with
them. When I go to the parents meeting, I ask them” do you want me to send you a
message about the goals and the assessment, I have had one raised hand.” (Ellina)
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A Further threat for an effective parental involvement analyzed from the data is that there is no
systemized stated approach for FL teachers to facilitate organizing face-to-face meeting with
all parents. According to teachers, each FL teacher teaches approximately one hundred pupils.
It would be impossible to meet all of their parents because of the teachers’ time and duties from
one side and the parents’ time from another. At the same time, the need of such meetings was
previously discussed. Subsequently, it is a pressing priority to find out the best solutions for such
a problem because almost all of the teachers want to be part of this system but they do not know
how to manage it. One of the teachers expressed concern about the availability of incentives for
FL teacher to accomplish this huge task with this large number of parents compared to the
classroom teachers. In that vein, one of the teachers reported that she always takes advantage of
informal meetings, for example the school festivals, to speak with parents.
Finally, some teachers mentioned a threat concerning the system of using two different
communication tools from the same type to communicate parents. A teacher gave an example
of two electronic platforms where they were both utilized to pass the assessment results for
parents; according to the teacher, parents were confused.
5.2.1.4 Opportunities
More to the point, Opportunities are the chances which are available from the parents’ or/and the
system’s side and could be seized to activate parental involvement.
The first opportunity lies in the unique notion in the Finnish educational system that
“parents trust teachers”. This belief is really internalized in education to the extent that one of
the teachers could not decide if parental involvement is needed or not in such a situation where
teachers do their duties perfectly and parents rely on that.
Moreover, the Finnish educational system adopts the open-door policy. This is
considered to be an additional opportunity to seize as confirmed by all of the teachers. It
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provides for the free attendance to classes any time but again the problem of the parents ‘time
should be addressed. Also, the system enhances any means or efforts towards maintaining open
channels with parents as all of the teachers confirmed.
“We have open channels with parents, any time the parents want to call the teachers and
talk with them, it is possible.” (Mary)
The teachers reported that some parents are well aware of their parental role and continually
express their readiness to help and support their children and ask teachers to provide them with
the techniques and the methods. This indicates that some parents have the basis to demonstrate
their interests in what their child is doing in school, but they need to be oriented to the best
practices and behaviors to reinforce this desire in implementation.
“Some ask for more how to help and to be supportive so they keep asking me as a
teacher to help.”(Verpi)
One of the teachers went beyond that to express that parents are aware enough in their role at
home.
“Parents are well trained in dealing with their children.” (Eeva)
An additional opportunity lies in what some teachers mentioned about some parents of show
their readiness to help with enrichment materials for their children.
Another good opportunity is represented on the service provided by the surrounding
community where every association is trying to help in way or another. One teacher talked
about the collaboration between the school, parents, and university to conduct the researches.
Another teacher mentioned about inviting the police and firefighters to join a school festival.
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Ultimately, the general agreement on importance of parental involvement is that it is
a rich opportunity to build upon.
5.2.2 Implications for Schools and Teachers to Apply the Principles (the
operating procedures)
This study provides the schools and the teachers with practical implications through the use of
SWOT analysis. In consequence, SWOT analysis facilitates implementing the principles by
proposing authentic procedures derived from the Finnish educational environment.
In this part, a summary for the principle will be presented at the beginning followed by a
detailed discussion for how the implications (procedures) for this principle are derived from the
four SWOT associations; to avoid Threats through Strengths, maximize the benefits of
Opportunities through Strengths, avoid any connection between Threats and Weaknesses and
finally seize Opportunities to tackle Weakness. Each one of these association is presented in a
special table.
Principle One: Raising Parents’ Awareness Towards their Children’s FL Learning
This principle forms the basis for encouraging and promoting parental involvement. It is
important for teachers to take advantage of the PLC tasks they continually perform from
planning, assessment, intervention and enrichment to increase parents' awareness of their
children’s FL learning. This will offer parents a real opportunity to participate in these tasks and
ultimately empower them. By doing this, teachers help parents track their children's learning
progress and demonstrate their interests in what the child is doing at school in a productive,
inclusive and engaging way. Indeed, engaging parents deeply in this aspect can have a positive
impact on behavioral problems as well. This involvement, nonetheless, does not have to be
complicated or crucial but simple and directed towards promoting the essence of the parental
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involvement. Moreover, the community should contribute and assume its responsibilities to
increase parents’ awareness in general.
Returning to the study environment, it was found that early FL teachers in the Finnish
schools need to work systematically and innovatively with parents to tap the rich opportunities
in the Finnish educational system. It is recommended that teachers use planning, assessment and
enrichment tasks to raise the parents’ awareness towards their children’s FL learning.
Additionally, it is fair to say that the Finnish parents are involved ideally in their children’s FL
learning in intervention tasks.
Avoid Threats by Strengths
The first principle, “Raising parents’ awareness towards their children’s FL learning” can be
yielded by a number of procedures that targets involving parents in the PLC tasks, one of which
is “Creating a fixed package or well-knit programs for FL enrichment for young learners to do
with parents”. Parents are involved here in enrichment task. Practically, this procedure is
facilitated to be applied because of the teachers’ readiness to help in providing enrichment
material to engage parents with (S8). Therefore, we can avoid the threat in the system of the
teachers’ lack incentives to communicate parents (T9).
In the same token, the second procedure of “Encouraging community solidarity,
employers are encouraged to give parents leave for hours in order to enhance parental presence
at schools” is based on two strength points of the existence of; the school parental activities
plan(S2) and the teachers’ desire to inform parents with the ideology and methodology of
teaching FLs(S5).Therefore, schools can avoid threats like lack of parents’ attendance to school
(T1), parents lack of time for their children at home (T2) and parents’ work commitments (T3).
In result, parents would be able to be available at schools or in classes in person to follow how to
plan, assess, intervene and enrich their children’s FL learning (for both procedures see SWOT
table 1).
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Maximize the benefits of Opportunities through Strengths
Similarly, “Arranging live stream to communicate with parents at the time of the class”
procedure contributes in raising parents’ awareness in their children’s FL learning. This
procedure is grounded in two strength points already exist in the teachers’ practices; the
diversification of the tools used to communicate parents (S3), teachers’ readiness to inform
parents with the methodology of teaching FL (S5). This procedure can be also reinforced by the
provided opportunities; there is a permanent open invitation to attend the classrooms (open-door
policy) (O2), There are multiple open channels between teachers and parents (O3) and the
general agreement for involving parents in their children’s learning(O7).
The procedure of,” Establishing clubs for free activities in school, sports, drawing,
learning languages, or cooking by coordination with other associations to familiarize parents’
presence at schools” would not constitute a burden for schools because it is built upon two
strengths; schools have parental planned activities (S2) and the diversification of the of the tools
used to communicate parents (S3). The Opportunities of having multiple open channels between
teachers and parents (O3) and the community readiness to help (O6) would maximize the
benefits of the strengths and make it more applicable to apply the procedure.
Teachers and schools could tap the media platform to inform parents with the ideology
and methodology in FL teaching since they are ready to do so (S5). Building on this strength, the
next procedure” Promoting awareness campaigns in the T.V, radio, newspapers and the social
media with the collaboration with schools” is built upon. It is also expected to maximize the
benefits of the following Opportunities by employing this procedure; there are multiple open
channels between teachers and parents (O3), some parents are well aware of their role (O4),
community readiness to help (O6) and finally the general agreement of all the parties on
involving parents (O7) (For more about these three procedures see SWOT table 2).
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Avoid any connection between Threats and Weaknesses
Raising parents’ awareness principle needs to avoid maximizing some shortcomings in the
teachers’ practices from the perspective of the PLC. The suggestion of a “Survey about parents
reactions and evaluation for the parental activities” stems from the need to reduce the effects of
the following two weaknesses; no regular communication with parents for planning (W5)
because parents’ opinion is important to ensure the positive impact and the other weakness point
of teachers’ beliefs of parents’ lack of capacity to offer anything new and interesting (W6). At
the same time this procedure helps prevent the above mentioned weaknesses from meeting with
these threats; the number of parents attending school activities is low (T1) because schools will
be able to approach the parents ’views more and the other threat of the absence of parental
involvement in planning (T6). Consequently, this prevents maximizing the negative impact from
the convergence of weaknesses and threats.
Furthermore, the procedure of “Encouraging teachers to use the European Language
Portfolio (ELP) as a means of raising awareness regarding the assessment criteria and learning
languages” would raise parents’ awareness in the assessment process. This procedure will
correct the concept of parents’ participation in assessment from the real practice, as teachers
believe that parents should have no role in assessment (W8), to the identification of the FLs
assessment criteria to follow effectively. Besides the ELP will make it easier to know how to
assess FL learning in an interesting way without having to go to school because parents work
(T3), as well as provide parents with assessment criteria they do not know (T5) ( For more about
the procedures see SWOT table 3).
Seize Opportunities to tackle Weakness
Finally, the opportunities of the availability of the multiple open channels between teachers and
parents (O3), some parents are well aware of their role (O4) and the opportunity of the
community readiness to help (O6) encourage proposing the procedure of “Creating a body of
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volunteers and university students to arrange home visits based on the parents needs with the
coordination of the FL teachers”. This body will perform number of tasks which can tackle the
weakness points of the absence of enrichment programs to be applied with parents (W2) and no
regular communication with parents for planning (W5). In addition, this body will have a direct
connection with families to compensate the weakness point of having face-face meeting with
parents in rare occasions (W3) (For more about the procedures see SWOT table 4).
Principle two: Understanding Families’ Background, Interests and Needs
Like the first principle, this principle also constitutes a basis for working with parents as real
partners. Parents are usually found to be highly motivated when the parental activities are related
to their interests and needs. Trying to align the parental activities with the parents’ circumstances
is another critical issue if parental involvement is to be activated.
In the Finnish environment, it was concluded that teachers treat some information about
parents' background with great sensitivity. This explains the absence of a survey about parents’
background. In addition, FL teachers have a lack access for the parental background because of
the large number they teach on one side and the lack of coordination with the class teacher on
the other hand.
Avoid Threats by Strengths
There are positive signs make suggesting the procedure of “Creating a post for a coordinator for
parental activities and parental issues” possible. These signs are the strengths; parents are asked
for the feedback of some activities organized for them (S9) and Wilma is considered to be a
comprehensive communication tool to communicate parents (S10). By implementing the
procedure, the following threats will be confronted; parents do not usually interact with the
teachers ‘notes or even share their opinion (T4), teachers have load in duties (T8), using two
different channels from the same type (electronic) to communicate parents is confusing (T10) (
For more about the procedure see SWOT table 1)
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Avoid any connection between Threats and Weaknesses
Through the proposed procedure “Conducting a survey about the parents’ background and
interests”, the following threats will be confronted; parents do not have enough time for their
children at home (T2) and parents are working at the same time of the school time(T3).
Therefore, it is possible to isolate and address the deficiency of the weakness point of FL
teachers do not know systematically about the background of the families” (W7). (For more
about the procedure see SWOT table 3).
Principle Three: Better Design of Homework
Parental involvement is very apparent in this principle because of the school work their children
take to homes. Subsequently, special attention should be paid to this principle in order for it to
bear fruit. Interesting and simple interactive homework is the usual characteristic of homework
to ensure parental involvement. In addition, teachers should consider parents’ background when
assigning homework for the pupils to be done with parents, especially the parents' language
profile. Teachers should also insure to receive the feedback about homework from parents to
guide them to the best classroom procedures with the pupil. In general, interactive homework
with parents is a beneficial tool to empower parents in the four PLC tasks planning, assessment,
intervention and enrichment.
This principle in the PPLC model is based on the perspective of the FL Finnish teachers
interviewed. Hence, most of them work in accordance with these tips.
Avoid Threats by Strengths
Suggesting the procedure of “Creating a fixed package or well-knit programs for FL enrichment
for young learners to do with parents” is supported by the strength point of teachers’ readiness to
help if parents show interest in enriching their children’s FL (S8). Dealing with a ready package
will facilitate providing parents with the enrichment material without the need to work
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continually to prepare new programs which definitely will avoid the threat of the absence of
incentives for FL teachers to communicate parents (T9).
Parents usually express their concern about tests. Hence, the procedure of “Sharing test
instructions with parents” would be an encouraging means to involve parents. It is applicable
because it is previously tried by one of the teachers as “handouts” for tests (S4) and parents
express their convenience with it. Also it is supported by another strength which is the tendency
of teachers to assign little interesting homework for the children to be done with parents (S7).
Indeed, this procedure will help in overcoming the threat which is parents do not know about the
assessment criteria in FL learning (T5). (For more about the procedures see SWOT table 1)
Seize Opportunities to tackle Weakness
The procedure “Encouraging interactive homework with instructions for parents” is generated
out of the perception of addressing the weaknesses; there are no enrichment programs to be
applied with parents in FL learning (W2) and FL teachers do not know systematically about the
background of the families (W7). In parallel, three opportunities can be seized to reinforce
implementing the procedure; parents trust teachers (O1), some parents are well aware of their
role (O4) and some parents are ready for regular communication for enrichment program (O5).
The two weaknesses; there are no enrichment programs to be applied with parents in FL
learning (W2) and FL teachers do not know systematically about the background of the families
(W7) will be eliminated by the procedure of “ Designing homework guides for different grades
to be done by the teachers (minor adjustments each year when needed)”. The following
opportunities will help to tackle the previous mentioned weaknesses and emphasize the
suggested procedure; there are multiple open channels between teachers and parents(O3), some
parents are well aware of their role(O4) and some parents are ready for regular communication
for enrichment program (O5). (For more about the procedures see SWOT table 4)
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Principle Four: Establishing Protocols for Parents - Teachers Dialogue
Communication tools are the primary means of creating permanent open channels with parents
to ensure parental partnership with schools. In this study, the importance of developing the
formality of these tools is not a target in itself as much as the content of these tools by creating a
dialogue where parents are welcomed to participate in the four PLC tasks; planning, assessment,
intervention and enrichment. Hence, communicating with parents based on creating a dialogue
form is one of the best techniques for communicating with parents in order to empower them. In
addition, this unified communication system will serve as guidance for teachers themselves to
plan, assess, intervene and enrich their students more accurately through the lens of their parents.
Concerning the Finnish environment, it was found that the Finnish educational system is
rich in the diversification of the communication tools, but still teachers need to adopt a
consolidated line of practices to communicate parents effectively, especially for the FL teachers.
Moreover, the dialogue form is not fully accomplished where teachers still complain from a
mono communication channel. As previously stated, there are rich opportunities in the Finnish
educational system which need to be modified and remarketed with innovative procedures to
match the parents' and the teachers’ current context.
Avoid Threats by Strengths
The two strengths; parents are asked for the feedback of some activities organized for them (S9)
and Wilma is considered to be a comprehensive communication tool to communicate parents
(S10) encourage to suggest the procedure of “Creating a post for a coordinator for parental
activities and parental issues”. In tapping these two strengths the following threats are avoided;
parents do not usually interact with the teachers ‘notes or even share their opinion (T4), teachers
have load in duties (T8), using two different channels from the same type (electronic) to
communicate parents is confusing (T10). (For more about the procedure see SWOT table 1).
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Maximize the benefits of Opportunities through Strengths
Three opportunities can be seized by suggesting the procedure of “Arranging live stream to
communicate with parents at the time of the class”. They are respectively; there is a permanent
open invitation to attend the classrooms (open-door policy) (O2), there are multiple open
channels between teachers and parents (O3) and general agreement for involving parents in their
children’s learning (O7). Two strengths support the suggestion of this procedure. They are the
diversification of the communication tools with parents (S3) and the teachers’ desire to inform
parents with the ideology and methodology used to teach FLs (S5). (For more about the
procedure see SWOT table 2)
Avoid any connection between Threats and Weaknesses
In order to avoid maximizing the negative impact resulted from meeting between the weakness
and threat, the procedure of “Allocating office hours for FL teachers for Skype meeting with
parents according to a schedule” is proposed. By doing so the weakness point which is FL
teachers use face to face meetings in some rare cases mostly if there is a problem (W3) is
isolated from the threat that there is no system to allow FL teachers to meet all the parents of the
pupils face to face (T7).
The next procedure “Coordinating between classroom teachers and FL teachers to pass
notes for parents through the regular meetings” is proposed in the same way. The weakness
point of the absence of coordination between the classroom teachers and the FL teachers
concerning parental communication (W4) is separated from the threat that teachers have load in
duties (T8). (For more about the procedures see SWOT table 3)
Principle Five: Diversifying Volunteering Forms
Volunteering as a principle in the PPLC model aims to encourage parental involvement as a way
to approach parents more and understand their needs better in order to empower them
accordingly. Diversifying volunteering forms is stated in the model to align the volunteering
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opportunities with parental contexts as possible. Therefore, every parent is included without
exception.
Through this study, it was obvious that the teachers do not activate the choice of
volunteering as a means to involve parents in their children’s FL learning because of their
previous assumptions of the parents’ work commitments. In fact, diversifying interesting and
attractive volunteering options would be a difficult step for parents to surpass. It is worth noting
that volunteering will contribute to the distribution of responsibilities between teachers and
parents in an acceptable way for all of the parties.
Avoid Threats by Strengths
A proper coordination is a key solution in parental volunteering activities. As a result the
proposed procedure “Creating a post for a coordinator for parental activities and parental issues”
is a request. This procedure is naturally strengthened in the Finnish environment by having the
following strengths; parents are asked for the feedback of some activities organized for them
(S9) and Wilma is considered to be a comprehensive communication tool to communicate
parents (S10) so that parents are well prepared to deal with a unified channel. The procedure is
also proposed to avoid the threats; parents do not usually interact with the teachers ‘notes or
even share their opinion (T4), parents do not know about the assessment criteria in FL learning
(T5), teachers have load in duties (T8) and using two different channels from the same type
(electronic) to communicate parents is confusing (T10).
The Finnish community is a trusted party that can assist in volunteering for families and
students. This encourages proposing the procedure of “Encouraging community solidarity,
employers are encouraged to give parents leave for hours in order to enhance parental presence
at schools”. Similarly, two strengths support this procedure in the Finnish educational system.
They are the existence of the planned parental activities in schools (S2) and the teachers’ desire
to inform parents with the ideology and the methodology used in teaching FLs (S5).
77
Once parents have a problem with being at schools in person, the procedure “Parents
could agree to have one of their relatives to substitute for them in school activities” can solve the
problem. This procedure is underpinned by the strength of the existence of the parental planned
activities in schools (S2). This substitute would help in avoiding the threats, the number of
parents attending the school activities is low (T1), parents do not have enough time for their
children at home (T2) and parents are working at the same time of the school time (T3). (For
more about the procedures see SWOT table 1)
Maximize the benefits of Opportunities through Strengths
One of the proposed forms of volunteering is “Establishing clubs for free activities in school,
sports, drawing, learning languages, or cooking by coordination with other associations for
familiarize parents’ presence at schools”. It is supported by both strengths; the existence of
planned parental activities at schools (S2) and the diversification of the communication tools
used to communicate parents (S3). By implementing this procedure of establishing the clubs,
two opportunities are seized to reinforce the strengths; there are multiple open channels between
teachers and parents (O3) and community readiness to help (O6), so the community associations
can help in establishing these clubs. (For more about the procedure see SWOT table 2)
Avoid any connection between Threats and Weaknesses
The procedure of “Activating the role of the parental council to meet other families and to
contact neighborhood members or recruit others” can help act as a barrier between Threats and
Weaknesses. These weaknesses are the absence of regular communication with parents for
planning (W5), teachers do not believe that parents could add something new and interesting for
their work (W6) and FL teachers do not know systematically about the background of the
families (W7). After carrying out the procedure, these threats will be isolated from the
weaknesses; the number of parents attending the school activities is low (T1), parents are
working at the same time of the school time (T3) and parents do not usually interact with the
78
teachers’ notes or even share their opinion (T4). (For more about the procedure see SWOT table
3).
79
Strengths
1. Informing parents with the assessment results in Wilma.
2. There is a yearly clock for the parental activities
3. Parents evenings, papers, flyers , calls, face to face meeting, emails, by pupils and electronic platforms
are used as communication tools with parents.
4. “Handout” for the tests for parents
5. Informing parents with ideology and methodology used to teach FL.
6. There are intervention programs done with parents.
7. Homework (Little interesting tasks) is assigned to children sometimes to do with parents.
8. If parents show interests in enriching their children
FL skills , then teacher would provide them with an enrichment material
9. Parents are asked for the feedback of some
activities organized for them.
10. Wilma is considered to be a comprehensive communication tool to communicate parents.
Threats
1. The number of parents attending the school activities is low.
2. Parents do not have enough time for their children at
home 3. Parents are working at the same time of the school
time.
4. Parents do not usually interact with the teachers ‘notes
or even share their opinion. 5. Parents do not know about the assessment criteria in
FL learning.
6. No participation for parents in planning. 7. There is no system to allow FL teachers to meet all the
parents of the pupils face to face.
8. Teachers have load in duties. 9. No incentives for FL teachers to communicate all
parents
10. Using two different channels from the same
type(electronic ) to communicate parents is confusing
1-Raising parents ‘awareness towards their children’s FL learning.
Creating a fixed package or well-knit programs for FL enrichment for young learners to do with parents (S8,T9)
Encouraging community solidarity, employers are encouraged to give parents leave for hours in order to enhance parental presence at schools.(S2,S5,T1,T2,T3)
2. Understanding of families’ background, concerns, goals and needs
. Creating a post for a coordinator for parental activities and parental issues (S9,S10,T4,T8,T10)
3-Better design of homework
Creating a fixed package or well-knit programs for FL enrichment for young learners to do with parents (S8,T9)
Sharing test instructions with parents. (S7, S4, T5, T6).
4-Establishing protocols for parents-teachers dialogue
Creating a post for a coordinator for parental activities and parental issues (S9,S10,T4,T5,T8,T10)
5-Divesifying the volunteering forms
Creating a post for a coordinator for parental activities and parental issues (S9,S10,T4,T5,T8,T10)
Encouraging community solidarity, employers are encouraged to give parents leave for hours in order to enhance parental presence at schools.(S2,S5,T1,T2,T3)
Parents could agree to have one of their relatives to substitute for them in school activities. (S2, T1, T2, T3).
Table (1): Suggested procedures for implementing the principles in the new generated model
(PPLC) extracted from Avoiding Threats by Strengths
80
Strengths
1. Informing parents with the assessment results in
Wilma.
2. There is a yearly clock for the parental activities
3. Parents evenings, papers, flyers , calls, face to face
meeting, emails, by pupils and electronic platforms
are used as communication tools with parents.
4. “Handout for the tests for parents
5. Informing parents with ideology and methodology
used to teach FL.
6. There are intervention programs done with parents.
7. Homework (Little interesting tasks) is assigned to
children sometimes to do with parents.
8. If parents show interests in enriching their children FL
skills , then teacher would provide them with an
enrichment material
9. Parents are asked for the feedback of some activities
organized for them
10. Wilma is considered to be a comprehensive
communication tool to communicate parents.
Opportunities
1. Parents trust teachers
2. There is a permanent open
invitation to attend the
classrooms(open-door policy)
3. There are multiple open channels
between teachers and parents.
4. Some parents are well aware of
their role.
5. Some parents are ready for
regular communication for
enrichment program
6. Community readiness to help.
7. General agreement for involving
parents in their children’s learning.
1. Raising parents ‘awareness towards their children’s FL learning.
Arranging live stream to communicate with parents at the time of the class. (S3,S5,O2,O3,O7)
Establishing clubs for free activities in school, sports, drawing, learning languages, or cooking by coordination with other associations to familiarize parents’ presence at schools.( S2,S3,O3,O6)
Promoting awareness campaigns in the T.V, radios, newspapers and the social media with the collaboration with schools .(S5,O3,O4,O6,O7)
4-Establishing protocols for parents-teachers dialogue
Arranging live stream to communicate with parents at the time of the class. (S3,S5,O2,O3,O7)
5-Divesifying the volunteering forms
Establishing clubs for free activities in school, sports ,drawing ,learning languages, or cooking by coordination with other associations for familiarize parents’ presence at schools.( S2,S3,O3,O6
Table (2): Suggested procedures for implementing the principles in the new generated model
(PPLC) extracted from Maximizing the benefits of Opportunities through Strengths
81
Weaknesses
1. There is a no approach for parental
involvement t in the FL learning.
2.There are no enrichment programs to be
applied with parents in FL learning.
3. FL teachers use face to face meetings in
some rare cases mostly if there is a problem
4. No coordination between the classroom
teachers and the FL teachers concerning
parental communication
5. No regular communication with parents
for planning
6. Teachers do not believe that parents
could add something new and interesting for
their work
7. FL teachers do not know systematically
about the background of the families
8. Teachers believe that parents should not
have any role in assessment.
Threats
1.The number of parents attending the school
activities is low.
2.Parents do not have enough time for their
children at home
3.Parents are working at the same time of the
school time.
4.Parents do not usually interact with the
teachers ‘notes or even share their opinion.
5.Parents do not know about the assessment
criteria in FL learning.
6.No participation for parents in planning.
7.There is no system to allow FL teachers to
meet all the parents of the pupils face to face.
8.Teachers have load in duties.
9.No incentives for FL teachers to
communicate all parents
10. Using two different channels from the
same type(electronic ) to communicate parents
is confusing
1. Raising parents’ awareness towards their children’s FL learning.
Conducting a survey about parents reactions and evaluation for the parental activities.(W5,W6,T1,T6)
Encouraging teachers to use the ELP as a means of raising awareness regarding the assessment criteria and learning languages.(W8,T3,T5)
2. Understanding of families’ background, concerns, goals and needs.
Conducting a survey about the parents’ background and interests. (W7,T2,T3)
4-Establishing protocols for parents-teachers dialogue
Allocating office hours for FL teachers for Skype meeting with parents according to a schedule.(W3,T7)
Coordinating between classroom teachers and FL teachers to pass notes for parents through the regular meetings. (W4,T8)
5-Divesifying the volunteering forms
Activating the role of the parental council to meet other families and to contact neighborhood members or recruit others .(W5,W6,W7,T1,T3,T4)
Table (3): Suggested procedures for implementing the principles in the new generated model
(PPLC) extracted from Avoiding any connection between Threats and Weaknesses
82
Weaknesses
1. There is a no approach for parental
involvement t in the FL learning.
2. There are no enrichment programs to be
applied with parents in FL learning.
3. FL teachers use face to face meetings in
some rare cases mostly if there is a problem
4. No coordination between the classroom
teachers and the FL teachers concerning
parental communication
5. No regular communication with parents for
planning
6. Teachers do not believe that parents could
add something new and interesting for their
work
7. FL teachers do not know systematically
about the background of the families
8. Teachers believe that parents should not have
any role in assessment.
Opportunities
1. Parents trust teachers
2. There is a permanent implicit open invitation
to attend the classrooms(open-door policy)
3. There are multiple open channels between
teachers and parents.
4. Some parents are well aware of their role.
5. Some parents are ready for regular
communication for enrichment program
6. Community readiness to help.
7. General agreement for involving parents in
their children’s learning.
1. Raising parents ‘awareness towards their children’s FL learning.
Creating a body of volunteers and university students to arrange home visits based on the parents needs with the coordination of the FL teachers. (W2,W5,W3,O3,O4,O6)
3-Better design of homework
Encouraging interactive homework with instructions for parents.(W2,W7,O1,O5,O4)
Designing homework guides for different grades to be done by the teachers (minor adjustments each year when needed) (W2, W7, O3, O4, O5).
Table (4): Suggested procedures for implementing the principles in the new generated model
(PPLC) extracted from Seizing Opportunities to tackle Weaknesses
83
6 CONCLUSION
After two analysis stages, a new model emerged from the integration of the PLC model; the
teacher-student oriented tasks; planning, assessment, intervention and enrichment with the three
types of parental involvement; Learning at Home, Communicating and Volunteering. It was
called Parental Professional Learning Community (PPLC). The PPLC model contains the
principles in its interior structure accompanied by suggested procedures.
The Theoretical Framework of the PPLC Model
By answering the first research question, five principles emerged to depict and frame a new
vision of the teacher-parent relationship. This framework is based on the reformulation of the
concepts of home-school cooperation by qualifying parents with the skills needed to follow
effectively and participate positively in their child’s learning. Since Epstein introduced her
framework to work with parents, there have been many serious attempts to reach a working
concept to activate parental involvement. The new PPLC model is meant to be in this direction
in a systematic and regulated manner to pool the parents and the teachers’ efforts towards
improving FL children’s learning process. Figure 3 illustrates the theoretical framework of the
PPLC.
84
Professional Learning Community
Teacher to student tasks Teacher to teacher tasks
Stu
den
t re
sult
s
Planning Assessment Intervention Enrichment Parental Involvement
Types
Raising parents ‘awareness towards their children’s
FL learning.
Understanding families' background, interests and
needs
General
Learning at home Better design of homework
Communicating Establishing protocols for parents -teachers dialogue
Volunteering Diversifying volunteering forms
Figure 4: Parental Professional Learning Community Model (PPLC)
The Procedural Framework of the PPLC Model
Coherently and uniformly, schools can use the PPLC model as a parental involvement tool to
support parents rationally in order to make them more capable of engaging with their child’s
learning. Through answering the second research question, the study articulates a suggested
procedural map to implement the theoretical framework of the PPLC model. As a matter of fact,
the proposed set of procedures for each principle has been derived from a close examination of
the Finnish educational experience with parents. The procedural framework of the PPLC is
presented in the following points:
1. Raising parents’ Awareness Towards their Children’s FL Learning.
Encouraging community solidarity, employers are encouraged to give parents leave for
hours in order to enhance parental presence at schools.
85
Arranging live stream to communicate with parents at the time of the class. Promoting.
awareness campaigns in the T.V, radios, newspapers and the social media with the
collaboration with schools.
Establishing clubs for free activities in school, sport, drawing, learning languages, or
cooking by coordination with other associations for familiarize parents’ presence at
schools.
Conducting a survey about parents’ reactions and evaluation for the parental activities.
Encouraging teachers to use the European Language Portfolio (ELP) as a means of
raising awareness regarding the assessment criteria and learning languages.
Creating a body of volunteers and university students to arrange home visits based on the
parents needs with the coordination of the FL teachers.
2. Understanding Families’ Background, Interests and Needs
Creating a post for a coordinator for parental activities and parental issues.
Conducting a survey about the parents’ background and interests.
3. Better Design of Homework
Creating a fixed package or well-knit programs for FL enrichment for young learners
to do with parents.
Sharing test instructions with parents.
Encouraging interactive homework with instructions for parents.
Designing homework guides for different grades to be done by the teachers (minor
adjustments each year when needed).
4. Establishing Protocols for Parents-Teachers Dialogue
Creating a post for a coordinator for parental activities and parental issues.
Arranging live stream to communicate with parents at the time of the class.
86
Allocating office hours for FL teachers for Skype meeting with parents according to a
schedule.
Coordinating between classroom teachers and FL teachers to pass notes for parents
through the regular meetings.
5. Diversifying Volunteering Forms
Creating a post for a coordinator for parental activities and parental issues.
Encouraging community solidarity, employers are encouraged to give parents leave
for hours in order to enhance parental presence at schools.
Establishing clubs for free activities in school, sport, drawing, learning languages, or
cooking by coordination with other associations to familiarize parents presence at
schools.
Activating the role of the parental council to meet other families and to contact
neighborhood members or recruit others.
Parents could agree to have one of their relatives to substitute for them in school
activities.
87
7 LIMITATIONS AND FUTURE STUDIES
This study gives a voice to teachers considering them the original owners of the PLC model. For
that reason, they should be involved in any alteration or addendum that occurs in the body of the
model. Yet, the parents’ attitudes were not scrutinized which opens new possibilities for future
research to survey the parents’ readiness and respond with such a model and suggested
procedures.
Moreover, this study illuminates the perspectives of the FL teachers which provide an
additional future opportunity to study the model when comprehensively conducted to encompass
the perspectives of all of the school teachers. This might be considered to be a limitation for this
study since also class room teachers have wider access to parents as compared with FL teachers.
In relation to this issue, only three types out of the six of Epstein’s (2009) typology were
covered in this study as the pilot interview exposed that the other types are not within the FL
competences.
In terms of the size of the sample, although the sample size of this study, six teachers,
was sufficient for the research purposes, focus groups of teachers can be adopted in future
research to provide a variety of attitudes and offer in-depth discussions for the issue.
Regarding SWOT analysis, SWOT as a research methodology has some limitations
which were noted previously in the Methodology section (3).
Finally, the exceptional circumstances which the whole world is experiencing as a result
of the Coronavirus crisis reveal the need for such studies to empower parents to ideally follow
their children's learning at home. Therefore, future studies conducted on detecting the
effectiveness of implementing this model in particular and other partnership programs as well
would be highly recommended.
88
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APPENDICES
APPENDIX 1: QUESTIONS FOR THE INTERVIEW
1. How do you perceive parental involvement?
2. Do you take into account informing, involving or sharing parents in planning
tasks for their kids in “Learning at Home” activities? How?
3. Do you take into account informing, involving or sharing parents in assessment
tasks for their kids in “Learning at Home” activities? How?
4. Do you take into account informing, involving or sharing parents in intervention
tasks for their kids in “Learning at Home” activities? How?
5. Do you take into account informing, involving or sharing parents in enrichment
tasks for their kids in “Learning at Home” activities? How?
6. What tools do you use to communicate parents?
7. Do you take into account informing, involving or sharing parents in planning
tasks for their kids while “Communicating “them? How?
8. Do you take into account informing, involving or sharing parents in assessment
tasks for their kids while “Communicating them? How?
9. Do you take into account informing, involving or sharing parents in intervention
tasks for their kids while “Communicating” them? How?
10. Do you take into account informing, involving or sharing parents in enrichment
tasks for their kids while “Communicating” them? How?
11. Do you take into account informing, involving or sharing parents in planning
tasks for their kids in “Volunteering” activities? How?
12. Do you take into account informing, involving or sharing parents in assessment
tasks for their kids in “Volunteering” activities? How?
13. Do you take into account informing, involving or sharing parents in intervention
tasks for their kids in “Volunteering” activities? How?
14. Do you take into account informing, involving or sharing parents in enrichment
tasks for their kids in “Volunteering”? How?
15. Is there a common approach to involve parents in children’s FL learning tasks?
16. What are the obstacles to ideally involve parents?
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17. Do you have any ideas to develop parental involvement?
During the interviews, teachers were provided with the following definitions:
●”Communicating: Communicate with families about school programs and student progress.
● Volunteering: Improve recruitment, training, activities, and schedules to involve families as
volunteers and audiences at the school or in other locations to support students and the school’s
programs.
● learning at Home: Involve families with their children in academic learning at home, including
homework, goal setting, and other curriculum-related activities.”(Epstein, 2002, p336, 337)
Intervention: programs designed for pupils who are diagnosed at risk in FL learning.
Enrichment: programs designed for pupils who prove proficiency in FL learning.
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APPENDIX 2: TEACHERS’ EMAIL
Dear teacher,
My name is Enas. I am a master degree student at UEF. For the purpose of conducting my
master degree thesis, I would be delighted if you accept my invitation to interview you to benefit
from your experience. My research takes up the topic of integrating parental involvement in the
professional learning community (PLC) of teachers. Therefore, I am interested in the approaches
you follow to involve parents in relation to four categories:
1. Planning
2. Assessment
3-Intervention (for pupils at risk)
4- Enrichment (for those pupils who prove their proficiency)
More specifically, how you involve parents in the aforementioned categories with regard to
Epstein‘s parental involvement types.
In order to facilitate this process, I am providing you in advance with a brief description of each
parental involvement type in addition to the most important question in this interview to assist
you remembering the activities and the frames you follow to involve parents. I confirm that your
participation will be anonymous. The interview will be in English and it will be approximately
45 minutes. Hence, I am looking for setting date and place convenient to you to meet. Finally, I
would like to thank you in advance and express my readiness to answer any further questions.
Types of Involvement
● “Communicating: Communicate with families about school programs and student progress.
● Volunteering: Improve recruitment, training, activities, and schedules to involve families as
volunteers and audiences at the school or in other locations to support students and the school’s
programs.
● learning at Home: Involve families with their children in academic learning at home, including
homework, goal setting, and other curriculum-related activities.”
Source: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L.
(2002). School, family, and community partnerships: Your handbook for action (2nd Ed.). Thousand Oaks,
Ca: Corwin Press.
The direct question will be:
How do you involve parents in planning, assessment, intervention and enrichment regarding the
above mentioned types of parental involvement?
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APPENDIX 3: THE RESULTS OF DATA SWOT CATEGORIZATIONS
Strength
1. Informing parents with the assessment results in Wilma.
2. There is a yearly clock for the planned activities
3. Parents evenings, papers, flyers , calls, face to face meeting, emails, by pupils and electronic platforms are used as communication tools with parents.
4. “Handout for the tests for parents 5. Informing parents with ideology and methodology used to teach FL.
6. There are intervention programs done with parents.
7. Homework (Little interesting tasks) is assigned to children sometimes to do with parents.
8. If parents show interests in enriching their children FL skills , then teacher would provide them with an enrichment material
9. Parents are asked for the feedback of some activities organized for them
10. Wilma is considered to be a comprehensive communication tool
Weakness
1. There is a no approach for parental involvement t in the FL learning.
2. There are no enrichment programs to be applied with parents in FL learning.
3. Teachers use face to face meetings in some rare cases (assessment session) and mostly if there is a problem
4. No coordination between the classroom teachers and the FL teachers concerning parental communication
5. No regular communication with parents for planning
6. Teachers do not believe that parents could add something new and interesting for their work
7. FL teachers do not know about the background of the families
8. Teachers believe that parents should not have any role in assessment
Opportunities
8. Parents trust teachers 9. There is a permanent implicit open invitation to
attend the classrooms(open-door policy) 10. There are multiple open channels
between teachers and parents. 11. Some parents are well aware for their
role. 12. Some parents are ready for regular
communication for enrichment program 13. Community readiness to help. 14. General agreement for involving parents
in their children’s learning
Threats
11. The number of parents attending the school activities is low.
12. Parents do not have enough time for their children at home
13. Parents are working at the same time of the school time.
14. Parents do not usually interact with the teachers ‘notes or even share their opinion.
15. Parents do not know about the assessment criteria in FL learning.
16. No participation for parents in planning. 17. There is no system to allow FL teachers to
meet all the parents of the pupils face to face. 18. Teachers have load in duties. 19. No incentives for FL teachers to communicate
all parents 20. Using two different channels from the same
type(electronic ) to communicate parents is confusing