Making Parents' Opinions Count

School Administrator, May, 1999 by James O. Fleming, Marie Otto

Educators realize the importance of getting parents involved in their children's schooling, but getting effective involvement isn't always easy.

In the Placentia-Yorba Linda, Calif., Unified School District several years ago, a working group of parents, teachers and administrators met quarterly to determine what changes would improve the way our schools function from the parents' perspective. A facilitator led these meetings.

After several meetings some parents said they felt intimidated by teachers and administrators and asked to meet routinely with only the facilitator to freely voice their opinions. This was the birth of what we called the "Community Focus Work Team," consisting of one or more parents from each of the district's 29 schools, a dedicated member of the board of education and the facilitator.

The Need for Compromise

The work team has been meeting for more than four years now. Administrators may attend to answer questions, but only by invitation. The meetings are run informally, and anyone can put anything on the agenda for discussion. Often a subcommittee is established to prepare a position paper on the topic, which is forwarded to district administrators for the next principals' meeting.

Sometimes administrators agree to the work team's recommendation. Other times compromises must be reached. For example, parents asked that student dances be held at schools because of safety factors and expense. While activity directors understood this reasoning, they noted that dances are sponsored by student governments. The compromise was to hold most dances at the school but to permit one dance each year to be held elsewhere. This did not satisfy everyone, but parents appreciated that their opinions had been respected.

Sometimes, parents learn that suggestions are not viable due to lack of funding, employee agreements or state and federal laws. However, the concerns of parents are recorded and considered seriously. Parents who understand why their recommendations can't be implemented, explain the reasons to the larger community, sometimes with more credibility than if the information had come from staff. The district has endorsed many recommendations, including the addition of penmanship instruction in the elementary grades, monitoring of collaborative learning practices and more choices in math instruction.

The purpose of the committee is constructive problem solving. A problem from one campus is often solved through communication with parents from another campus.

The school board member enhances the committee's work by sharing information with other board members and/or administrators, always with the intent of solving a problem.

Importance of Facilitation

From the superintendent's perspective, this process raises awareness of parental concerns before they escalate and encourages free flow of information and ideas. The superintendent occasionally meets with the work team to provide feedback and encouragement.

The real key to the effectiveness of the work team is the use of a skilled facilitator whose experience as a former district superintendent has been an invaluable resource. Her skill in communication and development of a nonthreatening climate in which to discuss potentially explosive issues has been essential to the process.

Parents see things from a different perspective than administrators, and the work team helps us rethink things we are doing or considering--or ideas that haven't occurred to us. We don't always agree with the team's ideas and conclusions--and we aren't expected to--but we appreciate the mutual respect and communication that results from this process.

The work team has become a productive and supportive part of our school district--truly part of the solution.

James Fleming is superintendent of the Placentia-Yorba Linda Unified School District, 1301 E. Orangethorpe Ave., Placentia, Calif. 92870.