布鲁金斯学会-合作改革和改进教育系统：家庭学校参与的剧本（英）-2021.9-307正式版

COLLABORATINGTOTRANSFORMANDIMPROVEEDUCATIONSYSTEMSAplaybookforfamily-schoolengagementByRebeccaWinthrop,AdamBarton,MahsaErshadi,andLaurenZieglerSeptember2021AbouttheauthorsRebeccaWinthropRebeccaWinthropisaseniorfellowandco-directoroftheCenterforUniversalEducationatBrookings.AdamBartonAdamBartonwasaseniorresearchanalystattheCenterforUniversalEducationatBrookingsandisaCambridgeInternationalScholarattheUniversityofCambridge,FacultyofEducation.MahsaErshadiMahsaErshadiwasapostdoctoralfellowintheCenterforUniversalEducationatBrookings.LaurenZieglerLaurenZieglerisaprojectdirectorattheCenterforUniversalEducationatBrookings.©TheBrookingsInstitution,2021.AllRightsReserved.Contents1.Overview5Thefourgoals7Improvinghowsystemsservestudents10Transforminghowsystemsenvisionsuccess12Theworldischanging,andcontextmatters14Playbookcontentandobjectives16Whomisthisplaybookfor?18Howwastheplaybookdeveloped?182.Evolutionoffamily-schoolengagement21Threebarrierstofamily-schoolengagement24Theevolvingapproachtofamily-schoolengagement28Puttingfamily-schoolengagementincontext31Theimportanceoftrust32Theimportanceoftheteacher-parentrelationship343.TheStrategylandscape:Mappingfamily-schoolcollaboration37Fourkeygoalsoffamily-schoolengagement44Findingsfromtheglobalreviewoffamily-schoolengagementstrategies454.TheStrategyFinder515.Aligningbeliefs58Aligningbeliefsforsystemtransformation:Aframework59Whatdoparentsbelieveabouteducation?62Topfiveinsightsfromparentsandteachers686.ConversationStartertools88WhataretheConversationStartertoolsfor?91WhoshouldusetheConversationStartertools?92HowweretheConversationStartertoolsdeveloped?93CanIadaptthetoolstomycommunity?93References95Acknowledgments107AnnexI.Howthelandscapemapwasdeveloped114AnnexII.Family-schoolengagementstrategies130AnnexIII.ConversationStarterTools2821.Overview•6•COLLABORATINGTOTRANSFORMANDIMPROVEEDUCATIONSYSTEMSTheCOVID-19pandemichasputthetopicoffamiliesandschoolsworkingtogethertoeducatechildrenatthecenterofvirtuallyeverycountry’seducationdebate.Teachersaroundtheworldreportdevelopingcreativewaysofengagingwithparentstohelptheirstudentslearnathome,includingstrategiestheywouldliketocontinueevenafterthepandemicisover(TeachforAll,2020;TeachforPakistan,2020).Inturn,parents—whomwedefineasanyfamilymembersorguardianswhoaretheprimarycaregivers(seeBox1forimportanttermsdefined)—haverespondedtothesenewremote-learningexperiencesandnewformsofcommunication.TheirincreasedexpectationsofdeeperengagementwithschoolsarereflectedinrepresentativesurveysofparentsacrossColombia,Mexico,Peru,andtheUnitedStates—allpointingtothisrisingdemandfromfamiliesfornewapproachestoworkingwithschools(LearningHeroes,2020;Molinaetal.,2020).Manyleadersofschoolsandschoolsystemsacrosstheworldhadan“aha”momentwhen,afterpivotingtonewoutreachandcommunicationmechanisms,theysawmajorjumpsinthelevelofengagementoffamilies,especiallyamongthosewhohadbeenpreviouslydeemedhardtoreach.FromArgentinatoIndiatotheUnitedStates,leadersrealizedthathard-to-reachfamilieswerenotopposedtoengagingwithschools;itwasjustthattheschools’approachestoengagementweregettingintheway.Forexample,whenthegovernmentofHimachalPradesh,astateofalmost7millionpeopleinIndia,pivotedfromaskingparentstocometoschoolsformeetingstofindingmultiplewaysforschoolstocometoparents—throughtextmessages,WhatsAppgroups,andFacebookposts—engagementlevelsjumpedfrom20percentto80percentintwomonths(BrookingsInstitution,2021).•7•OVERVIEWThefourgoalsThisnewfocusonwaystoconnectfamilieswithschoolspresentsanopportunitytomarkedlyshiftbroaderapproaches,andtheoverallvision,forlong-termcollaboration.Thisplaybookshowsthatfamily-schoolengagement—namelythecollaborationbetweenthemultipleactors,fromparentsandcommunitymemberstoteachersandschoolleaders—hasanimportantroletoplayinimprovingandtransformingeducationsystemstoachievefourmaingoals(Figure1):Figure1.ThefourgoalsIMPROVETHESYSTEMImprovetheattendanceandcompletionofstudentsImprovethelearninganddevelopmentofstudentsRedefinethepurposeofschoolforstudentsRedefinethepurposeofschoolforsocietyTRANSFORMTHESYSTEM•8•COLLABORATINGTOTRANSFORMANDIMPROVEEDUCATIONSYSTEMSBOX1.PLAYBOOKTERMSDEFINEDParentandfamily:Inthisplaybook,“parent”isshorthandforanyfamilymember,caregiver,orguardianwhocaresforchildrenandyouth.Werelymostheavilyontheterm“family”tocapturethevariedcontextsinwhichchildrenliveandarecaredfor,includingextendedfamilymembers—fromgrandparentstoaunts,uncles,orcousins—whoplayleadingrolesincaregiving.Theplaybookusestheterms“parent”and“family”interchangeably.Teacher:Theplaybookuses“teacher”insteadof“educator”todistinguishbetweentheeducationprofessional(whosevocationistoinstructandguidechildreninschool)andparents(whoaretheirchild’sfirsteducators,helpingthemdevelopandlearnfrombirthon).Involvementversusengagement:WefindFerlazzo’sdistinctionbetweenfamily“involvement”and“engagement”helpfulandusethetermsaccordingly.“Aschoolstrivingforfamilyinvolvementoftenleadswithitsmouth—identifyingprojects,needs,andgoalsandthentellingparentshowtheycancontribute.”Incontrast,“aschoolstrivingforparentengagementleadswithitsears—listeningtowhatparentsthink,dream,andworryabout.Thegoaloffamilyengagementisnottoserveclientsbuttogainpartners”(Ferlazzo,2011,p.12).Family-schoolengagement:Thisplaybookusestheterm“family-schoolengagement”insteadofthemorecommon“familyengagement”notonlytoexpressthedualnatureoftheengagementbutalsotohighlightthefactthateithersidecan,anddoes,initiatetheengagementprocess.Alignmentandthealignmentgap:Whenfamiliesandschoolssharethesamevisionofthepurposeofschool,theyarealignedintheirbeliefsandvalues,andthiscoherenceisapowerfuldriverofeducationsystemtransformation.An“alignmentgap”existswhenfamiliesandschoolseitherdonotshareorperceivethattheydonotsharethesameviewsonthepurposeofschoolandthereforewhatmakesforaqualityeducationfortheirchildrenandcommunities.•9•OVERVIEWSchoolsandeducationsystems:“School”denoteschildren’sstructuredprocessofteachingandlearningregardlessoflocation(whetheraschoolbuilding,outdoors,alibrary,amuseum,orhome).“Educationsystems”compriseschoolsbutalsofrequentlyincludearangeofactorsinthecommunity(suchasparks,employers,ornonprofitprograms)thatcanworkwithschoolstoprovideanecosystemoflearningopportunities.Educationsystemscanhavedifferentlevelsofjurisdiction(district,state,ornational)thatdenotetheirlimitsofauthority.Althoughgovernmentsineverycountrybeartheresponsibilityforensuringthatallchildren,especiallyfrommarginalizedcommunities,canaccessaqualityeducation,thisplaybookalsoreferstonongovernmentalschoolnetworks(forexample,aprivateschoolchainoranonprofitnetwork)asjurisdictions.Systemimprovement:Certaineffortsmaximizehowasystemdeliverseducationagainsttheexistingvisionandsetofoutcomes.Theyaimtoachievethefirsttwogoalsdefinedinthisplaybook:(a)improvestudentattendanceandcompletion,and(b)improvestudentlearninganddevelopment.Systemtransformation:Othereffortsbroadenengagementtoredefinethepurposeofaneducationsystem,henceshiftingthebeliefsandmindsetsthatguideitalongwiththeoperationsthatdeliveronthatvision.Theyaimtoachievethesecondtwogoalsdefinedinthisplaybook:(a)redefinethepurposeofschoolforstudents,and(b)redefinethepurposeofschoolforsociety.IfeltlikeIknewmoreduringtheschoolclosureswhatmychildhadbeenlearningthantheentirethreeandahalfotheryearsshe'sbeeninschool.Parent,UnitedStates•10•COLLABORATINGTOTRANSFORMANDIMPROVEEDUCATIONSYSTEMSImprovinghowsystemsservestudentsRobustevidenceshowsthatfamily-schoolengagementcansignificantlyimprovehowsystemsservetheirstudents,especiallythosewhohavebeenpoorlyserved.Studiesthatprimarilyassessschoolimprovementhavelookedatstudents’educationaloutcomesasmeasuredbyattendance,completion,andachievementonliteracy,numeracy,andotherregularlyassessedcompetencies.Weclassifytheseeffortsassystem“improvement”becausetheyimprovehowthesystemdeliverseducationagainstanestablishedsetofoutcomesratherthanshiftingtheoverallvisionofthesystem’spurpose.Severalsuchstudiesfindthatfamily-schoolengagement,whenimplementedeffectively,notonlyboostsstudentoutcomesbutalsocanbeahighlycost-effectiveinvestment.Schoolswithstrongfamilyengagementare10timesmorelikelytoimprovestudentlearningoutcomes.Inonelongitudinalstudyacross200publicelementaryschoolsinChicago(Byrk,2010),researchersidentifiedfivekeysupportsthattogetherdeterminedwhetherschoolscouldsubstantiallyimprovestudents’readingandmathscores:schoolleadership,familyandcommunityengagement,educationpersonnelcapacity,schoollearningclimate,andinstructionalguidance.Crucially,schoolsimprovedmostwhenallfivesupportswerepresent.Asustainedweaknessinevenoneoftheseelementsledschoolstostagnate,showinglittleimprovement.AboycreatesaballfromscratchwiththehelpofhismotherinZambeziaProvinceinMozambique.C

LouiseWateridge•11•OVERVIEWOurstudentscomefromverychallengingbackgroundssowecannotfocusonlyonacademics.Ifeelitnecessaryforteacherstospendsometimebondingwithstudents.Itisveryimportantformetobondwiththeirfamilies.Asthedifficultiesfacedbythefamiliesarealsorelatedtomychild’sbackground.Asateacher,Ifeelhavingthiscompletetriangleconnectedtoeachotherisveryimportant.Teacher,IndiaTheimportantrolefamily-schoolengagementplaysinimprovingstudents’achievementisalsobroadlysupportedbyotherresearch,includingameta-analysisof52studiesthatfoundthatengagingparentsintheirchildren’sschoolingleadstoimprovedgradesforstudentsintheirclassesandonstandardizedtests(Jeynes,2007).Communicatingwithfamiliescanbeoneofthemosthighlycost-effectiveapproaches.Robustfamilyengagement,asacorepillarofimprovingschools,certainlyrequiresinvestmenttoshiftmindsetsandbehaviors,butoneparticularcomponentofthiseffort—directcommunicationwithfamilies—isahighlycost-effectivewayofimprovingstudentattendanceandlearningoutcomes.Aglobalstudycomparingevaluationsofdifferenttypesofeducationinterventions(suchasteachertraining,materialsprovision,scholarships)across46low-andmiddle-incomecountriesfoundsharinginformationabouteducationtobeatthetopofthelistintermsofcost-effectiveness(Angristetal.,2020).Thestudyshowedthataparticularapproachtocommunicatinginformationiswhatimprovesstudentoutcomesatscale,namelycontext-specificinformationaboutthebenefits,costs,andqualityoflocalschoolingfromamessengerthatfamiliesandstudentstrust.Forexample,datathathelpfamiliesandtheirchildrentobetterassessthespecificbenefitsofstayinganddoingwellinschool(likehigherearningsandbetterhealth)aswellastobetteridentifyresourcesthatcouldhelpstudentsparticipateinhighereducationandunderstandthequalityofschoolingoptionsavailabletothem.Infact,targetedinformationcampaignsaboutthebenefitsofeducationforstudentscandelivertheequivalentofthreeadditionalyearsofhigh-qualityeducationforalowperstudentcost.TheGlobalEducationEvidenceAdvisoryPanelidentifiedcommunicatingwithfamiliesinthismanner,includingthroughvideosorparentmeetingsatschool,asa“greatbuy”foreducationsystems.Foramodestinvestment,itcansignificantlyimprovestudentoutcomesonimportantdimensionssuchasyearsofschoolingandacquisitionofliteracyandnumeracyskillsacrossalargenumberofcommunities(GlobalEducationEvidenceAdvisoryPanel,2020).•12•COLLABORATINGTOTRANSFORMANDIMPROVEEDUCATIONSYSTEMSTransforminghowsystemsenvisionsuccessTheincreasedattentiontofamily-schoolengagementalsoprovidesanopportunityforabroaderdebateanddialogueontheoverallpurpose

ofschool.Familiesnotonlyhaveincreasedexpectationsforongoingengagementbutalso,inmanycontexts,havehadfront-rowseatsinsidetheschoolingprocessduringtheCOVID-19pandemicandhaveopinionsonwhataqualityeducationshouldlooklikefortheirchildren.Thesediscussionsonthepurposeofschoolwould,ofcourse,includeanexaminationofstrategiestoensurethatstudentsareattendingschoolandlearningwellthere.Buttheywouldalsoallowparentsandfamiliesandteachersandschoolstotakeastepbackandaskeachother,“Whatareschoolsfor?Whatroleshouldtheyplayinsociety?Andwhattypesofcompetenciesandskillsshouldschoolshelpourchildrendevelop?”Werefertothisbroaderengagementontheguidingvision

ofeducationassystem“transformation”workbecauseitdoesnottakethecurrenteducationsystemoutcomesasagiven.Althoughthefamilyengagementliteratureoffersonlyalimitedfocusonengagingfamilieswiththisgoalinmind,thesystemtransformationfieldofferssubstantialinsightontheimportantrolefamily-schoolengagementplaysinthisprocess—andwhatittakestoachievethisengagement.Redefiningthepurposeofeducation—oneofthemostpowerfulleversforsustainablytransformingsystems—requiresparticipationbythewholecommunity.

Systemsofanykind—education,health,orjustice—aremadeupofmanyelements,fromtheconcreteandvisible(likepeopleandresources)totheabstractandinvisible(likegroupprioritiesandculture).Scholarsofsystemdynamicspointtochanging“deepstructures,”whichincludetheinvisibleelementsofasystemlikevaluesandbeliefs,asoneofthemosteffectivewaystotransformwhatsystemsdo(Gersick,1991;Heracleous&Barrett,2001).Theyarguethatfrequently,whenleadersseektochangetheconcreteorvisibleelementsofasystemwithoutchangingthedeepstructuresofbeliefsandvaluesthatguidethatsystem,theresultsamounttotinkeringaroundtheedges.•13•OVERVIEWConversely,ashiftinthebeliefsandvaluesthatguideasystemdriveschangesacrossthevisibleandinvisibleelementsalike(Meadows,2008;Munroetal.,2002).Inthisway,aligningaroundasharedvisionofthepurposeofschoolisapowerfulwayforschoolsandfamiliestoshapethedeepstructuresguidinghowschoolsoperate.Forexample,incommunitieswherefamiliesorteachersorstudentshavedifferentbeliefsaboutwhatschoolisfor

andhencewhattheyshoulddo,schoolsarelikelytostruggle,beingpulledinmultipledirectionsorexperiencingconsiderableheadwindstoanychangesthataremade.Incontrast,communitieswithawell-alignedvisionofthepurposeofschoolcanmoveforwardconstructively,withfamilies,teachers,students,andothersallplayingtheirrespectiverolesinhelpingtoadvancethisvision.Thistypeoffamily-schoolengagementhastheaddedbenefitofhelpingsustainavisionofqualityschoolingacrossmultiplepoliticalcycles.AnAchilles’heelofeducationsystemchangeistheshorttenureofleaders.InLatinAmerica,forexample,mosteducationministersareonlyinofficeforanaverageoftwotothreeyears,whichfrequentlymeansarevolvingdoorofprioritiesguidingthesystem(Fiszbein&Saccucci,2016).Noinstitutionoroneactorcanreinventtheeducationsystembythemselves.Soyouneedtospendthetimetodevelopananswertothequestion:Whatisitthatwewantforourchildreninthiscommunity?Onlyonceweagreeonwherewe’retryingtogo,canwethenworkincoordinationandknowwhatourrespectiverolesare.Developingthissharedvisioniswhatgoodleadersdo.Districtsuperintendent,UnitedStates•14•COLLABORATINGTOTRANSFORMANDIMPROVEEDUCATIONSYSTEMSDeepdialoguewithfamiliesandschoolsisneededtounlocksystemwidetransformationalprocesses.Onestudyexaminedthegreatestbarrierstoandenablersofsystemwidechange,trackingreformjourneysacrossthreecountries:Canada,Finland,andPortugal(Barton,2021).Inallthreecases,theprimarybarrierwasamisalignmentbetweenmembersofthecommunity—fromeducationleaderstoteacherstofamilies—ontheirbeliefsandvaluesaboutschool.Theylackedasharedsenseof“thisiswhatschoolisabout.”Inallthreecountries,aprocessofdeepandrespectfuldialogue,wherebyfamiliesandschoolsalongwithothershadequalplacesatthetable,wascrucialforunlockingthesystemtransformationprocess.Thestudyconcludesthatcollectivelydefiningandaligningthepurposeofeducation,andthevaluesthatdriveit,areamongtheessentialenablersofsystemwidetransformation.ThisstudyreaffirmspriorfindingsfromU.S.-basedresearch:educationreformsareonlysuccessfulwhen,amongotherthings,theyareconsistentwithstakeholders’values,inotherwordswhentheyarealignedtostudents,parents,andteachers’beliefsabouteducation(CohenandMehta,2017).Theworldischanging,andcontextmattersTheCOVID-19pandemichasnotbeenthefirstandwillnotbethelastexternalforcedrivinganeedtochangeeducationsystems.Strategiesforfamiliesandcommunitiestoworktogetheracrossallfourgoalsofsystemimprovementortransformationareneedednow,particularlytoaddressthegrowinginequalitythathasemergedfromthepandemic.Buttheywillalsobeneededinthefuturetonavigatetheskillsneededforarapidlychangingworld.Thereisagrowingconsensusamongeducationexpertsandlearningscientiststhateducationsystemsmustfocusmoreheavilyonensuringthatstudentsdevelopawiderangeofcompetencies—fromrobustacademicknowledge,to“learninghowtolearn,”tocollaborativeproblemsolving.Manyalsoagreethattodevelopthisbreadthofskillsanddeliveraholisticeducation,teachingandlearningexperiencesmustshifttoincludemoreexperiential,playful,real-world•15•OVERVIEWapplicationofacademiclearning(Winthropetal.,2018).Theforcesthatarealreadypushingeducationsystemsinthisdirectionaresettoaccelerateoverthecomingdecades.Theyincludetheadventofnewtechnologies,thedisruptionoftheworldofworkthroughautomationofroutinemanualandcognitiveskills,andtheseriousnessofcomplexsocialandenvironmentalcrises.Althoughwesubscribetotheargumentthatthefastpaceofchangerequireseducationsystemstoimproveandtransformtowardamoreholisticvisionofeducationandhavewrittenextensivelyonthisbefore,werecognizethatwhenitcomestofamily-schoolengagement,prescribingavisionundercutstheverypoweroftheengagementprocess.Forexample,thedeepdialogueneededtoredefinethepurposeofschoolscanonlyoccurifparentsandfamiliesandteachersandschoolshaveanequalvoice,wherebyeachbringstheirrespectiveexpertisetothetable,andthereisaleveloftrustthatallowsforthecocreationofasharedvision.Wealsorealizethateverycontextisdifferentandtogetherfamilies,educationprofessionals,students,andotherstakeholdersshouldbetheonestodecidewhataqualityeducationlookslikeforthemgiventheirculture,history,aspirations,andcommunityrealities.Thisiswhythisplaybookfocusesonofferingwaysofunderstandingthefulllandscapeoffamily-schoolengagementstrategies;sothatcommunitiesmaylearnfromeachotherbutultimatelywiththegoalofadaptingandmakingstrategiesrelevantintheirowncontexts.Itisalsowhy,tocomplementthislandscapeofstrategies,wehaveprovidedanin-depthlookatoneofthesystemtransformationgoals:“redefinethepurposeofschoolforstudents.”Currentfamily-schoolengagementworkhasfocusedmuchlessenergyandattentionontransformingeducationsystemsthanonimprovingthem,anddeepeningthefield’sunderstandingofhowtoapproachthisgoalisonewayofaddressingthisgap.Thisplaybookincludessixmaincomponents(Figure2):Figure2.PlaybookcontentandobjectivesOverviewEvolution12Strategylandscape34CONTENTStrategyFinder56AligningbeliefsConversationStartertoolsObjectives1Wedescribethefourgoalsforfamily-schoolengagement(twogoalsforimprovinghowsystemsservestudentsandtwogoalsfortransforminghowsystemsareenvisionedꢁ.Thesectionprovidescontextforfamily-schoolengagementinlightoftheCOVID-ꢂꢇpandemicandexplainswhoshouldusetheplaybook.p523Thissectiondiscussestheevolvingnatureoffamily-schoolengagement.Historicallyschoolswereneverdesignedtoengagefamilies,buttheirapproacheshaveevolved.Wehighlightbarrierstoengagement,aswellasthekeyfeaturesthattodaycharacteriꢆeeffectivefamily-schoolengagement.p21Thissectionprovidesatypology,or“map,”forunderstandingthebreadthoffamily-schoolengagementstrategiesforachievingeachofthefourgoalsandhighlightsfindingsfromourreviewofoverꢅꢃꢃstrategies.p3745Thisdatabasedatabasefeaturesmorethanꢄꢃstrategiesfromaroundtheworldthatbringthestrategylandscapetolife.SeeFigureꢄforthequicksnapshotorseeAnnexIIforthecomprehensivelist.p51Thissectionprovidesanin-depthlookatthethirdgoaloffamily-schoolengagementꢀredefiningthepurposeofschoolforstudents.Itprovidesanoverviewofourresearchonparentandteacherbeliefsaboutwhatmakesagood-qualityeducationfortheirchildthatweconductedwithourFamilyEngagementinEducationNetwork(FEENꢁacrossꢂꢃcountriesandoneglobalprivateschoolchain.p586Inthissection,wecontinuethein-depthlookatredefiningthepurposeofschoolforstudentsbysharingour“ConversationStarter”tools.Thesetoolswillhelpanyonebeginexploringhowtohelpfamiliesandschoolsreachasharedunderstandingofwhatagoodqualityeducationlookslike.p88Formoreresourcesandtools,visit:/familyengagement•18•COLLABORATINGTOTRANSFORMANDIMPROVEEDUCATIONSYSTEMSWhomisthisplaybookfor?Thisplaybookisforanyoneinterestedinhelpingfamiliesandschoolsworkbettertogethertoimproveortransformhoweducationisdeliveredorwhatgoalsitachieves.Giventhepowerheldbyeducationsystemleadersandschoolheads,thisplaybookisparticularlyfocusedonsupportingtheminunderstandingthewhy,what,andhowofworkingjointlywithfamiliestoimproveortransformschools(asfurtherdescribedinBox2).Howwastheplaybookdeveloped?Theplaybookincorporatesinputfromdozensoforganizationsandthousandsofindividualsaroundtheworldaswellasextensivestrategyanalysisandresearch,asfollows:Withproꢀectcollaborators:Workingcloselywith49organizationsfromacross12countriesandoneglobalprivateschoolchaininourFamilyEngagementinEducationNetwork(FEEN).Withparents:Surveying24ꢁ759parentsandconductingꢀꢃparentfocusgroups.Withteachers:Surveying6ꢁ146teachersandconductingꢁꢂteacherfocusgroups.Withdecisionmakers:Interviewing50educationdecisionmakersacross1ꢀcountries.Withimplementers:Analyzing534familyengagementstrategiesfromgovernments,nongovernmentalorganizations(NGOs)includingparentorganizations,andtheprivatesector.Withacademics:Reviewingtheliteratureonsystemtransformation,educationalchange,andfamilyengagementaswellasconsultingwithleadingresearchersinfamilyengagement.•19•OVERVIEWBOX2.WHOSHOULDUSETHISPLAYBOOK?Wehopethisplaybookisparticularlyusefulforschoolsystemleaders,teacherorganizations,civilsocietypartners,andfunders.Wealsohopethemanyparentorganizationsaroundtheworld,whoseworkweliftupandhighlight,willfindthisplaybookhelpfultotheirongoingwork.Thelistbelowiscertainlynotexhaustive,andifyoufindyourselfoutsideofoneofthesegroups,weencourageyoutoreadon.Educationdecisionmakers¬

Jurisdictionleadersandadministrators.Atthebroadersystemslevel,theplaybookcanbeespeciallyrelevantforjurisdictionleadersandadministratorsatthedistrict,state,andnationallevels,includingjurisdiction-levelgoverningboards,privatesectorschoolnetworks,andeducationleaderswithoversightofkeyfunctionssuchasstrategicplanning,teachertraining,andcommunityengagement.¬

Schoolleadersandleadershipteams.Attheschoollevel,theplaybookisdesignedforschoolleaders,principals,andtheirexecutiveleadershipteams,includingstaffwithresponsibilitiesovercommunityengagementandstudentsuccess,aswellasanyrelatedschool-levelgoverningboards.¬

Leadershiptrainingprograms.Inaddition,theplaybookcanalsobeusefulfortrainersofschoolleaders,suchasuniversities.Wehopetheplaybookcaninspirecontentforcurriculaaroundfamilyengagementandsystemstransformation.Teacherleaders¬

Teachernetworks.Teacherunions,networks,andorganizationswillalsofindthisplaybookuseful,especiallyintheirworkonstrategy,policy,andadvocacy.Althoughtheplaybookisnotdesignedforindividualteachers,muchofitscontentaddressestopicsthatteachersregularlydiscussandthatfigureintheirconcerns.•20•COLLABORATINGTOTRANSFORMANDIMPROVEEDUCATIONSYSTEMSFamiliesandteachersattendaproject-basedlearningexpoinAvonworth,Pennsylvania,USA.AvonworthDistrict,PA.C

LouiseWateridge¬

Teachertrainingprograms.Inaddition,theplaybookcanalsobeusefulfortrainersofteachers,suchasuniversities.Wehopeitcaninspirecontentforcurriculaaroundfamilyengagementandsystemstransformation.Schoolpartners¬

Schoolpartners.Inadditiontosystems-leveladministratorsandschool-levelleaders,theplaybookisusefulforthemanypartnersofschools.ThisincludesNGOs,includingthosethatsupportdeliveryofe