Teachers and School Leaders’ Readiness for Parental Engagement: Critical Policy Analysis of Canadian Standards

ANTONY-NEWMAN, Max (2023). Teachers and School Leaders’ Readiness for Parental Engagement: Critical Policy Analysis of Canadian Standards. Journal of Teacher Education, 75 (3), 321-333.

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Teacher readiness for parental engagement is a vital competence in the context of increased emphasis on engaging parents in K–12 schools. The rise in the standards movement in education led to the inclusion of parental engagement in teacher standards. Here, critical policy analysis of teacher standards shows how teachers’ and school leaders’ readiness for parental engagement is addressed in Canadian policy documents. Teacher readiness is conceptualized as the ability to establish relationships, support communication, and build partnerships with parents and families. Current policy provisions support teachers’ capacity for parental engagement by introducing the asset-based approach to engagement and acknowledging the diversity among parents. Nevertheless, teacher standards fail to distinguish between parental involvement in schooling and parental engagement in education/learning and remain silent on the role of social inequality in parental engagement. Implications for new teacher standards include centering parental engagement on parents and families and tackling inequality in parental engagement.

Item Type: Article
Additional Information: ** Embargo end date: 20-09-2023 ** From SAGE Publishing via Jisc Publications Router ** Licence for this article starting on 20-09-2023: https://creativecommons.org/licenses/by-nc/4.0/ ** Peer reviewed: TRUE **Journal IDs: pissn 0022-4871; eissn 1552-7816 **Article IDs: publisher-id: 10.1177_00224871231199365 **History: published_online 20-09-2023
Uncontrolled Keywords: standards, educational policy, social justice
Identification Number: https://doi.org/10.1177/00224871231199365
Page Range: 321-333
SWORD Depositor: Colin Knott
Depositing User: Colin Knott
Date Deposited: 08 Apr 2024 14:51
Last Modified: 08 Apr 2024 14:51
URI: https://shura.shu.ac.uk/id/eprint/33523

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