Despite increased emphasis on parental involvement in education, teacher training programs often fall short in this crucial area. Student teachers, while eager to learn about effective parent-teacher collaboration, often face institutional barriers that hinder meaningful interactions with families. It is critical for parents to be involved in student success and for schools to advocate for comprehensive training in this area for new teachers.  If not at the university level, schools themselves should equip educators with the knowledge and skills to effectively engage parents in their prospective communities.

According to ASCD, research consistently demonstrates the positive impact of parent involvement on student learning outcomes. Studies indicate that students with involved parents tend to achieve higher grades, exhibit better behavior, and have higher graduation rates. Additionally, parent involvement fosters a supportive learning environment and strengthens the school-community connection. ASCD recommends incorporating the following elements into teacher preparation programs:

• Develop a clear understanding of parent involvement: New teachers should gain a comprehensive understanding of the various forms of parent involvement, their benefits, and the challenges they may encounter.

• Explore strategies for effective parent-teacher communication. Teachers should be equipped with strategies for building strong relationships with parents, including effective communication techniques, cultural sensitivity, and conflict resolution skills.

• Practice parent involvement strategies in real-world settings: Student teachers should have opportunities to apply parent involvement strategies in real classroom settings, under the guidance of experienced mentors.

• Reflect on and refine parent involvement practices. Teachers should engage in reflective practice to identify areas for improvement in their parent involvement strategies.

Despite the acknowledged importance of parental involvement in student achievement, teacher preparation programs often fall short in equipping pre-service teachers with the necessary skills to effectively engage parents. This deficiency can be attributed to the theoretical approach often adopted in parent-teacher conferencing training, which focuses on abstract concepts rather than practical applications. Therefore, it is important to advocate for comprehensive parent involvement training in teacher preparation programs, empowering new educators with the knowledge and skills to foster strong partnerships with parents, ultimately contributing to improved student outcomes and a strengthened school-community connection.

ASCD. (n.d.). ASCD emphasizes parent involvement in teacher training. Retrieved from https://www.ascd.org/el/articles/parent-involvement-a-matter-of-educational-survival

Baum, A., & Swick, K. (2008). Dispositions toward families and family involvement: supporting pre-service teacher development. Early Childhood Education Journal, 35(6)

Dotger, B. H., Harris, S., Maher, M., & Hansel, A. (2011). Exploring the emotional geographies of parent-teacher candidate interactions: An emerging signature pedagogy. Teacher Educator, 46(3), 208–230