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Learning from Those We Serve: Family Engagement, for Better or Worse

Like Alice Through the Looking Glass, viewing how some families have experienced school efforts to increase family engagement can be full of surprises when you look at it through a new lens. Attendees will explore how their own bias may have influenced their family engagement efforts and activities, and will consider some unexpected impacts these efforts may have had on families. Grounded in research around family engagement, attendees will be supported in reflecting upon their own experiences and may experience some cognitive dissonance or discomfort as they engage in perspective taking scenarios intended to prompt critical thinking and a possible growth in practices. Join these experienced practitioners who are wrestling with their own growth and beliefs around family engagement, and learn about the concept of a strengths based approach to family engagement efforts.

This talk was presented at:
2021 National ESEA Conference
February 2021 in Cyberspace
For more information:
Christine Ermold

In addition to her experience as a Title I teacher, Dr. Ermold has been a school principal and district level program director of Title I activities. She currently facilitates her district's Title VI Advisory Committee, and oversees the annual creation of family engagement policies and plans at Title I schools throughout the district. She provides training and support to sites in implementing their family engagement activities, and has a wealth of personal experience as a parent, foster parent, and advocate for marginalized families.

April Kaufman

With over 20 years of experience teaching grades K-8 in Title I funded teaching positions and also at non-Title I schools, Ms. Kaufman has extensive experience helping parents and guardians learn to navigate school systems for the first time in adulthood. Ms. Kaufman’s passion and skill in empowering parents is further demonstrated through her service as a volunteer educator for families and foster parents learning to parent children who have experienced trauma. She also provides classroom expertise and leadership for other teachers through her work on the Positive Behavior Intervention and Supports Committee at the school where she works.