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For school leaders, students’ parents and families are among our greatest resources. It is imperative that we recognize their importance as stakeholders. They can be one of our biggest allies in doing the work of school improvement.

When I was a school principal, I made it my duty to ensure that I increased graduation rates. I took over a school that had a dismal 60% graduation rate. By the end of my tenure, we had an 87% graduation rate, overall, and a 93% graduation rate for our Black males. My school became a model school in New York state for its higher-than-average graduation rates specifically for Black males.

This feat didn’t come without the need for perseverance. My first year, I had a vote of no confidence; my style of rigor and push did not sit well with some teachers—at first. I’m telling this story because among my biggest allies were my students’ parents. When individuals in the school system wanted me to leave my post, my students’ parents advocated for me. They were one of the main reasons why I was able to do the work I did as a principal.

For school leaders embarking upon the journey of school improvement there will be some challenges, but if you can garner the support of students, parents, and families, it will be a game changer for your tenure. How did I win that support? By doing the following:

1. Making parents feel valued. I made my students’ parents/guardians feel like they were gold. We established a parent room within my school. Parents had a room that belonged just to them—where they could be there at any time. The room was stocked with parent resource guides, a refrigerator, a recliner chair, and it was wonderfully decorated. The parents knew that this was their room.

2. Listening to parent voice. My students’ parents always got my undivided attention. When parents would come into my office, announced or unannounced, I always acknowledged them and made sure that they were always seen. There was never a time where a parent would have to wait for an abundance of time to meet with me or any of my assistant principals.

3. Clearly communicating. I spoke their language. As educators, we often speak in educational jargon that only we can understand. For example, we can have a conversation that will sound a little like this: “Today in my PLC, we discussed a SPED (special education) student that had an IEP (Individual Education Plan) and a BIP (Behavior Intervention Plan). We are working with the AIS (Academic Intervention Services) team to ensure they are on track to obtain a diploma.” Now, to us, because we are in the education business, we know exactly what that means. But to parents, they are completely lost in the conversation. When talking to students’ parents and families, it is important to use the words and language that makes them comfortable, and not speak over their heads.

Marck Abraham speaks about success strategies for students to a parent group in Niagara Falls, NY. PHOTO COURTESY OF MARCK ABRAHAM

4. Prioritizing safety. I created a safe environment that made parents feel safe. Students’ parents send us their most prized possessions: their children. We need to assure our parents that we have their child’s best interest in mind. That means that everything we do regarding communicating about their child’s situation is of utmost importance. If you have a school lockdown, you may not be able to send out a robocall immediately, but when the matter is settled, parents need to know that you are the school leader who will be communicating with them.

5. Not blaming parents. I strove to be fair. Whatever has happened, it is not the parents’ fault. I’ve observed school officials getting upset with parents for the behavior of their children. I promise you—in all my years in education—I’ve never seen a parent tell their child to “go and act up in that school today.” Parents do not like to get those negative calls, either, when their child is acting up. As a school leader, you must always respect your parents’ time and thank them for taking your calls or coming to the school if they are needed.

6. Promoting academic success. Furthermore, when discussing issues with parents and families about a student’s behavior, never leave the meeting without going over their child’s academic performance, creating an academic plan, and letting the student and the parents know that you understand the student made a poor choice, but that you are excited for them to improve and believe they can do so. Parents need to know that their child may have made a mistake in school, but they are not being condemned and that you won’t hold grudges against them, and that their academic achievement is important to you.

7. Celebrating success. I would invite the students’ parents into the school to cheer for their child. I suggest finding ways to contact parents with positive news; when their child is behaving, let them know how proud the teachers and administrators are of their child. Parents expect negative calls, but they rarely get calls from individuals expressing their excitement about their child. Also, at every award ceremony, attendance recognition should be announced and recorded.

8. Staying relatable. Remember to meet parents and families “where they are.” If they are on social media, tag your parents, create reels, and have students’ work showcased on your school’s social media platforms. Find what works best to reach your parents. You could send texts, emails, newsletters, share posts on school websites, and work with your PTA, and parent committees. Finally, be human and have fun connecting with families.

One of the greatest compliments I received from a student’s parent is them telling their child in front of me, “This is Dr. Abraham, you better listen to him. He has my blessing to be your father while I’m gone, and I trust him.” Parents matter, but they must feel valued, welcomed, and appreciated. Now, as the CEO of my own consulting firm, when working with principals, I stress to school leaders how important it is to hear the voices of your parents, celebrate their children, call when things are going well, and work with them as stakeholders. Building positive relationships with parents will go a long way in promoting school improvement.

Marck Abraham, EdD, is the president of MEA Consulting Services LLC, a motivational speaker, and the author of What Success Looks Like: Increasing High School Graduation Rates Among Males of Color.

References

James, D. (2019, December 13). Increase graduation rates among African American males. Southern Regional Education Board. sreb.org/publication/increase-graduation-rates-among-african-american-males.

WKBW. (2019, March 6). “Inside Mckinley:” how a school overcame scrutiny to become a model for state. wkbw.com/news/eye-on-education/inside-mckinley-how-a-school-overcame-scrutiny-to-become-a-model-for-state.