The Dual Capacity Framework for Family-School Partnerships

Policy and Program Goals

Essential Conditions

Capacity Outcomes

The Challenge

Effective partnerships that support student and school improvement

Families engage in diverse roles

Educators are empowered to

Build and Enhance the capacity of educators and families in the "4 C" areas

Organizational Conditions

Process Conditions

Families

Educators

Dual Capacity Framework for Family-School Partnerships

The Challenge

Educators

• Have not been exposed to strong examples of family engagement
• Have reveived minimal training

• May not see partnership as an essential practice
• May have developed deficit mindsets

• Relational: built on mutual trust
• Linked to learning and development
• Asset-based
• Culturally responsive and respectful
• Collaborative
• Interactive

Dual Capacity-Building Framework for Family-School Partnerships

Essential Conditions

Process Conditions

• Co-creators
• Supporters
• Encouragers
• Monitors
• Advocates
• Models

Dual Capacity-Building Framework for Family-School Partnerships

Capacity Outcomes

Families engage in diverse roles:

• Connect family engagement to learning and development
• Engage families as co-creators
• Honor family funds of knowledge
• Create welcoming cultures

Dual Capacity-Building Framework for Family-School Partnerships

Capacity Outcomes

Educators are empowered to:

• Systemic: embraced by leadership across the organization
• Integrated: embedded in all strategies
• Sustained: with resources and infrastructure

Dual Capacity-Building Framework for Family-School Partnerships

Essential Conditions

Organizational Conditions

Build and enhance capacity of educators in the 4 C's areas

Dual Capacity-Building Framework for Family-School Partnership

Policy and Program Goals

• Capabilities (skills + knowledge)
• Connections (networks)
• Cognition (shifts in beliefs and values)
• Confidence (self-efficacy)

Dual Capacity-Building Framework for Family-School Partnerships

The Challenge

Families

• Have not been exposed to strong examples of family engagement
• Have had negative past experiences with schoold and educators
• May not feel invited to contribute to their children's education
• May feel disrespected, unheard, and unvalued