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Engaging Parents Through Professional Learning Communities: Supporting Low Socioeconomic Students
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- Author(s) / Creator(s)
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Educational inequities continue to be an issue in Alberta as students from low socioeconomic backgrounds face systemic barriers such as limited resources, bias, and access issues to quality intervention and extension opportunities. In isolation professional learning communities (PLC’s) and parent engagement frameworks independently demonstrate success in supporting student achievement, however, they often leave gaps in providing the necessary comprehensive support. This paper proposes an integrated model combining PLC structures with tiered parent involvement and engagement strategies, creating equity driven school-home partnerships. Utilizing Buffum et al.’s (2016) Response to Intervention (RTI) framework, Goodall and Montgomery’s (2014) Continuum of Involvement to Engagement, and Epstein’s (2010) Six Types of Involvement, the model presents a collaborative, tiered system focused on actively including parents in instructional decision-making and student support. The model seeks to deconstruct barriers facing low socioeconomic students by aligning educator collaboration with meaningful parent participation built on a foundation of mutual trust between school and home. The integrated approach fosters shared leadership, culturally responsive practices, and continuous professional learning, creating opportunities for schools to learn with and from parents, while easing constraints on teachers. Through a phased implementation process and continuous feedback loops, schools can improve student achievement, engagement, and well-being. This paper argues for combining PLCs with differentiated parent engagement to offer school leaders and their staff a pathway to advance educational equity and ensure lasting support for marginalized students.
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- Date created
- 2025-04-07
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- Type of Item
- Research Material