3. STRATEGIC CONSIDERATIONSIn this section, a number of issues that<strong>school</strong>s and teachers need to consider as<strong>the</strong>y develop <strong>the</strong>ir own strategies for <strong>using</strong><strong>digital</strong> technologies to support <strong>home</strong>-<strong>school</strong><strong>relationship</strong>s are discussed. The content of<strong>the</strong>se considerations is not exhaustive, butis informed by and reflects some of <strong>the</strong> mostfrequent and important issues identifiedthrough analysis of previous research, expertinterviews, case studies of <strong>school</strong>s’ useof technologies to support <strong>home</strong>-<strong>school</strong><strong>relationship</strong>s and original research withchildren, parents and teachers in secondary<strong>school</strong>s. Quotes from parents, teachers andchildren and examples are given from thisoriginal research. Specific technology-relatedconsiderations are distributed throughout thissection in boxed-out texts.The specific strategies and uses of technologiesthat any <strong>school</strong> uses will be most successfulwhen <strong>the</strong>y are informed by and developed inconsultation with children and <strong>the</strong>ir families.There is unlikely to be a single strategy thatwill work for all <strong>school</strong>s, so this is not a‘how-to’ manual for supporting <strong>home</strong>-<strong>school</strong><strong>relationship</strong>s. However, <strong>the</strong>re are somecommon issues that most <strong>school</strong>s are likelyto encounter at some point on <strong>the</strong>ir journeytowards <strong>using</strong> technologies to support <strong>home</strong><strong>school</strong><strong>relationship</strong>s. These considerationsare <strong>the</strong>refore presented to give <strong>school</strong>s anidea of what to expect, and a framework inwhich to consider <strong>the</strong> development of <strong>the</strong>irown strategies.Page 01
3.1 DEVELOPING EXPECTATIONSExplicit and transparent expectationsof roles and responsibilitiesIn negotiating <strong>the</strong> <strong>home</strong>-<strong>school</strong> <strong>relationship</strong>,children, parents and teachers have a setof expectations about <strong>the</strong>ir own roles andresponsibilities, and those of each o<strong>the</strong>r.However, sometimes parents, teachers andchildren do not quite know what o<strong>the</strong>rs expectof <strong>the</strong>m, or feel that <strong>the</strong> expectations of <strong>the</strong>mare unreasonable, or that <strong>the</strong>y do not knowwhat <strong>the</strong>y should be able to expect from oneo<strong>the</strong>r. <strong>Developing</strong> and sharing expectationsabout children’s, teachers’ and parents’ rolescan help <strong>the</strong>m negotiate <strong>the</strong> <strong>relationship</strong>sbetween <strong>home</strong> and <strong>school</strong> and with each o<strong>the</strong>r.Knowing what you can expect of one ano<strong>the</strong>rcan also contribute towards a more trusting<strong>relationship</strong> where everyone knows where<strong>the</strong>y stand.“I need to know who and how and when toget in touch with people” (Parent)While all <strong>school</strong>s are required to have aHome-School Agreement with parents, <strong>the</strong>consultation and discussion around its contentis often minimal, with parents often feelingthat it does not take account of <strong>the</strong>ir concernsand in most cases is unlikely to be enforceable.Children are also rarely involved in discussing<strong>the</strong> content of <strong>the</strong> Home-School Agreement.It is currently proposed that Home-SchoolAgreements are made legally enforceable,but whe<strong>the</strong>r or not this comes to pass, <strong>the</strong>ycan provide a good place to start in discussingrealistic expectations with parents and children.The expectations made of children in <strong>the</strong><strong>home</strong>-<strong>school</strong> <strong>relationship</strong> are often limited to<strong>the</strong>ir role as messengers conveying informationfrom <strong>the</strong> <strong>school</strong> to <strong>home</strong>, however, particularlyat secondary <strong>school</strong>, talking to children is<strong>the</strong> main way in which parents come to knowabout <strong>the</strong> life of <strong>the</strong> <strong>school</strong>. Ra<strong>the</strong>r than simplyseeing children as more or less unreliablemessengers, it is worth considering what<strong>the</strong>ir roles already are and how <strong>the</strong>y can begiven more responsibility within <strong>the</strong> <strong>home</strong><strong>school</strong><strong>relationship</strong>.When children start a new <strong>school</strong>, <strong>the</strong>y havea lot to learn about how that <strong>school</strong> operates.Their parents also have to discover how <strong>the</strong><strong>school</strong> works and how to engage with it.Virtual ‘buddy’ systems for parents, as wellas children, where parents of Year 6 childrencan contact parents of children attending <strong>the</strong>secondary <strong>school</strong> can work well in inducting<strong>the</strong>m to <strong>the</strong> life of <strong>the</strong> <strong>school</strong>. Parents alsolearn about <strong>the</strong> <strong>school</strong>s’ expectations of <strong>the</strong>mand <strong>the</strong>ir children, and what <strong>the</strong>y can expectfrom <strong>school</strong>, from o<strong>the</strong>r parents in <strong>the</strong>local community.“When you’re told you should be helpingyour child with <strong>home</strong>work what does thatactually mean?” (Parent)Expectations of <strong>home</strong>workFor parents, expectations around <strong>home</strong>work isa key issue. They are often unsure about whatis expected of children for <strong>home</strong>work, whatinvolvement <strong>the</strong>y should have in <strong>the</strong>ir children’s<strong>home</strong>work, and at what point <strong>the</strong>y should letchildren take responsibility for <strong>home</strong>work<strong>the</strong>mselves. Some parents are wary of helpingfor fear of ‘cheating’ or because <strong>the</strong>y thinkchildren should be working independently.Teachers may also not have considered <strong>the</strong>specific and different ways in which parents,who may not have teaching skills or subjectknowledge, can best support children with<strong>home</strong>work. While expectations need to be clear,<strong>the</strong>y also need to be flexible enough so thatparents and children can adapt what <strong>the</strong>y do tofit in to <strong>the</strong> time <strong>the</strong>y have available and what<strong>the</strong>y feel comfortable doing.Parents may sometimes feel that <strong>the</strong>expectations of <strong>the</strong>m to support <strong>the</strong>irchildren’s learning are too high orunsustainable alongside <strong>the</strong>ir o<strong>the</strong>rcommitments. Therefore while clearexpectations are helpful, flexibility is key inmaking sure that parents are able to support<strong>the</strong>ir children in a way that <strong>the</strong>y can manage.“I don’t know whe<strong>the</strong>r <strong>the</strong> <strong>school</strong>really wants us to help ... I don’t knowwhe<strong>the</strong>r <strong>the</strong>y want us to let <strong>the</strong>m do it on<strong>the</strong>ir own” (Parent)STRATEGIC CONSIDERATIONS3.1 DEVELOPING EXPECTATIONS333
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