• Family, School, and Community Partnerships
  • Preparation for Session One
  • Session One: Community, Assumptions, and PTA Standards
  • Session Two: Preparing to Cross Borders
  • Session Three: Family and Community Engagement
  • Session Four: Collaboration
  • Session Five: Exploring Community Resources
  • Session Six: High Expectations English Learners
  • Session Seven: Responding to Student and Family Needs
  • Session Eight: Advocating for Students and Families
  • Download
  • Translations
  • LA 6.3: Exploring Further Teacher Beliefs and Family Engagement

    Relationships with Families


    Learning Outcome Pedagogical Intent Student Position

    Provide support and advocacy. 

    Employ strategies to empower parents/families to participate in their child’s education. 

    Assessment: 25 pts.

    TA: 25 Minutes

    Teachers can build stronger relationships with the families they work with when they come from a position of empowering parents rather than thinking from a deficit stance.

    Students have studied the National PTA Standards and are ready to look at deficit theory.  They will notice the difference in thinking between deficit theory and better actions that enable parents to take a strong role in supporting their children’s education.


    1. Using the chart you completed in HW 5.3 (deficit theory) and HW 5.2 (autobiographical sketch), share your findings and your sketch with your group.
    2. Discuss the responses from your group members.
    3. After your group discussion, you will share your thinking with the entire class, in a discussion that focuses on how what you learned could help you work with parents.  
    4. Your learning in this discussion can help you in developing and writing your advocacy position paper.

    This content is provided to you freely by BYU Open Learning Network.

    Access it online or download it at https://open.byu.edu/partnerships/la_63_beliefsbetter_.