Empowered Families, Thriving Students
Corwin Press Inc (Verlag)
978-1-0719-7888-7 (ISBN)
- Noch nicht erschienen (ca. Januar 2026)
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Family engagement has never been more critical to student achievement, yet too many schools remain stuck in outdated models that treat families as occasional visitors rather than essential partners. Authored by three seasoned and celebrated school leaders, this practical book challenges educators to move beyond traditional "meetings and meals" approaches toward authentic family empowerment that drives meaningful change.
Introducing an innovative framework to reimagine family and community engagement, Empowered Families, Thriving Students addresses critical topics including overcoming deficit-based mindsets, establishing trust, building community partnerships, and reimagining traditional practices like parent-teacher conferences. Additional features include
Fourteen implementable strategies, each supported by clear action steps and self-analysis questions
Authentic vignettes drawn from the authors′ extensive experiences in PreK–2 schools across diverse communities
Evidence-based approaches that combine nationally recognized research with compelling personal experiences
A focus on equity and cultural responsiveness that specifically address the needs of schools serving low-income and multilingual students
This exceptional guide provides school leaders, teachers, and community advocates with the essential tools to forge meaningful collaboration that focuses relentlessly on student achievement and wellbeing, creating stronger schools and more vibrant communities.
Dr. Washington “Nino” Collado was born in the Dominican Republic, in a small town called Jánico (Ha-Nee-Co). His mother, María Tejada, along with seven of his uncles and aunts, were all teachers. After his mother’s death, Dr. Collado and his three sisters moved to the United States to live with their father in New York City. After earning his bachelor’s degree from Queens College, Dr. Collado taught Spanish and English as a Second Language in New York City Public Schools. He and his family then moved to Florida, where he taught in Miami-Dade Public Schools. He later joined Broward County Public Schools’ Multicultural Department to develop curricula and provide training for teachers and administrators on the contributions of Latinos, African Americans, and women throughout U.S. history. He became an assistant principal at Broward County Public Schools and later served as a principal. He has spent 17 years as a principal at the middle and high school levels and served as president of the Broward Principals and Assistants Association (BPAA). During this time, he earned his doctorate in Educational Leadership from Florida Atlantic University. In February 2021, Dr. Nino Collado received the Principal of the Year award for Broward County Public Schools, the sixth-largest school district in the country. Dr. Collado is currently an adjunct professor at Florida Atlantic University, where he teaches courses on educational leadership, and he serves as an associate at Creative Leadership Solutions. Throughout his career, Dr. Nino Collado has dedicated a significant portion of his time to teaching and mentoring others. He has traveled to numerous countries and over 30 states as a motivational speaker on topics related to school leadership and family engagement. He has also appeared as a panelist on CNN Español, NPR (New York), Telemundo, Univision, and others. Additionally, he has written over 100 articles for newspapers and magazines, including the Miami Herald, and has authored or co-authored four books. He and his wife Carmen R. Collado are proud parents of four sons: Mario, Alejandro, Miguel, and Victor. Dr. Alex Marrero has served as the Superintendent of Denver Public Schools since the Spring of 2021. As the son of a Cuban refugee and a Dominican immigrant, Dr. Marrero understands the diverse needs of his students firsthand and advocates for them. Under his leadership, Denver Public Schools has achieved its highest-ever graduation rates, increased proficiency rates, and implemented its first-ever equity-based strategic plan. His efforts have significantly raised salaries and established living wages for all employees, while enhancing school safety and cybersecurity. His strategies have successfully moved 24 schools off the State Accountability Clock. Dr. Marrero established the Latine Education Advisory Council (LEAC) to enhance educational outcomes for Latino/Hispanic students, launched the International Educators Institute to aid new international teachers in adapting to the educational system and community, and opened six Community Hubs. These hubs connect students, families, and community members with free services to increase their economic self-sufficiency and academic success. Dr. Marrero′s leadership has been widely recognized with several awards, including Superintendent of the Year by the District Administration Leadership Institute and the Colorado Association of Latino/a Administrators and Superintendents, both for 2024. District Administration named him one of the Top 100 Influencers in Education in 2024. He was named a "Superintendent to Watch" in 2022 by the National School Public Relations Association (NSPRA) and one of "5 Superintendents to Watch in 2023" by the organization K-12 Dive. Beyond his role in Denver, Dr. Marrero is deeply involved in educational leadership on a national scale. He serves as President of the Association of Latino Administrators and Superintendents, an Executive Board Member for the Council of Great City Schools where he also is the Chair of the taskforce for Boys of Color. The United States Secretary of Homeland Security invited him to serve on the Homeland Security Academic Partnership Council and Colorado’s Governor also selected him to serve on the Business Experiential Learning (BEL) Commission. In addition to these various roles, he holds adjunct professorships at Boston University, Manhattan University, and St. Peters University. Dr. Marrero’s leadership philosophy is centered on empowering every student, regardless of their background, to overcome obstacles and become innovative leaders in their fields, reflecting his personal journey and commitment to educational excellence. Dr. Belinda Reyes is the Chief Executive Officer of Reyes Executive Coaching and Leadership Solutions and serves as an Adjunct Instructor at the University of Central Florida. In the K-12 school system, she has served as media clerk, teacher, and in various district and school capacities including principal, and most recently Assistant Superintendent. Dr. Reyes has dedicated herself to advancing education at all levels. She has earned accolades as a turnaround leader and mentor, making significant strides in addressing achievement gaps among Hispanic students and narrowing disparities between Black students and their peers. As a researcher-practitioner, her contributions to dual-language education have been widely recognized, with her research published in peer-reviewed journals such as the Florida Sunshine State TESOL Journal and the University of Central Florida Journal of English Learner Education. Her work has reached audiences in 47 countries, reflecting her global influence. A staunch advocate for public education′s role in strengthening democracy, Dr. Reyes has presented at prestigious forums, including the INTASE World EduLead conference in the Asia Pacific region, where her expertise in global citizenship and educational innovation was showcased. Dr. Reyes’ efforts focus on fostering systems that engage families, enhance instruction, and accelerate learning for vulnerable populations, ensuring equitable access to quality education for all. Beyond her professional roles, Dr. Reyes is dedicated to mentoring future educational leaders. She has guided emerging administrators within her district and beyond, including through organizations such as Florida ALAS. As a graduate of both the national ALAS Superintendent Leadership Academy and the American Association of School Administrators Aspiring Superintendents Academy for Women Leaders, Dr. Reyes is committed to developing skilled leaders who empower diverse communities.
Foreword by Douglas B. Reeves
Acknowledgments
About the Authors
Introduction
Chapter 1: From Vision to Action: Crafting Tailored Family Engagement Plans
Strategy 1: Develop a School or District-Specific Engagement Plan
Strategy 2: Establish Collaborative Goal Setting and Family Participation in Decision Making
Action Steps for Developing a Context-Specific Engagement Plan
Strategy 1: Self-analysis questions to plan your actions
Action Steps for Developing a Goal-Setting Plan to Empower Parent Feedback on School Improvement Plans
Strategy 2: Self-analysis questions to plan your actions
Chapter Takeaways
Reflection Questions
Chapter 2: Overcoming Deficit-Based Views
Strategy 3: Develop Strategies to Overcome Deficit-Based Mindsets
Strategy 4: Activate Families as Coeducators and Change Leaders
Action Steps for Overcoming Deficit-Based Mindsets
Strategy 3: Self-analysis questions to plan your actions
Family Storytelling
Action Steps for Activating Families as Coeducators and Change Leaders
Strategy 4: Self-analysis questions to plan your actions
Chapter Takeaways
Reflection Questions
Chapter 3: Establishing Trust for Lasting Relationships
Strategy 5: Learn About Your Families and Their Unique Assets
Strategy 6: Establish a School Climate for Psychological and Physical Safety
Conduct a Community Scan
Action Steps for Conducting a Community Scan
Cultivate Strong Family–Teacher Relationships
Action Steps for Cultivating Strong Family–Teacher Relationships
Celebrate the Assets Families Bring
Action Steps for Creating Activities Built on Family Assets
Get to Know Families’ Cultural Perspectives
Action Steps for Building Culturally Sensitive Family–School Relationships
Strategy 5: Self-analysis questions to plan your actions
Create a School Environment that Looks Safe
Action Steps for Attending to the Visual Elements of Order and Safety
Create a Climate of Psychological Safety
Take Action to Ensure Psychological and Physical Safety
Strategy 6: Self-analysis questions to plan your actions
Chapter Takeaways
Reflection Questions
Chapter 4: Building Capacity for Authentic Partnership
The Three Tiers of Involvement
Strategy 7: Go Out into the Community to Empower Families
Action Steps for Progressing from Involvement to Engagement to Empowerment
Strategy 7: Self-analysis questions to plan your actions
Strategy 8: Offer Leadership Training for Families
Family Leadership Institute
School Advisory Committees
Training Family Liaisons
Action Steps for Fostering a Leadership Environment for Families
Strategy 8: Self-analysis questions to plan your actions
Chapter Takeaways
Reflective Questions
Chapter 5: Building Lasting Community Partnerships
Strategy 9: Build Partnerships With Community Partners
Strategy 10: Maintain, Enhance, and Strengthen Partnerships With Community Partners
Solicit Feedback and Act on Community Feedback
Take Steps to Meet the Community
Identify Community Resources
Action Steps for Building Partnerships With Community Organizations
Strategy 9: Self-analysis questions to guide your actions
Celebrate Community Cultural Heritage
Take Steps for the Community to Know Your School
Action Steps for Maintaining, Enhancing, and Strengthening Bonds and Partnerships With Community Partners
Strategy 10: Self-analysis questions to plan your actions
Chapter Takeaways
Reflective Questions
Chapter 6: Strengthening Students’ Academic Potential: Empowering Families with Practical Ways to Provide Support
Strategy 11: Build the Capacity of Families to Support Academics
Strategy 12: Align Family and School Support to Boost Students’ Academic Achievement
Trust and Human Connection Come First
Action Steps for Building the Capacity of Families to Support Academics
Strategy 11: Self-analysis questions to plan your actions
Strategic Alignment of Academic Goals Between Home and School
Voluntary Prekindergarten: Knowledge Is Academic Power
Self-Efficacy and Support in Secondary Education
Action Steps for Aligning Family and School Support to Boost Students’ Academic Achievement
Strategy 12: Self-analysis questions to plan your actions
Chapter Takeaway
Reflection Questions
Chapter 7: Reimagining Traditional Practices for Greater Family Empowerment
Additional Tools to Build Family Capacity
The School–Family Calendar: A Communication Tool for Engagement
Prioritize Family Time
Promote Family Volunteering
Strategy 13: Maximize Parent–Teacher Conferences
Reimagining Parent–Teacher Conferences
Action Steps for Innovating With Student-Led Conferences
Strategy 13: Self-analysis to guide your plan of action
Strategy 14: Transform Open House into a Relationship-Building Event
Action Steps for Reimaging Open House as an Interactive Experience
Strategy 14: Self-analysis questions to plan your actions
Chapter Takeaways
Reflection Questions
Conclusion
Embracing Family Empowerment
A Call to Collective Action
References
Index
| Erscheint lt. Verlag | 14.1.2026 |
|---|---|
| Verlagsort | Thousand Oaks |
| Sprache | englisch |
| Maße | 152 x 228 mm |
| Gewicht | 310 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| Sozialwissenschaften ► Soziologie ► Mikrosoziologie | |
| ISBN-10 | 1-0719-7888-8 / 1071978888 |
| ISBN-13 | 978-1-0719-7888-7 / 9781071978887 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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