148 PREPARATION OF SCHOOL LEADERS
experiences that contribute to the development of children and youth and foster connections
between the schools and the community. Moreover, through expanding the location of
activities designed to foster family engagement, family members who work and are otherwise
engaged during the school day can be connected to those who have the ability to come into
the school during the school day to assist in classrooms, go on field trips, etc. School leaders
need to consider the link between family engagement and the promotion of democratic and
social-justice ideals in schools. A challenge faced in many schools today is the narrowing of
the curriculum from a focus on democratic ideals and citizenship toward a singular focus on
academic achievement as measured by standardized tests (English & Steffy, 2005). One tenet
of social justice is to make sure that all students are prepared for democratic citizenship and
that learning experiences are fostering the growth and success of children across academic,
social and community contexts (Larson & Murtadha, 2002). Through the engagement of
family members, school leaders and educators are better positioned to understand the
emotional and social needs of their students. In many ways, parents and families become the
bridge through which school leaders can connect with the lives of their students, and the voice
of a more democratic approach to education. Their contributions need to be valued equally.
Finally, educators need to be prepared to direct resources in ways that support a broader and
more community-based set of activities and opportunities that bring school personnel and
families together. Examples might include community forums involving family members and
educators, family education workshops, service-learning projects, community study groups,
and the development of “community spaces” within the school.
TAKING ACTION: DEFINING SPECIFIC ROLES FOR SCHOOL LEADERS
School leaders who are involved in creating new approaches to family engagement that
are guided by the principles described above need to lead in ways that create and demonstrate
receptive school cultures (Riester et al., 2002). These leaders need to be skilled in a)
developing a shared vision and culture that recognizes the strengths, diversity and context of
families in the community, b) promoting effective instructional practices that meet the diverse
needs of students and families, c) creating school structures and processes that value
collaboration, shared leadership, and cultural competence, and d) connecting with family
members and community leaders to cultivate further engagement of families and community
members. Each of these skills and dispositions is explored in greater detail below.
Developing a Shared Vision and Culture
School leaders who are committed to building positive connections and engagement with
all families need to take an active role in helping to articulate a belief and a vision in their
schools that emphasize the attributes and potential of all students and their families. In
thinking about “all” families, school leaders need to consider the full range of diversity of
families in their communities, including families from diverse socioeconomic and cultural
backgrounds, families in which English is not the primary language, families with children
who have disabilities, and families whose constellation differs from the traditional nuclear
family. Related to this, leaders need to understand how membership in a particular form of
diversity is related to membership and status within the community as a whole. School leaders