Evaluating Shared Family Leadership in Education – Part 1 – Podcast Episode 226 | Classnotes Podcast 226

Classnotes Podcast (August 17, 2022) Effective evaluation is critical to understanding more than just whether or not an initiative worked. It can provide insights into what makes it work and how success can be sustained. But evaluating family engagement efforts requires innovation. Aurelio Montemayor and Nancy Chavkin wrote about their innovation in a chapter, “Harnessing the Power of Family Leadership for Immigrant Students” in a new book, A Place Called Home: School-University-Community Collaboration and the Immigrant Educational Experience, by Jack Leonard and Martin Reardon.

In this first of two episodes, Aurelio and Nancy describe three key factors of IDRA’s family leadership in education work and why evaluation methods have to be different for collaborative community projects. They give specific examples of leadership projects led by families in South Texas.

Aurelio M. Montemayor, M.Ed., is IDRA’s Family Engagement Coordinator. Nancy Chavkin, Ph.D., is Regents’ Professor and University Distinguished Professor Emerita of Social Work at Texas State University.

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A Place Called Home: School-University-Community Collaboration and the Immigrant Educational Experience, by Jack Leonard and Martin Reardon

IDRA Education CAFÉ Model

6 Principles for Family Leadership in Education – Infographic

IDRA EAC-South Family Engagement Web-based Technical Assistance Package

Liderazgo Familiar Intergeneracional: Intergenerational Family Leadership as a New Paradigm of Family Engagement, by Aurelio Montemayor  and Nancy Chavkin, for VUE Voices in Urban Education, September 2016

Community Groups and Parents Survey Peers about Graduation Policy (report)

RGV Equal Voice Network Education Working Group Hosts Second Annual Mesa Comunitaria

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Show Notes

  • Nancy gives an overview of the book chapter that she and Aurelio wrote.

  • Aurelio names the three key factors in IDRA’s family leadership work:
    1. Families join in collaborative leadership.
    2. Families establish connections with schools and have an equal partnership with the schools they are focused on helping.
    3. Families carry out leadership projects.

  • Aurelio recounts three projects that illustrated the power of the shared family leadership approach: the Mesa Comunitaria event, the dual language institute, and the “mini-mesas” (roundtable) presentations.

  • Nancy outlines how the methodologies used to evaluate the success of these projects, including interviews and capturing longitudinal data.

  • Aurelio summarizes the key elements of the shared family leadership process.