Workshop 2

Morning

Workshop Title:  Teachers and Parents as Partners:  Strengthening Relationships for Student Success

Presenter:  Susan M. Sheridan, PhD., Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln

Workshop Description: Family-school partnerships are defined as a child-focused approach wherein parents and teachers jointly support children’s academic and social-emotional functioning through actions that bridge home and school. Distinct from traditional forms of parental involvement, partnerships are designed and implemented in ways that create constructive connections between families and educators in support of students’ academic and social-emotional learning.

One evidence-based family-school partnership approach is Teachers and Parents as Partners (TAPP; previously known as Conjoint Behavioral Consultation [CBC]). TAPP is a culturally responsive partnership intervention focused dually on (a) resolving specific social-behavioral challenges that interfere with learning, and (b) enhancing family-school partnerships to promote continuity across home and school. TAPP strengthens relationships between parents and teachers, capitalizes on collaboration between families and schools, and promotes joint implementation of evidence-based behavior plans across settings. By establishing positive, constructive family-school relationships, TAPP provides a “window of opportunity” for communicating, problem-solving, and making joint decisions which is non-existent when home and school systems operate in isolation from one another.

The purpose of this workshop is to provide hands-on training to school psychologists interested in learning how to create effective partnerships between families and schools, implement TAPP as part of their consultation toolkit, and support students’ positive social-emotional functioning across home and school. In this workshop, participants will learn strategies to implement TAPP, including effective ways to strengthen parent-teacher relationships, lead problem-solving interviews, support implementation of evidence-based interventions, and use data to document student outcomes and guide decision-making. Video examples, case studies, and practice protocols will be provided.

Learning Objectives:

  • Recognize the importance of creating family-school partnerships to support students’ academic and social-behavioral functioning.
  • Explore methods for strengthening relationships between parents and teachers,
  • Learn procedures for implementing a partnership intervention (Teachers and Parents as Partners) to promote positive student outcomes.

Brief Bio: Susan M. Sheridan, PhD, is the George Holmes University Professor of Educational Psychology at the University of Nebraska–Lincoln and Director of the Nebraska Center for Research on Children, Youth, Families and Schools. She studies the important role of families and family engagement in children’s social-behavioral adjustment and academic success, and the far-reaching benefits of partnerships between families and schools. She is internationally known for her work developing and testing the effectiveness of family–school partnership interventions, identifying methods to enhance parent engagement, and implementing and evaluating social-emotional interventions. She is the developer of two family-school partnership intervention for school age and early childhood populations:  Teachers and Parents as Partners (TAPP; aka conjoint behavioral consultation) and Getting Ready. Dr. Sheridan has received more than $56 million in federal, state and local grants to support her research. She has authored more than 200 books, chapters, and journal articles. She is a Fellow of Division 16 of the American Psychological Association (APA). Among her awards are the 1993 Lightner Witmer award by APA’s Division 16 (School Psychology) for early career accomplishments; the 2005 Presidential Award from the National Association of School Psychologists; and the 2015 Senior Scientist Award from APA’s Division 16.

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EASY CONFERENCES

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