Chapter Six
WORKING WITH PARENTS
IN THE CLASSROOM 
A parent's presence in the classroom is a source of excitement and pride to her child. But it is more than that. It is an opportunity for parent and teacher to become better acquainted and to work together to bring out the best in the child. Too, parents who see their child interacting with his peers have more understanding of the similarities among children, as well as the differences. They are able to see how he relates to his playmates - as a leader, a follower, playing with others or alone. In addition, the parents develop realistic expectations for their child as they see just what his abilities are. They may learn more about discipline, as well as teaching techniques, by observing how the teacher organizes activities and deals with problems. The teacher, too, benefits from this contact. She can learn much about the child from his parents and from observing how parent and child relate to one another.

Whether parents participate in the classroom as observers, volunteers, or paid employees, the parent involvement coordinator can smooth their transition from home to the center. By helping parents and staff clarify their roles and responsibilities in the classroom, the coordinator assures that parents will feel at home in Head Start.

PARENT OBSERVERS

Parents who begin active participation by observing their children in the classroom should be made to feel welcome and encouraged to observe whenever possible.

The parent involvement coordinator can help by working with teachers and other education staff members to schedule times for observation and to discuss the parent's role as observers in the classrooms. Decisions must be made about where parents will sit, whether or not they should ask questions during the observation, and if they will be asked to participate in any way.

Before observing, parents will need explanations of what activities they will see, reasons for any classroom rules they might not understand, and basic observation techniques. After observing. parents should be given an opportunity to discuss what they have seen with the teacher and the parent coordinator.


PARENT VOLUNTEERS

Organizing volunteer services in component areas is a complicated task; thorough and thoughtful planning is required. Plans should include assessing the needs of the Head Start program, identifying jobs for volunteers, preparing children and parents for using the services of volunteers, and scheduling volunteer activities.

Before inviting parents to volunteer, the coordinator and staff should answer the following questions. What jobs need to be done? What activities are most suitable for volunteers? Will volunteers be accepted by all staff members? What type of orientation and training would be
necessary and how could it be provided? What activities do parents feel most suited for? What problems might develop? Candid, frank opinions should be encouraged and discussed before specific plans are made.

Volunteers are entitled, to every consideration given to paid personnel. Volunteers wish to be useful, to perform worthwhile services appropriate to their abilities, to be respected, and to be recognized for their particular contributions. A volunteer should be given as much responsibility as he or she can handle. Volunteers should supplement and extend the services already provided by paid personnel. If the volunteer's role is well-defined, staff members will know what to expect and will have fewer problems relating to volunteers.

Writing a job description and title for each volunteer assignment prevents confusion. It also helps the volunteer to obtain Civil Service recognition or other acceptance of his or her volunteer work as credit toward paid employment. Suggestions for, volunteers titles indude medical records clerk, health education aide, public relations assistant, teaching assistant, community liaison, and program planner.

Coordinators should match parents with jobs according to their interests and abilities. They should provide orientation and training of volunteers with the help of staff members. Volunteers should be scheduled for activities during times when the coordinator or another staff member is available to supervise them. A designated staff member must be responsible for supervising volunteers and solving problems that may occur. Continued supervision on the job, together with periodic individual conferences, will help the parent volunteer become accustomed to his or her assignment, avoid pitfalls, develop abilities, and eventually accept greater responsibility.

An orientation and training session must be provided for volunteers. Participation in role playing could be helpful if volunteers are not accustomed to the, position which they are going to fill. Role playing can be an effective way to reinforce skills and increase self-confidence among the participants. In addition, volunteers should be given a handbook with a schedule of the day's activities, names of the Head Start staff and children they'll be working with, and a sample menu. They should also be familiar with basic Head Start policies and procedures. Accurate records should be kept for volunteers, including information about their skills, job assignments, schedules, and a log of hours worked. Records of volunteer in kind contributions must also be kept.

Periodically volunteers should evaluate themselves as well as the volunteer program. The staff, too, should have opportunities to evaluate volunteers and the program.

The success of the volunteer program depends on maintaining the interest and enthusiasm of parents. This can be done by satisfying their needs for new experiences, acceptance, and recognition. As the volunteers grow with the job, they should have opportunities for assuming additional responsibilities and for putting some of their own ideas into practice. If the director and staff truly support and appreciate the volunteer program, the parent will feel accepted. Service awards contribute to the volunteer's sense of recognition, but frequent words of approval from the staff members can do even more. The volunteers' greatest satisfaction will stems from their knowledge that they are performing a real service to the program and to the people it serves.


PARENT EMPLOYEES

Parents of children in Head Start are given priority for employment in positions for which they qualify. Usually, recruitment begins when a position is first resigned or vacated. Job vacancies should be posted in the center, the newsletter, and in locations in the community such, as churches, schools, clinics and stores. Advertising in the newpaper also helps to attract a wide range of applicants.

The parent involvement coordinator can help in recruiting by soliciting applications from qualified parents and encouraging those who express interest to apply.

Pre-service Training
When parents assume paid positions in Head Start, pre-service training provides a necessary orientation to the program and their roles in it. All new Head Start employees need information
on the goals, structure and policies of Head Start; parent employees in particular can benefit from information about support services available through Head Start and in the community.

New employees need detailed information about their responsibilities and their relationship to others. Tips on good communications among staff and procedures for resolving problems should be included in preservice training.

Inservice Training
Training conducted at intervals throughout the year provides opportunities for the staff to refine their skills and learn new ones. The content of each training session will depend on the current needs of the program. Possible topics include: policy changes, communication skills, techniques for working with children with special needs, issues in parent involvement. Enough time should be allotted so that staff members can exchange ideas, make suggestions, and evaluate the session.

Career Development
Upward mobility has always been a Head Start goal for employees. Within the program, Head Start offers opportunities for advancement from step to step and level to level. As employees master their jobs and develop new skills, they should be given more responsibility and increased compensation. Whenever possible, they should be encouraged to prepare for and obtain positions at a higher level within the organization. In addition, Head Start encourages parents and other employees to use skills developed in Head Start to gain employment in other organizations where greater advancement is possible. Employees should be encouraged to take advantage of all training and education opportunities, and to continually raise their expectations of what they might do.

Evaluation
In order to help staff members assess their strengths and weaknesses in the job and to plan for career advancement, regular evaluations of their performance should be conducted. Both the employee and supervisor should assess the employee's performance using the same criteria. Then, they can discuss his or her performance and make plans for improving it and for receiving training and advancing to the next level.

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