Training that was conducted was often limited in scope of content and teaching methods. Thus, a serious discrepancy existed between preservice preparation and the types of family involvement activities that teachers were increasingly being expected to perform in schools. Subsequent research identified the new knowledge and skills that teachers needed in order to work effectively with families. These ranged from a basic understanding of the benefits of and barriers to family involvement, to more specialized skills related to enhancing parent participation in governance roles. This framework also recognizes that schools need to reinforce teacher preparation in family involvement.
Teachers are likely to apply their skills in schools that promote broad family involvement policies.
The research further revealed that, while the overall picture of teacher preparation in family involvement was dismal, isolated but promising teacher education programs did exist. These programs offered many courses covering a broad range of content areas. They also exposed students to hands-on experiences working with families. Several recommendations have emerged from the research. The field needs a national network that supports model development, provides technical assistance, and serves as a clearinghouse for information.