Only when such information is gathered and shared will it be possible to bring about change in a meaningful way. Overall efforts should be made at the school and district levels to assess and evaluate data, including teacher and other school personnel practices and self-assessments. For example, the development of tools for teacher self-assessment could uncover outcomes of their work and improve their practice. Self-assessment tools could be developed by schools and incorporated into school surveys and data collections. Strengthen state policy guidelines for teacher preparation in family involvement.
States currently mention family involvement in certification requirements only in general terms.
A clear and comprehensive definition of family involvement can guide teacher education programs, while still allowing them flexibility in how, where, and when to teach family involvement. Results of this study demonstrate that early childhood educators receive more preservice training than elementary, middle, and high school teachers. State departments of education and teacher education programs should consider providing more training in this area for all preservice teachers. Improve the effectiveness of training through collaboration across subspecialties and disciplines. Collaboration is a promising strategy that can be used to improve the quality and quantity of family involvement training through shared information, resources, and activities.