Parent-teacher associations (PTAs) come in all shapes and sizes. In many international schools, they have constitutions, an elected leadership and a formal meeting calendar with school leadership.
This engagement from often highly aspirational parents goes well beyond fundraising and supporting school events. The PTA can be invaluable by acting as a critical friend during a busy academic year or a time of crisis - as well as by raising day-to-day issues that may need addressing.
Of course, though, like with any parent engagement activity, there are important considerations to ensure that it works for both parents and the school, including leaders who need to engage. As such, here are five principles for partnering effectively with your PTA.
Making the most of your school PTA
1. Rules of engagement: no surprises
As the principal, I attend the council meeting of our PTA four times a year. I present an update on the main items of our action plan, along with news, results and achievements. I then answer questions. These meetings have formal minutes.
However, ahead of this meeting, I meet with two secondary school parent representatives. They advise me of issues that have been raised since the last meeting.
We work on the principle of “no surprises”, so I never go into a PTA council meeting without knowing what will be raised. Likewise, they know what I am going to say.
While I can still be questioned on any topic, this approach communicates that we are working together for a better school.
2. A chance to hear, be heard and learn
When I first took over, there was an expectation that senior leadership attend each of the PTA grade-level meetings.
This did not empower middle leaders to build up experience and fuelled an expectation that parents always needed to hear “the answer” from the principal.
We now have a more sustainable model. Grade-level leaders meet with parent representatives every quarter, with ad hoc check-ins as required. These are supplemented with mid-year “town halls”, where each grade level meets with senior leadership to question them on any aspect of school.
This provides access and a chance for parents to be heard by senior leadership.
3. Enhance the school community
As our school has matured and grown, so has the willingness of the PTA to engage on issues related to education. Our PTA now runs an induction course for new parents to the school and, in support of our service-learning programmes, it hosts its own family service day, too.
PTA feedback is always sought as part of our policy review cycle. For example, when adjusting our mobile phone policy, we canvassed the views of the PTA ahead of time.
Parent representatives were able to preview our thinking and helped to prepare the ground for wider communication with parents and students.
Genuine engagement comes when parents feel that their efforts are adding value to the school community.
4. Look for trends, not personal problems
Feedback about traffic, food quality and teachers - some things never change in PTA meetings.
It’s not surprising, in some ways, as parent volunteers will often default to the perspective of “their kid”. However, senior leaders need to filter out the noise and listen for what is truly important.
Is there a consistent pattern of feedback that needs to be tackled? Or is greater communication required on an issue? It helps to refer to vision, mission and values.
This year we have asked the PTA to use our action plan domains of “learn”, “care”, “lead” as headings when collating issues for feedback. This avoids feedback becoming a laundry list and it helps us to assess how well we are doing in these areas.
5. Assume positive intentions
PTA membership is made up of the most engaged and positive parents.
Behind the scenes, they will cajole and cheerlead for the school, as well as reach out to parents who are less visible in the community. All of this is done in their own time.
While dynamics still need to be actively managed, we should never forget the volunteer spirit at the heart of any PTA. Ultimately, parents chose to send their child to our school over many others and so, like us, they want the school to be the best it can be.
Nicholas Forde is the principal of secondary school at The ISF Academy, Hong Kong
