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One of the expectations and underlying assumptions of No Child Left Behind is that teachers will know how to involve parents and will be adept at working with children and families who are becoming increasingly more racially and ethnically diverse. On the other hand, the research on parent involvement and teacher education programs reveals a disconnect in perceptions concerning parent involvement – teachers view parent involvement as a way to improve academic achievement (e.g., attending school events, meetings, or working as a teacher assistant or tutor) whereas parents view their involvement as a way to support the total well-being of children (e.g., informal educational activities at home, providing nurturance, instilling cultural values, talking with children, and sending them to school well-fed, clean, and rested). This disconnect is compounded further by new teachers not being exposed to diverse populations.
Interstate New Teacher Assessment and Support Consortium (INTASC) Standard #10 for teacher certification in Kansas requires that teachers communicate, interact with, and foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. Our website provides teacher educators with resources and links to integrate diversity and multiculturalism throughout the teacher education curriculum and to work with families and parents to support and meet parent involvement requirements under the No Child Left Behind legislation.
