Description

The Inventory for Creating Parent-Teacher Connections (ICPTC) is a tool designed to assess and improve the quality of interactions and communication between parents and teachers. The inventory evaluates various aspects of parent-teacher relationships, including communication practices, collaboration, and the strategies used to engage parents in the educational process. It aims to identify strengths and areas for improvement in these relationships to enhance student outcomes.

Data Analysis and Usage

Data Collection: The inventory is typically completed by both parents and teachers, who respond to items related to their interactions, communication methods, and collaborative efforts. Responses are usually rated on a Likert scale (e.g., from “strongly disagree” to “strongly agree”).
Data Processing: Responses from both parents and teachers are collected and scored. The data are analyzed to calculate overall scores for various dimensions of parent-teacher connections, such as communication frequency, quality of interactions, and perceived effectiveness.
Data Interpretation: Analyzing the scores helps to identify areas where parent-teacher relationships are strong and where improvements are needed. This analysis can reveal patterns in communication and collaboration practices and highlight specific issues or successes.
Application: The findings can be used by educators and school administrators to develop targeted strategies for improving parent-teacher interactions. This might include implementing new communication channels, organizing workshops for parents and teachers, or creating initiatives to foster stronger collaborative relationships.

Objectives

The primary objectives of the Inventory for Creating Parent-Teacher Connections (ICPTC) are:
Assessment of Relationships: To evaluate the current state of parent-teacher relationships and identify areas for enhancement.
Improvement of Communication: To understand how effectively parents and teachers are communicating and collaborating, and to develop strategies to improve these interactions.
Enhanced Collaboration: To foster stronger partnerships between parents and teachers that support student success and well-being.
Development of Strategies: To use the data to design and implement initiatives that strengthen parent-teacher connections and contribute to a more supportive educational environment for students.

Calibration

Scoring: Each item on the inventory is scored based on responses from parents and teachers. Scores are aggregated to provide overall scores for different aspects of the parent-teacher relationship.
Statistical Analysis: The reliability and validity of the inventory are assessed using statistical methods. This includes checking internal consistency (e.g., Cronbach’s alpha) and conducting factor analysis to ensure that the inventory accurately measures the intended constructs.
Normative Data: Scores may be compared against normative data to interpret how the parent-teacher connections in a particular school or district compare to those in other settings. This helps in benchmarking and setting improvement goals.

Bibliography

Epstein, J. L. (2001). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Westview Press.
Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Southwest Educational Development Laboratory.
Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press.
Deslandes, R., & Clément, M. (2001). Influence of the Teacher-Parent Relationship on Student Achievement. Canadian Journal of Education Administration and Policy.