How we can bring more of these types of programs into the public sphere

Carrie Sampson, of Arizona State University stated that, “Although the journey toward educational equity can be challenging, those navigating this journey are often unprepared in their leadership and unclear about the destination.”  I feel Sampson’s words best exemplifies the umbrella of need in the area of anyone involved in education in shifting cultural perspectives overall.  “By listening, they were more willing to embrace the process of systemic change that required time and did not always result in a one-size-fit-all solution” (Sampson, 2019). 

Utilizing her work, I would say that, when teachers and parents are provided opportunities to collaborate, in direct support of meeting the individual child’s need, this is the pivotal place for all of the overarching supports that are in place to make systemic change take root.  Seeking and engaging on the teacher-parent level creates an informed feedback loop where support can be put into place through communication, trust building and collaboration efforts, especially from those experiencing or witnessing disparity.  I agree with Sampson when she says that we must all make hard decisions for this challenging work.  We must be flexible and ready to pivot, again and again, as conditions change and that we must invest resources to dismantle systemic inequities.  A program such as PTHV creates a space for this hard work to begin taking place and support from ESSA gives way for the opportunity to exist.

The parallel between what these leaders in education have said and what the Parent Teacher Home Visit Project can create, is a bridge in which relationships can find a way for building common language, direction and guidance for fostering the highest of intentions for the child.  Finser goes on to say that, “Especially in Waldorf schools, where there is a deep-seated philosophic basis for consensus decision-making and high ideals for the education, it is essential that teachers and parents walk the walk.”  While Finser is speaking about Waldorf education in particular, I would convey that the essence of building a bridge between parent and teacher relationships allows for them to walk together, in any school, anywhere, and that this level of engagement will provide direction for the trust walk it takes in order to meet the needs of students.

Under our current administration, it is clear that education is being dismantled and defunded.  Federal funding is imperative to states being able to allocate funds for programs that permeate success for students starting at the home level, like the Parent Teacher Home Visit Program.  While Waldorf schools have been providing the same program inherently in their school model for over one hundred years, it is to the relief of this teacher to see that on the public level, schools are finding the roots of support between building parent and teacher relationships from the ground up.  While these programs continue to be under threat of depletion when government contexts change, it is hopeful that teachers and parents can continue to collaborate at the local level to impact educational equity for all students.