Purpose - This paper aims to explore parent and school leader partnership to engage high poverty and minority families against the backdrop of transformative educators fulfilling federal policy advice on parent involvement in schools.policies encouraging school and home collaboration are considered in an unbar school district.
Design/methodology/approach - Qualitative methods explore perspectives of parents and educators regarding parent engagement supporting student advancement.Data collection includes individual in group interviews,document analysis and observations.
Research limitations/implicantions - Research implicantions suggest that policy can be a catalyst for parent involvement activities.Parents learn that opportunities exist for them to support children in schools and that educational leaders can be partners and advocates.Understandings are extended for educational leaders regarding parents as collaborators supporting students.Finally,policy makers are urged to be mindful in crafting legislation about school home partnerships.
Orginality/value - this paper fills literatur gaps about parent and educational leader collaboration in advancing parental involvement.Educational leaders are in prime positions to cultivate trusting linkages with high poverty and minority parents by sharing advocacy for students.Transformative educational administrastor who strive for equity in schools can further school home alliances.Policy can present opportunities for educators to embrace parental involvement.