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Unions overpowering other stakeholder groups in order to be relevant. "Me first."

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School site personnel focus on establishing positive relationships with students and parents throughout the year to build trust.

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Lack of trust to fully engage in honest and candid conversations.

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Creating a culture of inclusiveness starts with the staff

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Trust can allow multiple perspectives. If the families and teachers trust that these meetings aren’t truly inclusive of everyone’s opinion, there’s no point in attending.

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What about predisposed assumptions by educational leaders regarding "certain" communities?

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Schedule multiple events geographically open to all stakeholders at various times of the day; morning and evening, sometimes on weekends as well. One size does not fit all

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Schedule multiple events geographically open to all stakeholders at various times of the day; morning and evening, sometimes on weekends as well. One size does not fit all

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Create safe places in the community to hold neighborhood forums

Connect with community organizations to bring in families

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Bring the schools to the community

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Teachers - as union representatives.
Lack of trust in the organization allowed this to happen.

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District staff and/or family members of district staff

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One time we asked each participant to write their responses on a survey. Now we have administrators take the dominating person aside and interview one-on-one to truly get their responses.

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Sometimes union teachers dominate the conversation to achieve their agenda. Smaller groups and structures that allow for all voices to be heard should be built into the stake holder input process

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Teachers union feels that ALL of their feedback should be implemented - Agenda driven.

Sometimes the same parent/parents will show up at every meeting to try and influence others.

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There are cultural barriers that are preventing strong engagement in low socio economic communities.

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At times, stakeholders have dominated events as shown by location selection, times, days.

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At times, stakeholders have dominated events as shown by location selection, times, days.

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Scribe input so they can see it is being written down and then work to include some of their authentic language in the reports.

Hold meetings at places other than school site, if you know a large group of parents meet somewhere, ie church, go there and get on their schedule.

Hold multiple meetings at different times.

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Parents are working 2-3 jobs and doesn’t have time to participate in school activities.

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Personal Agendas

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Are there stakeholders that have dominated engagement events? What dynamics were present for this to happen?How can these spaces be more inclusive to multiple perspectives and lived experiences especially with historical underrepresented individuals & families?

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Are there stakeholders that have dominated engagement events? What dynamics were present for this to happen?How can these spaces be more inclusive to multiple perspectives and lived experiences especially with historical underrepresented individuals & families?

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Cultural barriers - lack of understanding about dominant cultural norms

Generational "That's not how I did it."

Deference to authority "I don't know enough about this or have enough authority to speak."

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Schools built for adult convenience rather than student support and student success

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Personnel/time to make this a priority and create opportunities for meaningful stakeholder engagement

Awareness of cultural barriers and systems set up for adult convenience

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I want to learn more.

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Understanding parents/ community  struggles and needs

Unwelcoming schools

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Language - even with translators, some parents are still uncomfortable speaking out.

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Lack of growth mindset
Student mobility - high level of movement
Cultural barriers within the culture

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What barriers exist that may be hindering meaningful stakeholder engagement in your district?

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What barriers exist that may be hindering meaningful stakeholder engagement in your district?