Karen L. Tichy, EdD, Assistant Professor of Educational LeadershipSaint Louis UniversitySt. Louis, MO
About the Authors
Russell J. Quagliais a globally recognized pioneer in the field of education, known for his unwavering dedication to Student Voice and Aspirations. Dr. Quaglia has been described by news media as “America’s foremost authority on the development and achievement of student voice and aspirations.” His innovative work is evidenced by an extensive library of researched-based publications, prominent international speaking appearances, and a successfully growing list of aspirations ventures. Among these ventures, Dr. Quaglia authored the School Voice suite of surveys, including Student Voice, Teacher Voice, Parent Voice and iKnow My Class. His books, Engagement by Design; Aspire High: Imagining Tomorrow’s School Today; Student Voice: The Instrument of Change; Principal Voice: Listen, Learn, Lead; and Teacher Voice: Amplifying Success have received international acclaim. In addition to founding and leading the Quaglia Institute for Student Aspirations, Dr. Quaglia also founded the Aspirations Academies Trust, a sponsor of primary and secondary academies in England built on his aspirations research. Most recently, he has founded the Teacher Voice and Aspirations International Center, dedicated to amplifying the voice of teachers for them to realize their aspirations and reach their fullest potential. Dr. Quaglia earned his bachelor’s degree at Assumption College, a master’s degree in economics from Boston College, and master of education and doctorate degrees from Columbia University, specializing in the area of organizational theory and behavior. He has been awarded numerous honorary doctorates in humanitarian services for his dedication to students. Dr. Quaglia’s work has also led him to serve on several national and international committees, reflecting his passion for ensuring that Student, Teacher, and Parent Voice are always heard, honored, and acted upon.
Kristine Foxis a Senior Field Specialist/Research Associate for the Quaglia Institute for Student Aspirations. Dr. Fox received her doctorate from The University of Maine in Educational Leadership, EdM from Harvard University and BA from The University of Michigan. She co-authored with Dr. Quaglia 8 Conditions That Make a Difference and Aspire High: Imagining Tomorrow’s School Today (Corwin, 2017), and has published in Educational Leadership, American School Board Journal, ASCD Express and Principal Magazine. For more than a decade she has worked diligently with students, teachers, and administrators to incorporate student voice as a fundamental necessity in school improvement efforts. Dr. Fox previously was a K-8 administrator and 6-12 teacher.
Deborah Youngis the Director of Operations and Program Specialist for the Quaglia Institute for Student Aspirations (QISA). Deborah earned her Master of Education degree from Smith College. She has teaching experience in both public and private schools. Early in her career, Deborah’s experience in the classroom strengthened the belief that initially drew her to the teaching profession: every child deserves the opportunity to achieve his or her aspirations, and teachers can make a tremendous difference in helping students do just that. Her decisions as a teacher were based on a core belief that mutual respect between teachers and students is essential to creating a positive learning environment. A key aspect of such respect is the ability, and responsibility, of educators to honor and respond to student voice. Deborah’s work at QISA proves to be a continuation of her commitment to honoring student voice as a vital component of creating school environments that foster students’ aspirations.
Note from Dr. Q
There are literally hundreds, if not thousands, of books on parenting. A simple Google search will highlight “how to” guides for everything from making homemade baby food to sewing Halloween costumes with your kids to helping your high school senior write college essays. The last thing I ever thought I would do is write a book on parenting. My first book, Believing in Achieving, written over 20 years ago with Dr. Fox, was about student aspirations and the conditions in schools that affect student development. It set the stage for books that followed, including Student Voice: The Instrument of Change; Teacher Voice: Amplifying Success; Aspire High: Imagining Tomorrow’s School Today; and Principal Voice: Listen, Learn, Lead. I believed the only thing necessary to bring about significant change in school was the voices of students, teachers, and principals. Throughout the journey, however, I received constant inquiries about parent voice. Not just from parents but my colleagues at the Institute: “What about the voices of parents?” “You can’t ignore the impact of parents.” “Parents need a voice, too!”
So what took me so long? First, I never put myself in the “parenting expert” category. Second, as a former school administrator, I thought parents had too much voice already. Third (and this is a confession of sorts…), my expertise was on student voice, and while parent voice obviously has an impact on students, I considered it tangential—not necessary and not missed by anyone. My second confession: I clearly remember telling parents during my days as a teacher and principal: “I want to hear from you,” “What you think matters,” and my favorite, “Please come in anytime so we can talk.” The truth is, the last thing I wanted was an overinvolved parent in my room telling me how to teach or lead a school.
Alas, a few decades have passed, leading to my final confession: I was wrong on two accounts. Parent voice is far from tangential, and there is not too much of it. Parents deserve a voice, no matter how much has already been heard by any administrator. Parent voice has a profound impact on their children—in and outside of school.
To be clear, this book does not fit into the “how to” category of parenting. It is not, by any means, an instructional guide on being the perfect parent. It is a book designed to spur conversations between parents, educators, and, most importantly, your children in grades Prekindergarten through Grade 12. The three authors approached this book from various perspectives . . . parents, stepparents, and even grandparents. We have raised boys and girls whose ages range from 32 years old to a newborn (the grandchild!).
From the onset, I want you to understand that we are not approaching this book as parenting gurus. Being a parent is a learning adventure filled with many successes and even more challenges. Writing this book forced us to look back on the instances when we wished we had reacted differently, provided more support, or simply taken a deep breath before doing or saying anything. In the process of writing, we found ourselves not only reflecting on those moments but reflecting in the moment about how we could handle a situation differently. We hope this book does the same for other parents—that it starts you thinking and reflecting on your parenting abilities and how your voice, and the voice of your children, can play a role in successful parenting and developing and maintaining a positive relationship with school. While this book is primarily written for parents, we believe that educators can glean insights into how to better support parents and build strong home-school relationships.
I speak for both Kris and Deb (two of the best parents on the planet) when I say that we wholeheartedly believe there is no single correct way to parent. While we hope for similar outcomes for our children—that they grow up to be happy, compassionate, fulfilled individuals who contribute positively to their communities—we have different parenting styles. And each of our children have different personalities, abilities, hopes, and dreams. As we strive to do our best to support them in their own growth, we continually learn from them. For that, we are forever grateful.
Throughout this book, we use the term “parent” in the broadest sense. To us, parents include all caregivers who love and support children—stepparents, grandparents, guardians, foster parents, older siblings, family friends, and individuals in countless other roles who provide parental support. “Parenting” is an all-inclusive term for anyone who is in the role of loving and raising a child. In our professional lives, we have been