We believe that for schools to provide the quality education our children deserve, families, schools and communities must be involved as purposeful partners in the education process.

Teaching for Change developed what we call the Tellin’ Stories approach to engage families and staff using the power of story to connect people from diverse backgrounds, to pass on valuable information and experiences and to organize collective action. Tellin' Stories works with parents to create and implement action plans that affect the academic achievement and environment of neighborhood schools through relationship building (creating a story quilt), weekly meetings, workshops, trainings, and grassroots organizing. The most gratifying aspect of our work is that Tellin' Stories, parents, educators, community members, and partner organizations are redefining the vision of school communities by helping those who are traditionally excluded from the decision-making process become a central part of it. 

Tellin’ Stories Approach

For more information about our nationally recognized approach, view the 12 minute National Education Association produced film above, read a feature article about Tellin' Stories from Rethinking Schools, and read a summary of our Tellin' Stories approach here.

Recent News

Tellin' Stories Evaluation Shows Promising Early Results

“Tellin’ Stories activities encourage parents to voice and work proactively, often jointly with school staff, to address their concerns,” concluded Policy Studies Associates, the firm conducting the evaluation of Teaching for Change’s parent engagement initiative, in a preliminary report this spring. Teaching for Change's Tellin’ Stories Project has been recognized by the Harvard Family Research Project as one of the most effective approaches in the country for breaking barriers to school engagement for ... Read More.

Bringing Parents Back to the Table

“I feel more confident because of the Tellin’ Stories meetings – I can approach the principal and the teachers… What I didn’t do when my other children were in school, I’m doing now,” says Olga Salazar, a parent from Thomson Elementary (DCPS) in Washington, DC. Using Teaching for Change’s unique approach to family engagement, Thomson has seen more parents participating this year than in recent memory. Parents volunteer in the classrooms, meet regularly with the principal to discuss academics, assist with meals, help in the library, and ... Read More.

Turning the Tables on Parent-Teacher Meetings

On a chilly, rainy Wednesday evening in October, more than 50 parents filled the Orr Elementary School library in Southeast Washington, D.C. to have an open dialogue with their children’s teachers about academics and expectations. The premise was simple: bring parents and teachers together to learn from each other and discuss strategies to support student learning at home and in the classroom. The event was a Grade Level Dialogue, a tool from the Tellin’ Stories Project, Teaching for Change’s nationally recognized approach to meaningful family-school engagement. Over the course of two days, nearly 100 parents attended dialogues for ... Read more.

Tellin’ Stories Receives Grants for Professional Evaluation

“[Teaching for Change] did not just increase the numbers of parents involved – it literally changed the face of who we saw coming in the door and advocating for their children.” – Michelle Molitor, E.L. Haynes Principal

October 4, 2011 - Teaching for Change's Tellin’ Stories Project has been recognized by the Harvard Family Research Project as one of the most effective approaches in the country for breaking barriers to school engagement for traditionally marginalized parents. Recently, Teaching for Change received grants to support a professional evaluation of the Tellin’ Stories approach from the Cafritz Foundation, the Flamboyan Foundation, and an anonymous foundation interested in bringing our approach to building parent power and family engagement to the forefront of education policy and practices. Read more and view the Tellin' Stories documentation report here.

Missouri Teachers’ Overwhelming Response to Family Engagement Training

September 30, 2011 - Teaching for Change parent organizers América Calderón and Jhonna Turner traveled to St. Louis, Missouri in September to conduct a professional development session for more than 70 teachers of English Language Learner (ELL) students. Invited by the St. Louis Regional Professional Development Center of Cooperating School Districts, Calderón and Turner presented a full day workshop titled “Beyond International Night: Taking Parent Involvement to a Higher Level” to a packed room of educators from schools throughout Missouri. Read More ...

Engaging Parents in Two D.C. Schools: In the spring of 2011, Teaching for Change has helped to strengthen parent engagement at two D.C. schools. In each school parents met for six sessions to create a quilt of family stories. While working on the quilt, there were structured opportunities to discuss joys and concerns about their respective schools and their children's education. At E.L. Haynes Public Charter School the parents identified four working committees to address the concerns they raised. At Orr Elementary School parents planned daily activities for Teacher Appreciation Week. This lays the groundwork for classroom visits and other teacher-parent collaborations they are planning for next school year. 

National Recognition: Teaching for Change's Tellin' Stories Project was selected in 2010 by the National Family, School, and Community Engagement Working Group, coordinated by the Harvard Family Research Project, as one of twelve examples of leading innovations in family engagement, Taking Leadership, Innovating Change. 

Successful Example: Teaching for Change was successful in our to effort to help E.L. Haynes Public Charter School (in D.C.) expand and deepen parent engagement. Over the course of six weeks in the fall of 2010, parents created a quilt depicting their hopes and dreams for their children. E.L. Haynes was one of two schools selected in D.C. to demonstrate and document our approach to parent engagement in 2010-2011.  Read more.

Ethiopian Families Connect with School: In the 2009-2010 school year, we worked with Brightwood EC (DCPS) to engage Ethiopian families at the school. Prior to our work with the school, Ethiopian parents prepared their children for school, however they did not play an active role in formal school activities. Based on our work at the school for one year, over half of the families are now involved in weekly parent meetings and/or as Roving Readers. More photos. This work was funded by the DCPS Office of Bilingual Education and the DC Children's Youth Investment Trust Corporation.

The Struggle Continues for Bruce-Monroe Parents, Teachers and Students In 2010 we turned over the Bruce-Monroe ES campaign for the promised school building to Empower DC's People's Property Campaign. We continue to lend support. More in First Hand View and Promises, Promises.