Parent Teacher Home Visits (PTHV) is designed to build a trusting relationship between equal partners—educators and families—so that the most important adults in a child’s life can work together to support the child’s learning and growth. They are short, 30–40-minute conversations in which educators listen, ask questions, and make observations that they can take back to their classroom to improve instruction for the learner. While PTHV is a family partnership model, this approach is designed to improve various outcomes for children.
The PTHV model is anchored on five non-negotiable core practices:
- Visits are voluntary for all
- Educators are trained and compensated
- We share hopes, dreams, and goals
- We don’t target students
- Educators go in pairs and reflect
A district may, and is encouraged to, adapt other parts of the program for a community’s needs. However, in every location, these five core practices are followed because they lead to respect, communication, and collaboration, as well as the results that PTHV has been proven to offer.
The PTHV model is implemented in hundreds of communities across the country. To support implementation, the PTHV model offers a continuum of supports, from training to accreditation, in addition to free resources.
What Makes This Model Innovative?
Connection & Community
Whole-Child Focus
Affirmation of Self & Others
Related Models
Home Visit Partnerships
The Home Visit Partnerships (HVP) model boosts student success and family satisfaction through home visits that foster trusting relationships between educators and families.
Home Visit Partnerships
Home Visit Partnerships (HVP) believes that building trusting relationships with families is essential for students’ social, emotional, and academic success. Recognizing the critical role of family relationships, HVP provides training and support to educators, helping them confront and understand their own biases and assumptions about families. This foundation enables educators to form meaningful partnerships, ensuring a more complete understanding of each family’s unique goals for their child and the child’s relationship with school and learning.
HVP, modeled after Parent Teacher Home Visits, centers on home visits, where educators connect with families in their own environments, fostering empathy, connection, and understanding. These visits allow educators to gain valuable insights from families, who share their hopes and dreams for their children. This partnership, built on trust and mutual respect, encourages families to support learning at home. Through regular communication and continual engagement, HVP strengthens the capacity of both educators and families to support student success, creating a collaborative and supportive educational ecosystem.
HVP has trained over 5,000 educators and facilitated over 30,000 home visits. These efforts have significantly improved student attendance, teacher–family relationships, and overall student engagement and sense of belonging. HVP offers a range of supports to help implement its approach, including consultation services, training programs for building effective family partnerships, grant writing support, and family workshops.
Goals
The PTHV model advances student success and school improvement by leveraging relationships, research, and a national network of partners.
Trust
Home visits build genuine trust between families and educators.
Two-Way Relationships
Home visits foster meaningful relationships between “co-educators”—families and teachers.
Positive Mindsets
Educators and families see one another through a positive lens and understand the strengths each brings to the relationship.
Experience
PTHV is a program that is best implemented district-wide. Unlike the many mandatory activities in education, teachers and families are given the choice to participate. Educators are trained in the model and then invited to visit the homes of their students in pairs, where a 30–40-minute conversation takes place. Its two-visit structure puts the focus on building trusting relationships with families that grow over time.
PTHV encourages the initial visit to occur in the summer or early fall, though it can happen at any time. The first visit is meant to open up the line of communication between educators and their “co-educators”—families. While younger students may be present during this visit, older students are generally active participants. At this visit, it is essential that educators ask families to share their “hopes and dreams” for their child, laying the groundwork for a productive partnership focused on student success. Conversation Starters
Visits conclude with an invitation and an expectation. The educator will invite the family into the school to further solidify the partnership between home and school. The specific invitation depends on what is happening at school but might include volunteering in the school garden, reading to the child’s class, attending back-to-school night, etc. As for the expectation, educators ask families what they expect from them this year, and vice versa. This is meant to create a sense of mutual responsibility. An educator might ask families to read to their child each night or support them in getting to school on time, while families might ask the educator to be proactive in their communication. Centering the conversation on hopes and dreams, invitations, and expectations naturally leads to the educator and the family identifying how they will help the child with their goals.
The first visit is followed by ongoing communication throughout the term. It is up to the educator and the family to decide the best form of communication (e.g. text, email, phone call) and the frequency (e.g. weekly, monthly). Now that there is an ongoing relationship, family members and educators may share resources and continue their communication. Additionally, educators may use what they learned from the family to improve the child’s experience in the classroom and enjoy a stronger relationship with the child. Families may also find new or additional ways to be involved with the school.
| Many schools and districts choose to focus on first visits only, with the expectation that educators will maintain ongoing communication and academic partnership with the family. However, if it feels right for the family, an optional second visit in the winter or spring offers an opportunity for educators to tailor a visit to the needs and goals of the family and child. In some cases, the second visit is an extension of the first visit, with further establishing trust as the goal. In other cases, where trust is strong, the focus is on supporting the child. This could look like reflecting on the learner’s progress toward the hopes and dreams shared in the first visit and charting a course forward or preparing them for the transition to the next grade. Some schools choose to focus on academic content so parents can get up to speed on grade-level standards and specific strategies to help their child learn. |
While initial training introduces school staff to the model and prepares them for their first visit, professional learning continues through ongoing home visit practice and reflection. Visiting in pairs allows reflection and discussion of what was learned about the student and how to incorporate this into classroom instruction. It also provides a safe space to unpack what biases were held about the family prior to the visit and how those assumptions changed as a result. This could look like deepening culturally responsive practices aligned with students’ identities, differentiating reading or math supports, or incorporating check-ins focused on student well-being. Reflection and Debrief Guidance
Supporting Structures
PTHV strengthens the relationship between home and school. Though schools are encouraged to adapt certain aspects to meet the needs of their educators and families, fidelity to the model is critical.
While the five core practices are non-negotiable, the exact structure of visits and discussion topics covered within them should vary by context.
Each home visit is unique, but PTHV provides general guidelines around what educators should talk about and explore with the family. This guidance varies between the first and the second home visit, as each has a different purpose. Conversation Starters
PTHV also provides optional support to dive into topics like attendance, community schools, COVID-19 recovery, parent leadership, racial equity, restorative practices, teaching and learning, teacher preparation, and social-emotional learning. PTHV Topics
PTHV is a universal support offered to all, but it must be voluntary.
PTHV is not a targeted intervention to address families experiencing academic, attendance, or behavioral concerns. Instead, it is universally applied to all willing students and their families. With the expressed intent of building relationships of trust, PTHV is a low-stakes interaction that has a positive impact on educators and families alike. For example, teachers report that their assumptions about families were challenged and they developed more empathy as a result of home visits. They also reported being able to better engage students and differentiate instruction having learned about each student’s out-of-school interests. Visits renew and affirm teachers, remind them why they went into teaching, and help avoid burnout.
Successful implementation requires buy-in from all staff across a school, high levels of participation, and coordination across multiple roles.
While home visits are optional for families and staff, wider-scale adoption is linked with more positive outcomes. This is achieved when 10% or more of students receive a home visit, requiring enough participating teachers to make this happen. Additionally, 50% or more of the staff members must be in support of home visits, even if they do not directly participate. Talking Points To maximize teacher learning and contribute to mindset shifts, it is recommended that schools incorporate time into staff meetings or professional learning community sessions to collectively debrief home visit experiences.
Additionally, successful implementation of PTHV at school requires coordination of multiple staff, which may include the principal, parent engagement liaisons, the school PTHV coordinator, and the district PTHV coordinator. Typically, existing school staff will take on PTHV duties (for a stipend), with the exception of the district coordinator who may be an FTE. PTHV Role Descriptions
Schools should find dedicated time for teachers to conduct visits.
Visits are not “one more thing” to be done, but something that teachers should look forward to and that can be arranged during times that are conducive to their schedules, as well as the families’. To eliminate some barriers to participation, it is recommended that school leaders dedicate time within the school calendar for teachers to arrange, conduct, and debrief visits. If this cannot be scheduled within the contracted day, educators must be compensated for their time spent arranging, conducting, and debriefing visits.
Collaboration with local community partners supports the sustainability of the program.
PTHV was started by a group of parents and community organizers in a low-income neighborhood of Sacramento, CA. Together with teacher allies, they created an empowerment model of building relationships, supported by the district, the teachers’ union, the families, and the community. This collaborative foundation, when repeated in other implementations, has proven to be the secret sauce in sustaining a healthy, long-term PTHV practice.
Home visits can take place in the family’s home or in a neutral setting.
PTHV is intentional about visits taking place in a neutral setting, away from the school campus. If both desire, parents and teachers have met in parks, community centers, and other public locations, depending on comfort and availability. The intention is to show parents that the teacher cares and is willing to go beyond the comfort zone of the school building in extending partnership. Home visits also remove the burden of families having to go to the school building at a set time, entering an environment that, for some, has not been the most welcoming for them or their children. Home visits create a level playing field.
Teachers are trained and compensated for visits.
PTHV training prepares school staff with the mindsets and technical skills required to build authentic relationships with families and supports fidelity of implementation. The model dictates that educators be compensated for visits outside of the school day, to demonstrate value and respect for the time committed. Therefore, adopting schools should find a way to secure funding. How Do We Pay for Home Visits?
While the five core practices are non-negotiable, the exact structure of visits and discussion topics covered within them should vary by context.
Each home visit is unique, but PTHV provides general guidelines around what educators should talk about and explore with the family. This guidance varies between the first and the second home visit, as each has a different purpose. Conversation Starters
PTHV also provides optional support to dive into topics like attendance, community schools, COVID-19 recovery, parent leadership, racial equity, restorative practices, teaching and learning, teacher preparation, and social-emotional learning. PTHV Topics
PTHV is a universal support offered to all, but it must be voluntary.
PTHV is not a targeted intervention to address families experiencing academic, attendance, or behavioral concerns. Instead, it is universally applied to all willing students and their families. With the expressed intent of building relationships of trust, PTHV is a low-stakes interaction that has a positive impact on educators and families alike. For example, teachers report that their assumptions about families were challenged and they developed more empathy as a result of home visits. They also reported being able to better engage students and differentiate instruction having learned about each student’s out-of-school interests. Visits renew and affirm teachers, remind them why they went into teaching, and help avoid burnout.
Successful implementation requires buy-in from all staff across a school, high levels of participation, and coordination across multiple roles.
While home visits are optional for families and staff, wider-scale adoption is linked with more positive outcomes. This is achieved when 10% or more of students receive a home visit, requiring enough participating teachers to make this happen. Additionally, 50% or more of the staff members must be in support of home visits, even if they do not directly participate. Talking Points To maximize teacher learning and contribute to mindset shifts, it is recommended that schools incorporate time into staff meetings or professional learning community sessions to collectively debrief home visit experiences.
Additionally, successful implementation of PTHV at school requires coordination of multiple staff, which may include the principal, parent engagement liaisons, the school PTHV coordinator, and the district PTHV coordinator. Typically, existing school staff will take on PTHV duties (for a stipend), with the exception of the district coordinator who may be an FTE. PTHV Role Descriptions
Schools should find dedicated time for teachers to conduct visits.
Visits are not “one more thing” to be done, but something that teachers should look forward to and that can be arranged during times that are conducive to their schedules, as well as the families’. To eliminate some barriers to participation, it is recommended that school leaders dedicate time within the school calendar for teachers to arrange, conduct, and debrief visits. If this cannot be scheduled within the contracted day, educators must be compensated for their time spent arranging, conducting, and debriefing visits.
Collaboration with local community partners supports the sustainability of the program.
PTHV was started by a group of parents and community organizers in a low-income neighborhood of Sacramento, CA. Together with teacher allies, they created an empowerment model of building relationships, supported by the district, the teachers’ union, the families, and the community. This collaborative foundation, when repeated in other implementations, has proven to be the secret sauce in sustaining a healthy, long-term PTHV practice.
Home visits can take place in the family’s home or in a neutral setting.
PTHV is intentional about visits taking place in a neutral setting, away from the school campus. If both desire, parents and teachers have met in parks, community centers, and other public locations, depending on comfort and availability. The intention is to show parents that the teacher cares and is willing to go beyond the comfort zone of the school building in extending partnership. Home visits also remove the burden of families having to go to the school building at a set time, entering an environment that, for some, has not been the most welcoming for them or their children. Home visits create a level playing field.
Teachers are trained and compensated for visits.
PTHV training prepares school staff with the mindsets and technical skills required to build authentic relationships with families and supports fidelity of implementation. The model dictates that educators be compensated for visits outside of the school day, to demonstrate value and respect for the time committed. Therefore, adopting schools should find a way to secure funding. How Do We Pay for Home Visits?
Supports Offered
Before beginning the process of adopting the model, PTHV suggests that you prepare well for launch, as well as for training sessions themselves. Planning Your Launch Readiness Factors
Once that is achieved, PTHV offers a simple yet coherent system of support that builds the capacity of educators and district leaders alike. System of Support Descriptions
Home Visit Training
Cost Associated
Interested districts go through pre-training consultation to assess readiness, after which the school receives introductory training. The goal is to prepare schools for a successful launch. Generally, the process looks like this:
Pre-training Consultation
- 1-hour information session [optional]
- initial consultation support and onboarding [required]
Introductory Training
- 3-hour training to prepare educators to conduct the home visits [required]
Implementation Support
Cost Associated
After completing pre- and introductory training, implementing districts have the option of receiving continued support. PTHV offers a full scope of additional services and implementation supports that are tailored to meet the unique needs and opportunities of each school or district, including:
- the PTHV Institute (Community of Practice meetings and individualized coaching)
- technical assistance and direct implementation support
- 1.5 hours of annual reflection and debrief support
- resources and special events.
Accredited Partnerships
Cost Associated
The goal of accredited partnerships is to build local ownership and sustainability. They are for school districts that have had at least two years of successful home visit implementation and have a vision for continuing. There are two pieces to accreditation:
- an annual licensing agreement
- Training of Trainers, where PTHV staff train local teams consisting of home visit educators and parents.
Resource Toolbox
Free
PTHV offers a wide variety of free resources to help communities adopt the model—from talking points with families, to program evaluation, and more.
Reach
For the 2022–2023 school year:
Demonstration Sites
The following sites are examples of learning communities that have successfully implemented the model:
Sacramento City Unified School District
Sacramento, CA
PK-12
Traditional Public
Washoe County School District
Reno, NV
PK-12
Traditional Public
Denver Public Schools
Denver, CO
PK-12
Traditional Public
Impact
“What are your hopes and dreams?” In 2016, PTHV launched a three-study national evaluation to better understand the impact that this one simple but powerful question has on participants.
The PTHV model leads to positive mindset shifts in families and educators. Mindset Shifts and Parent Teacher Home Visits
- Most families reported realizing that interactions with educators did not have to be negative or uncomfortable, and they began to develop stronger and more equitable relationships with school staff.
- Families reported increased confidence to contact educators about their students’ needs.
- Many educators recognized that previous deficit assumptions about families and students were unfounded. Instead of assuming that many parents didn’t care about their child’s education, they recognized that families did care but demonstrated care differently than expected.
- Educators reported similar shifts in perceptions about students’ behaviors, moving from thinking students lack motivation or interest in school to recognizing students’ capabilities.
Home visits build positive relationships between educators and families. Parent Teacher Home Visits Implementation Study
- Most educators, administrators, and family members agreed that the five core practices ensured that home visits resulted in positive relationships between educators and families.
The PTHV model improves student attendance and academics. Student Outcomes and Parent Teacher Home Visits
- Students who attended schools that conducted home visits with at least 10% of their students were less likely to be chronically absent than those in schools that did not implement home visits. Taking school-level implementation into account, students who participated in a home visit were significantly less likely to be chronically absent.
- Students who attended schools that conducted home visits with at least 10% of their students were 1.34 times more likely to score proficient or better on standardized ELA tests.