Examining Standards Related to Family–Professional Partnerships for Education Professionals

Meghan M. Burke, Chak Li, Amanda Johnston, Richard Carter, Ling Zhang, Grace L. Francis, Ann P. Turnbull

Research output: Contribution to journalArticlepeer-review


Family–professional partnerships are essential for promoting positive outcomes for students with and without disabilities. However, the extent to which professional preparation standards address skills to cultivate family–professional partnerships is unclear. Without this knowledge, it is challenging to understand the preparation of education professionals in developing partnerships with families. The purpose of this study is to explore the relation between preparation standards and two factors of family–professional partnerships (i.e., enhancing connection and enhancing capacity) for general and special education teachers as well as other education professionals. The authors use expert review to identify and evaluate 159 professional preparation standards from 15 Specialized Professional Associations and the Interstate New Teacher Assessment and Support Consortium in relation to the two factors. Findings showed no significant differences among the standards in relation to enhancing connection among family–professional partnerships. Standards related exclusively to special education, younger students, or teachers (vs other education professionals) were significantly more likely to reflect enhancing capacity among family–professional partnerships. Implications for future research and practice are discussed.

Original languageEnglish (US)
Pages (from-to)110-123
Number of pages14
JournalTeacher Education and Special Education
Issue number2
StatePublished - May 2024


  • Specialized Professional Association
  • family–professional partnership
  • professional preparation standards

ASJC Scopus subject areas

  • Education


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