Tustin Unified School District’s approach to teacher professional learning emphasizes culturally responsive, community-embedded family engagement practices. At Heideman Elementary School, educators are trained to build authentic partnerships with families by centering trust, accessibility, and cultural responsiveness in everyday school interactions. Serving a predominantly Latino and multilingual student population, Heideman has developed strategies that intentionally meet families where they are linguistically, culturally, and physically.

A key component of this approach is designing family engagement opportunities that are accessible and relationship-centered rather than compliance-driven. Family workshops and information sessions are often conducted primarily in Spanish, reflecting the linguistic needs of the community. Professional learning for educators focuses on understanding family strengths, creating welcoming environments, and adapting communication practices to increase parent participation and comfort in supporting student learning.

The district also emphasizes community-based engagement. Workshops are held not only on school campuses, but also in familiar community spaces such as apartment complexes and local organizations to reduce barriers to participation. Learning activities connect academic concepts to families’ lived experiences. For example, math workshops incorporated cooking measurements and family recipes to help parents understand classroom instruction in relatable ways.

This model highlights several transferable practices for districts seeking to strengthen family engagement through teacher learning. First, educators benefit from training that prioritizes relationship-building and cultural responsiveness. Second, schools should provide language-accessible communication and family programming that reflects the identities of the communities they serve. Third, engagement efforts are most effective when they are flexible, community-centered, and designed around family input and needs.

The impact of these practices has strengthened relationships between schools and families, increased parent involvement, and improved student support across home and school settings. Tustin Unified’s work demonstrates that intentional professional learning can equip educators with the tools necessary to foster meaningful family partnerships that support student belonging and academic success.

Summary written by: Hannah Connolly, Chelsea Falcocchia, Izzy Ostrowski (April 2026)