Frequently Asked Questions

We’ve conducted rigorous evaluations of our model with world-class research institutions. Each has demonstrated the effectiveness of the PTHV Model. See our research page for more.

Given that all visits are voluntary and set up in advance, it is highly unlikely that a teacher would walk in on a reportable situation. Our training covers these issues and more.

First of all, teachers are compensated for their time, and second, schools and families who have tried it are adamant that the benefits far outweigh the modest effort required.

Each community adopts and adapts the PTHV model to address local needs. However, there are five “non-negotiables” that will always be the same throughout our network. Learn more about these core practices.

Home visits aren’t for everyone. Based upon community organizing principles, the transformative power of PTHV is in the relationships it builds between families, educators and their students. We never, ever, want teachers or families to bring a “forced” feeling to a visit. In our experience, real relationship can only be built by willing colleagues who come together as equals, ready to learn from each other. We find that if we “start with the willing,” word of the program’s success spreads to teachers and families who were initially reluctant, and many of them give it a try.

Each school decides if our model is a good fit. Key questions for schools to explore include: Is the reason we visit triggered by negative concerns (ie: poor attendance, behavioral problems, low academics), or is it across the board? Do we train our staff so there is a common agreement as to what a successful home visit looks like? Are the visits conducted by just a few site staff members (principal, family advocate, social worker?), or open to all teachers and staff? Do we build in reflection time after visits to encourage capacity building? How is our home visiting effort linked back to learning at school?

This model is designed to help with overall school and student success by doing home visits at scale, rather than one or two designated visitors on staff. There needs to be a tipping point of participation in order to see school-wide change (and not just in individual classrooms – even though that is good, too). Here are a few of the reasons teachers tell us it is important that they participate: Teachers can learn more about their “co-educators” (parents) by learning about the family’s academic experiences and hopes and dreams for their child. Teachers can increase their cultural proficiency through the home visiting experience by understanding the unique strengths the family brings to the equation, and becoming aware of any unconscious assumptions they previously held about families with cultures different from theirs. They can better engage students and differentiate instruction having learned about the student’s out-of-school interests. Visits renew and affirm teachers, remind them why they went into teaching, and help avoid burnout. Administrators and staff can develop their relationships with the teachers they accompany on visits, learn more about their students, build relationships with the community, and also feel renewal and appreciation from families.