Parents usually know when school isn’t working for their child. They see changes in mood, motivation or confidence. But too often, schools only reach out when there’s a problem. Teach From DeHart Academy was built to change that pattern. Here, parents are not observers. They are active participants in their child’s education from day one.
TFDA is a private middle-level education model that opened in September 2025, just outside Pittsburgh, Penn. It was created with a clear purpose: to build an intentional, community-centered learning environment where students and families feel seen, heard and supported. The Teach From DeHart Foundation strengthens this work by giving students access to experiences that can change the course of their lives, both inside and outside the classroom.
At the core of the school’s approach is a simple belief — education works best when families and schools trust each other. That trust does not come from polished presentations or one-time meetings. It comes from steady communication, honesty and shared responsibility.
Parents at TFDA are given real control over their child’s education. There is no single, fixed path that every student must follow. Instead, families are offered options for learning and development. Staff members take the time to explain those options clearly and without pressure. Conversations are not rushed, and questions are encouraged. Nothing is framed as one-size-fits-all.
Each week, our teachers communicate what they see in real time. That includes progress, challenges and patterns that may be forming. These conversations are meant to support the child, not criticize them. By keeping parents informed early and often, we build trust and avoid surprises. Families know where their child stands and how they can help.
Tracking engagement
Communication is consistent and balanced. One of the main tools used is the House Application, a shared system that tracks student behavior and engagement throughout the week. Teachers use it to record House Points for positive behaviors such as effort, responsibility and teamwork, as well as for moments when students may need extra support. Parents have access, allowing them to see both progress and challenges as they occur. This matters because it shows the full picture of a child’s experience. Families are not only contacted when something goes wrong, but they also see effort, growth and success taking shape in real time, creating stronger trust and partnership between home and school.
This kind of transparency changes the tone of parent-school relationships. Conversations feel more productive because everyone has the same information. Parents can talk with their child about specific moments, not vague concerns. Teachers can work with families instead of around them.
That back-and-forth communication extends to me as well. At the beginning of one school year, we had a student who didn’t want to attend and made that very clear with his words and continual behavior issues. Whenever I reached out to the student and his mother, I would hold to what was expected while also speaking with love. I didn’t come across as angry with him, but as someone heartbroken that he was making these decisions. During many deep conversations with his mother, I learned more about his home life and how, even though he was acting this way, there was a glimmer of hope. I just had to stay consistent in his life.
One day, he had reached a limit we could no longer tolerate, and he was suspended for the day; the next time, he would be removed from the school. Before his mother arrived to pick him up, I told him that, even though he was suspended, I still loved him like my own son and would always be there for him.
The next day, his mother said he was up before his alarm, got himself ready with his uniform and told his mom he wanted to get to school on time today. This student has not been perfect, but he has not received a demerit since that day. He is growing, and he wants to be better. He has goals, dreams, and aspirations. This all came because I took the time to talk to his mom, listen to his life story and share that I loved him beyond his behavior.
Connecting with families
Technology is only one part of the connection. Face-to-face time is just as important. We regularly invite families into the school for informal gatherings. These events are designed to feel welcoming, not intimidating.
One example is Pancakes with Parentals. On these mornings, staff members make pancakes for students and their parents or caregivers. There is no agenda beyond being together. Staff members talk with families about life, not just school, so conversations happen naturally. These moments allow relationships to form in ways that formal meetings often don’t.
The conversations have led staff to pray with a family (even though we are not religiously affiliated). Families to meet outside of school with each other, and students to attend each other’s sporting events or sleepovers. These moments were built because we took the time to create a welcoming community in our school, full of conversation and love for one another.
Our school has found that the strongest parent engagement comes from shared experiences. When families are brought together over food and laughter, barriers come down. People relax. They talk and listen. Laughter fills the room, whether it comes from a funny slideshow of photos from the week, a few jokes during opening remarks or students sharing stories about their day.
Teaching optimism
This atmosphere is intentional. Students are taught to look for the positive and name it out loud. They learn how to explain what they appreciate about their classmates, teachers and families. That mindset spreads through the community, and parents feel it when they walk in the door.
Because the environment feels safe and respectful, parents are more willing to offer feedback. They ask questions and share concerns. They point out what is working and what feels confusing. That feedback is not ignored or brushed aside. Staff members listen and respond appropriately.
When possible, we’ll make changes. If we can’t, the reasoning is clearly explained. This honesty builds credibility. Parents may not always agree, but they understand how decisions are made and why.
Teach From DeHart Academy does not aim for perfection. We strive for clarity and consistency and understand that students are human and families are busy. Challenges are expected. The goal is not to avoid them, but to address them together.
By keeping communication steady, simple and real, we create alignment between home and school. Students benefit from that consistency. Parents feel supported instead of judged. Teachers build relationships that extend beyond academics.
This is what community-centered education looks like in practice. It is not loud or flashy. It is thoughtful, steady and personal. For parents looking for a school that treats them as true partners in their child’s education, Teach From DeHart Academy offers a model grounded in trust and shared purpose.
Opinions expressed by SmartBrief contributors are their own.
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