My MVP for this week comes from Dr. Doucet’s article “(Re)constructing Home and School: Immigrant Parents, Agency, and the (Un) Desirability of Bridging Multiple Worlds.   “Bridging is not value neutral. Educators at every level need a model of family—school relations that acknowledges power and the potential loss of it (for both sides) through bridging. Intercultural relationships require certain risks.” This passage made me reevaluate some of the opportunities for power loss in the teacher-parent relationship and other ways in which parents, specifically immigrant parents, are vulnerable in the parent-teacher dynamic. By representing the “outsider” among the three parties in the parent-student-teacher relationship, parents, especially those for which English is not a native language, lose power by being seemingly less informed than the teacher. One way to help equalize the relationship between teachers and immigrant parents is to probide frequent translation support as well as scaffolding frequently used terms and concepts such as IEPs. At my placement, teachers often rely on the Spanish teachers to speak to parents on the phone to parents, and, while this is certainly helpful, I think there is great importance in “bridging” where the teacher reaches out and provides support to the parent. As the article said, the risks are far less for those already in positions of power.