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The roles of school administrator in educational system
Importance of parent involvement in children's education
Importance of parent involvement in children's education
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Who is responsible for developing positive relationships with parents and the community? The responsibility of developing positive relationships with parents and the community lie within all the school personnel stakeholders. For instance, it is the responsibility of the Superintendent and the central office staff to devise a plan and procedures for keeping the board, staff, and public well-informed on school matters. More importantly, these individuals should work with key groups and influential individuals in the community to help impact the community’s educational policies and problems. With regards to an individual school’s relationship, this influence lays within the school administration; the administration is tasked with ensuring that they have a specific, and well – designed plan to help communicate with the students and parents surrounded by their school. Furthermore they should ensure that they are organizing and administering communication to parent and students that is school specific, and provides a way for the school to put its best foot forward. Finally, it is the resp...
Connecting people to the success of the district is one matter, but asking them to support it financially is another. The district is growing in size and is in need of new facilities and internal academic structures to support the growth. As the district continues to grow she is challenged with ensuring that the schools continue to interact with each other and do not return to the independent silos they were when she arrived. Ms. Hall realizes that she is the internal and external face of the district. She takes that very seriously and therefore, tires to view challenges as opportunities and successes as building blocks and
By having school board meetings, it helps to see what the school’s needs. This is very important for the reason that this may be the only time that a concern parent or person voice might be heard. From this meeting, it was learned that the school board members are willing to help people that have concerns. An example, of this, was when the concern Pre-K parent was worried that she heard that Pre-K has been just a daycare. However, someone from the board mentioned to her that she would personally go with the parent the next day and show her how Pre-K is running during the day. This made the parent so happy because her concerns were being met. I have learned that school board members look out for the students and that they are the number one source that community members should go to if they have a concern or a suggestion to better their children’s
In Chapter One of Emerging Systems for Managing Workplace Cnflict: Lessons from American Corporations for Managers and Dispute Resolution Professionals, authors, David Lipsky, Ronald Seeber, and Richard Fincher (2003) lay the foundation for the rest of the book. They provide historical background on why corporations have shifted from dispute resolution to conflict management and stress the fact the “substantial dissatisfaction” that must drive companies to change how they handle dispute resolution (Lipsky, Seeber, & Fincher, 2003, Chapter 1, Inclination to Change). In addition, the authors articulated the differences between dispute management and conflict management (Chapter 1, Litigation, Dispute, and Conflict Management), detailed the five characteristics of an integrated conflict management system, listed the eight essential elements of a fair conflict management system, and pointed out other characteristics that effective conflict management systems share (Chapter 1, The Concept of a Conflict Management System).
Community Partnerships: Robust data sharing system and national model; comprehensive professional development for partners and schools; partnership working committee including Community Based Organizations (CBOs) and strategic partners; supportive board policy; sample contracts; planning tools; inventory of CBOs, schools and whole child supports. 3. Family Partnerships: Board policy outlining elements of family engagement (i.e. welcoming environments); some knowledge of “the how” – dual capacity framework; expert staff; current Family Engagement Task Force charge with developing a clear definition and multiyear action plan; School Family Engagement Action Teams; Family Development Opportunities (i.e. Family Connector University); 9th-grade success grant (Engaging Families in High School Success) – surfacing family engagement best practices for high school students and for transition years; partnership with the
As a result of stakeholder loyalty, positive relations amongst students, parents, staff and community members is frequently developed. Positive relationships allows teachers and parents to ask more from their students. A student is more willing to work for a teacher when there is a positive relationship. Parents will be able to encourage children to complete school work when their child has a positive connection with the school. This positive relationship results in a desire for staff and teachers to want to help students. Teachers and staff are less likely to help students that choose not to complete tasks assigned to them or students that have a negative attitude toward them.
Effective communication is the foundation to building a trusting partnership and serves as a first step to other types of parent involvement . Families who receive consistent information about their children 's school performance, have a higher degree of commitment to helping children improve .When families and schools are on the same page, they can have a more concrete discussion around student progress to establish realistic goals and plans to support student achievement . I strive to have frequent contact with all families and use flexible communication strategies through multiple channels including written and printed materials (e.g. personal notes, newsletters), telephone conversation, email exchange, social media (e.g. facebook, twitter) and face-to-face conferences depending on the nature of information and families’ preference. I intend on always making the most of drop-off and pick-up activities by sharing at least one specific information about a child to the family whenever possible. Mobile technology has become a primary way of communication and I plan on enhancing daily communication between home and school through a mobile...
The PTO of the school realizes that the school is in need of parent support and involvement. There is not enough parent support to develop a wholesome committee. The school is still in need of a Vice President and Secretary to operate the committee successfully. Although administration and teachers are involved in this organization, parents should be also, as the PTO primary goals are to promote child welfare in the home, school, and community. Looking at the community involvement from the PTO viewpoint more support is needed from the community also. Nevertheless, they extend their invitation to local business and non-parent supporters surrounding the school to have their voice and opinion heard concerning school and community issues, but there are...
Discussion Reflection What were the key ideas discussed? Focus on the content of the discussion. How did you and your peers answer each prompt? Was there consensus among the group, why or why not? Cite a few specific ideas and examples from the discussion.
Sometimes a student is successful in one area and having difficulty in another or a student has trouble using their words to communicate and becomes aggressive. At this center, the teachers have the tools to assess each child and the parents are interested in knowing the strengths and supports their child needs. The article Understanding Families, states that there should be “opportunities for families to discuss their beliefs about their children, what they want for their children, and how they support their children’s development” (Christian, 7). As conferences occur every 6 months, parents also communicate with the school and teachers via email and during drop off and pick up times. Another great example of parent communication is in the article Building Bridges from School to Home. The teacher builds relationships with parents by getting them to understand the areas that their child struggles and continues to strive in. Making sure they know that their child will master these skills when they are ready (Lawrence-Lightfoot, 2). At Staples Child Care Center, all teacher will assessments and observations about the child and a few suggestions that the child will benefit
There are many forces and factors that impact school reform. Forces include all stakeholders such as students, staff members, parents, and community members. Factors refer to internal and external aspects of planning and implementation. Combined, forces and factors can positively affect school change when done with transparency, inclusion, and analysis. Forces within a school comprise students, teachers, administrators, non certified personnel, parents, district leaders, and community members. Student involvement in school improvement is critical to the process of change. Students will feel more a part of the school and will develop more ownership in improvement. Similarly, staff members who are informed of the rationale for change and given an opportunity to examine school data are better able to assist with effective decision-making during the goal setting process. Leadership that is effective in guiding an inclusive process of conducting a needs assessment, communicating issues and facilitating development of a strategic plan for reform is necessary for success. Perspectives from all stakeholders are considered and involvement of district personnel is sought for support.
Research shows that schools with involved parents typically also have high levels of student achievement, and schools that are connected and integral to their communities help secure the health of—and spur improvement in—those communities. The successful integration of schools and communities requires a vision of partnership and collaboration that allows for joint use of school buildings with, for example, multifunctional spaces that are used by the school during the day but available to the community after hours. School buildings should accommodate mentoring programs for students, activities by partner organizations to support students and families and community access to resource and meeting space, as well as to recreational facilities and
Schools can be referred to as many things from schools to institutes, as well as learning organizations, when we look at what common goals and interest they all inspire to build the concept of their professional and educational development, it seems to be the well-being of our children. Much like, that of learning organization, learning communities stress leadership and support are perhaps the most efficient parts of its concept. In learning communities, frequent meetings of educators are held. In these meetings teachers and administrators work collaboratively as they share their expertise and build from one another’s strengths to improve the weak areas are also a strategical part of their developmental process. According to Shirley Hord “Professionals
Teachers, parents, and the students all become better communicators when being involved in the process of inclusion into mainstream schooling. Teachers learn that communication can be key, while parents can alert teachers if their child is having a bad day. Due to the fact that the simplest things could affect the student drastically, the idea of open communication between teacher and parents is vital, since the parents will learn these tendencies before anyone else. Communication also works well the other way. If the student has a bad day a...
Educators today, recognize positive influence of parental involvement fosters higher student academic achievement levels (Danielson, 2006; Jacobs & Kritsonis, 2007). One crucial element of parental involvement is effective communication between parents and teachers. Research show parents prefer to establish informal relationships with frequent open and non-judgmental exchanges with their children's teachers (Eberly, Joshi, & Konzal, 2005). Accordingly, this article is to explore key research-based recommendations for school administrators and teacher leaders to identify and overcome communication barriers with parents.
Stakeholders of schools come in all different forms. The loyalty that these stakeholders show towards the school impacts the school in many different ways. Educators show their loyalty to the school differently than that of a local business or parent of a student. Educators will put in longer hours, staying after the final bell and coming in early before school. The educator maybe tutoring students, attending committee meetings or coaching an extra-curricular activity for the school. Other members of the school community may help with fundraising for the school, by raising money for the school to purchase new books, computers, etc. The administration will show its loyalty to the school by keeping classroom fair in regards to student volume. Class sizes stresses out an educator, the amount of students that are in the class, the amount of special education students in the class and the behavioral aspects of the students have a lot to do with how the school looks at the loyalty of the administrator.