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Promoting equality and diversity in school
The school and community relationship
Promoting equality and diversity in school
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My school practicum placement is in Mississauga and my school has a unique relationship with the community. However, my school placement and community placement are very different in terms of school board, diversity of students’ and teachers, the community and social location. There are many benefits and challenges of school and community partnerships. My practicum placement is in a grade 2/3 split class however I have been given the opportunity to observe the whole school. I noticed that the students who do not take the bus or that are not in PLASP are picked up and dropped off by their parents. I also noticed on pizza day there are many parents involved that help organize and deliver pizza. Also, during winter break, the school held a primary
This school has had 5 principals in 4 years. I spoke earlier about this school being a part of the I-zone. The I-zone is a special subset of schools within Shelby County that are given the task of leading a school from the bottom 5% to the top 25%. In that there is a high turnover rate with administrators and teachers. I was selected to be a turnaround principal given a certain amount of time with the authority to make necessary changes. The community asked for a principal they could relate to. They wanted to be involved with the school and wanted resources given back to them so they could help their children. I listen to community concerns and established a parent power committee so they could be partners in education with us. We reached out into the community to garner some wrap around services to help and support our students. We gained seven (7) new Adopters who have formally taken the charge to provide resources that all students will need to achieve academically. Life Church gives us food. Bellview Baptist Church comes in and tutors all our 2nd grade students. Kappa Alpha Psi Fraternity has volunteered to come in and work with our students on STEM projects. We have Omega Psi Phi who comes in an exposes our kids to social and character development. And the list goes on. There just so many programs and organizations ready to work with us because they know
“When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs.” (Van Roeckel, 2008, p. 1) Deer Valley High School in Glendale, AZ is the first high school built in the Deer Valley Unified Scholl District, and with a population around 1800 students, the high school is one of the bigger schools in the state. It has a tradition of family on its’ campus, where there are still teachers teaching that were there when the school opened in 1980. A number of former students have become new teachers on campus and just about all the teachers’ children have attended and graduated from the campus. With a school like ours, there are many connections to the community around it and it is demonstrated by the programs that bring in parent and community to help with the development of our students. There are numerous booster clubs run on our campus to help support student achievement on the sports fields, a school to work programs to teach the students necessary skills in different areas of either nursing, sports medicine classes, and in the culinary arts classrooms, and funding to our school to help ensure all students graduate on time. There are many programs on our campus, but I will discuss four of the programs: baseball booster club, C2G program, “school-to-work”, and the special education program sponsored by Arrowhead Hospital. These programs are designed to improve the relationships between the campus and the people in the community, and give all students on campus every opportunity to succeed in their future.
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
The title of the first presentation was Practicum Experience at Oklahoma Heart Hospital. Joshua Moore is from the Kinesiology-Exercise/Fitness Management and he did his internship at Oklahoma Heart Hospital. Joshua made programs using dumbbells for his group of clients at his Internship. Other responsibilities he had was to monitor them while they exercised, check their ECGs and paperwork. He mentioned that checking their ECGs was the hardest part of the job since he was not very familiar with it from the beginning. Overall, Josh enjoyed working at a cardiac rehab center.
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 partnerships between families and school emerge from a mutual trust, respect and understanding of each other’s values and goals. By maintaining such partnerships, we create a healthy environment for children to develop. All families have something unique to offer and educators need to recognize this and make the most of it by incorporating all families into the school community.
Struggling with community in this way is, as observers of American life have pointed out, the American way. The same things that make us feel connected and protected are the things that make us feel obligated and trapped as individuals and/or cut off from other groups with different agendas. For most students , as for most American in general, the “big community” has a dual connotation that includes both a warm and fuzzy side, all about “oneness” or “togetherness” or “common purpose,” and a negative side that tends to surface with reference to government regulations, Big Brother images, and fears of conformity. (48-49)
Berns, Roberta. Child, family, school, community: socialization and support. 9th ed. Belmont, CA: Wadsworth/Cengage Learning, 2013. Print.
pg. 212). I have also heard from some experienced teachers that they notice parents who are new to Canada are also reluctant to engage with the school community. I believe that bringing the family community into the school community is vital for creating a sense of community in the classroom and for the student’s individual success, although I am not 100% sure how to accomplish this. I imagine as a parent a school can be a scary place. I remember when I went to school my mom wasn’t married; she was 24 and quite a bit younger than any of the other parents. She actually pushed up her and my step-dad’s wedding so that she could be married before I attended kindergarten. Even after she got married my mother was not comfortable in my school for quite some time, simply due to her age she felt an outsider amongst other parents and teachers so therefore was reluctant to engage in the school community. If my mom experienced those feelings as a white woman who went to school in Canada, I imagine it would be very difficult for some Aboriginal peoples, or a people who have recently arrived to
I grew up in a small town where everyone knows everyone. I was close with all of my peers that I shared school memories with from age five to eighteen. I watched my once young and innocent classmates grow into teenagers who live in poverty, develop substance abuse, and drop out of high school. Deep down I know my peers have potential to be productive successful individuals, but they were somewhat less fortunate than I was and did not receive that extra push during their school years. This caused me to want to create that support system in similar situations as a school social
Although, participation can vary from parent to parent, Greene and Tichenor (2003), and researchers alike found it to be always beneficial to the student and teacher. In fact, Davern’s 2004 study argues “positive connections with families are fundamental to providing
Involving parents with school activities will benefit the school parent and the child. Teachers will have more help and will know the children closely if the parents are involved. Children feel happy and secure to see their parents around and it makes them confident too. We can start the involvement by inviting parents as volunteers for story reading and school outings. The importance of parental involvement is stressed in Lev Vygotsky's Sociocultural Theory which states parents, caregivers, peers, and the culture at large were responsible for developing higher order functions. On the other hand, parents will also have a sense of inclusion in their child’s development process. Parents will share more family time and bonding with their young kids which supports the child’s psychological needs
School community relationship helps to improve the quality of education for all children. It helps parents and other citizens recognize their responsibility for the quality
This means that students are enable to engage within the community by finding out learning options outside of the school so therefore they can widen the links with other community organisations for example upper mount Gravatt state school is involved with kids hope which is a church community who came in help mentor the children. This could also help with the emotional , social and intelligence levels which align within the school policy and mission
A community, such as a church organization or simply classmates, brings about many close acquaintances and possible friends. In a school situation, a group of children in the same age group are placed together to learn and develop relationships that will last them the rest of their schooling lives. Many people who are placed together in school are still great friends, even after they ha...