Stakeholder Roles

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Recommended: Describe strategies of parental involvement

Although the educational system may not be perfect, educational organizations need to take pride in their successes, and market themselves to parents, communitites, and even legislators (Robbins, Alvy p. 179). Investing in relationships between educational organizations and their stakeholders can enhance educational opportunities for students, connecting classroom learning to real world applications. As shared on the Trumbull Career and Technical Center website, they take this very seriously and have partnered with High Schools That Work (HSTW): “the first large-scale national effort to engage states, districts and schools in partnerships with students, parents and the community to improve the way all high school students are prepared for work and further education (2011).”

A. Stakeholder groups

Several easily identifiable stakeholder groups play an active role in the success of TCTC: parents, taxpayers, home schools, businesses and even the adult training side of the Trumbull Career and Technical Center. As a unique educational institution – a secondary school of choice offering over thirty career-technical programs to students from 19 local school districts –two stakeholder groups play a rather unique role. The home schools sending students each year comprise one of these groups, and the many businesses involved in the education of students from TCTC – some offering job training, others being part of the advisory boards for various programs – are another valued group of shareholders.

B. Two student segment groups

There are many student segment groups at TCTC, especially if you consider each program to be a segment group, due to the specific training required, certifications offered, and degree requirements. Other...

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...y would rubric style criterion improve the development of community partnerships, it would also provide businesses the opportunity to present TCTC with key requirements right up front. These requirements should then be built into the rubric to help TCTC determine what they need to have in place to meet those needs, and allow them to develop a plan whereby those requirements can be met consistently, efficiently, and in a cost-effective manner.

References

Robbins, P., & Alvy, H. B. (2009). Working With Parents and Partnering With the Greater Community. The principal's companion: strategies for making the job easier (3rd ed., pp. 179, 185). Thousand Oaks, Ca: Corwin.

Trumbull Career And Technical Center - High Schools That Work. (n.d.). Trumbull Career and Technical Center. Retrieved September 23, 2011, from http://www.tctchome.com/highschoolsthatwork.htm

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