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Martha McFarland, Carmel Clay Schools


Family and School Partnerships

Module ID# 51
Type: admin
Revised: 08/2007

Module Description - Instructional Outcomes - Instructional Events
Instructional Evaluation - Discussion List

MODULE DESCRIPTION:

There is power in collective intelligence. Educators aspire to professional learning communities where teachers and administrators embrace a shared mission, vision, values, and goals focused on strong, positive student outcomes. These values are supported by collaborative teams, a culture of inquiry, a quest for continuous improvement, and a results-oriented focus. The framework itself is lacking, however, without the important contribution of parents and the community. When students, parents, teachers, administrators, and the community work together to transform schools to meet new challenges, true partnership emerges.

Relationships between families, schools, and the community have a powerful impact on student well being and academic achievement. Parent advocacy and support creates a strong foundation upon which the school can build; parent and community engagement is essential to effectively addressing the diverse needs of all learners. Shouldering high expectations for all students amidst the recent trend for increased accountability has created new challenges for teachers and administrators. As equal partners in the educational process, parents leverage resources and support that extend and enhance the school’s capacity to serve students. When parents are welcomed and engaged in an atmosphere of trust and mutual respect, all stakeholders benefit.

This module addresses family and school partnerships for the school administrator. The participant will review various online print and media resources, interpret case studies, maintain a self-reflection journal, contribute to an online discussion board, and create a Family and School Partnership Action Plan. Instructional activities familiarize the participant with current research findings, legal mandates and State guidelines, research-based practices and successful models, potential barriers, leadership challenges, issues of diversity, and available resources.

INSTRUCTIONAL OUTCOMES:

Upon completion of this module, the reader will be able to:
  1. Describe Epstein’s Framework of Six Types of Involvement.
  2. Articulate a personal vision for family and school partnerships.
  3. Summarize key research findings on family and school partnerships.
  4. Connect local parental involvement policy to mandates of NCLB and PL221.
  5. Describe community and state resources that support family and school partnerships.
  6. Recognize opportunities for shared leadership among stakeholders.
  7. Identify potential barriers to effective family and school partnerships and strategies and practices that address those barriers.
  8. Create an action plan to develop and/or improve family and school partnerships locally.

INSTRUCTIONAL PROFICIENCIESS:

IPSB Standards for Building Level Administrators

Standard #1: A Vision of Learning. A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of leadership that is shared and supported by the greater school community.

 

Performances: The administrator facilitates processes and engages in activities ensuring that: 1. the vision, mission, and goals of the school are effectively communicated to staff, parents, students, and community members; 7. the vision shapes the educational programs, plans, and actions.

 

Dispositions: The administrator believes in, values, and is committed to: 5. providing the opportunity for inclusion of all stakeholders in the school community.

Standard #4: Collaboration with Families and the Community. A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

 

Performances: The administrator facilitates processes and engages in activities so that: 4. information about family and community concerns, expectations, and needs is used regularly; 7. available community resources are secured to help the school solve problems and achieve goals.

 

Knowledge: The administrator has a knowledge and understanding of: 1. emerging issues and trends that potentially impact the school community; 3. community resources (e.g., parental, business, governmental agencies, and social services); 5. successful models of school, family, business, community, government, and higher education partnerships.

 

Dispositions: The administrator believes in, values, and is committed to: 1. schools operating as an integral part of the larger community; 2. collaboration and communication with families and community; 3. involvement of families and other stakeholders in school decision-making processes; 4. the proposition that diversity can enrich the school; 5. families as partners in the education of their children; 6. using community resources to enhance the education of students; 7. informing the public; 8. schools and families keeping the best interests of children in mind.

Standard #5: Acting with Integrity and Fairness and in an Ethical Manner. A school administrator is an educational leader who promotes the success of all students by acting with integrity and fairness and in an ethical manner.

 

Performances: The administrator: 10. welcomes and encourages the community into the school.

 

Dispositions: The administrator believes in, values, and is committed to: 6. using the influence of one’s office constructively and productively in the service of all students and families; 7. development of a caring school community.

Standard #6: The Political, Social, Economic, Legal, and Cultural Context. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

 

Performances: The administrator facilitates processes to encourage: 2. communication to occur within the school community concerning trends, issues, and potential change in the environment in which schools operate.

 

Dispositions: The administrator believes in, values, and is committed to: 2. recognizing a variety of ideas, values, and cultures; 3. the importance of a continuing dialogue with other decision makers affecting education.

INSTRUCTIONAL EVENTS:

Complete the following instructional events:
  1. Part 1: More Than Baking Cupcakes
  2. Part 2: Not Just a Good Idea: Legal Requirements, State and Local Guidelines
  3. Part 3: Potential Benefits: What Does the Research Say?
  4. Part 4: Shared Leadership: Whose Responsibility?
  5. Part 5: Embracing Diversity: Build on Your Strengths
  6. Part 6: Resources: A Wealth of Assistance
  7. Part 7: Take Action: From Vision to Reality
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