1 Creating and Maintaining Positive Partnerships With Parents Mona Spells Adou
2 Creating and Maintaining Positive Partnerships with Parents Partnerships are: Mutually supportive interactions between families and professionals, focused on meeting the needs of children and families, and characterized by a sense of competence, commitment, equality, positive communication, respect, and trust.
3 Creating and Maintaining Positive Partnerships with Parents It is important to focus on how families and schools can work together to improve outcomes for students.
4 Creating and Maintaining Positive Partnerships with Parents There is a positive and convincing relationship between family involvement and benefits for students, including improved academic achievement. This relationship holds across families of all economic, racial/ethnic, and educational backgrounds and for students at all ages.
5 Importance of Family-School Partnerships Academic benefits: Grades improve Test scores rise Student s attitudes toward school improve Students complete more homework Students attend school regularly
6 Importance of Family-School Partnerships Behavioral benefits: Improved behavior at school Higher attendance rates Lower drop-out rates Higher self-esteem
7 Creating and Maintaining Positive Partnerships with Parents To ensure that the students of today are ready for the careers of tomorrow, families and schools need to work together to promote partnerships that are systemic, sustained, and integrated into school improvement efforts.
8 Six Types of Involvement Parenting Collaborating With Community Communicating Successful Partnerships Decision Making Volunteering Learning At Home 12/8/2014 8
9 Parenting Parenting: Promote and Foster Parenting Skills to Develop Home Environments that Support Children as Students
10 Parenting: Promote and Foster Parenting Skills to Develop Home Environments that Support Children as Students Basic Responsibilities of Families Housing, health nutrition, clothing and safety Parenting skills for all age levels Home conditions that support children as students at all grade levels Information and activities to help schools understand children and families Other
11 Parenting Challenges for educators: Providing information to all families who want it or need it, not only to the few who are actively involved in school activities Enabling families to share information with schools about background, culture, and needs Engaging families who are working and very busy Providing information to families that is clear, usable, and linked to children's success in school 12/8/
12 Sample Practices Suggestions for home conditions that support learning at each grade level. Workshops, videotapes, computerized phone messages on parenting and child rearing at each age and grade level. Parent education and other courses or training for parents (e.g., GED, college credit, family literacy.) Family support programs to assist families with health, nutrition, and other services. Home visits at transition points to pre-school, elementary, middle, and high school. Neighborhood meetings to help families understand schools and to help schools understand families. 12/8/
13 Parenting: Promote and Foster Parenting Skills to Develop Home Environments that Support Children as Students Crowd pleasers: athletic events and celebrations. What do they have in common? high attendance focus on student performance personal contact common expectations from coaches, students, and families
14 Parenting: Promote and Foster Parenting Skills to Develop Home Environments that Support Children as Students How can we take advantage of the teachable moments offered by family participation in athletic and celebratory events? What are some other teachable moments to promote positive parenting that you see available in your school.
15 Parenting: Promote and Foster Parenting Skills to Develop Home Environments that Support Children as Students From the day of their birth until their high school graduation, children will spend 15% of their time in school. The other 85% will be spent outside of school, and the greatest part will be in the home.
16 Communicating Communicating: Establish Regular and Meaningful Two-Way Communication Between Home and School
17 Communicating: Establish Regular and Meaningful Two- Way Communication Between Home and School School-to-Home Communications Memos, notices, report cards, conferences, newsletters, phone calls, computerized messages Information on school programs, tests, and children's progress Information to choose or change schools, courses, programs, or activities
18 Communicating: Establish Regular and Meaningful Two- Way Communication Between Home and School Sample Practices: Conferences with every parent at least once a year with follow-ups as needed Language translators to assist families as needed Folders of student work sent home weekly or monthly for parent review and comments Parent and student pickup of report cards Regular schedule of useful notices, memos, phone calls, and other communications
19 Communicating: Establish Regular and Meaningful Two- Way Communication Between Home and School Sample Practices: Effective newsletters including information about questions, reactions, and suggestions Clear information about choosing schools, and selecting courses, programs, and activities within schools Clear information on all school policies, programs, reforms, assessments, and transitions Annual survey of families on students' needs and families' suggestions and reactions to school programs
20 Communicating: Establish Regular and Meaningful Two- Way Communication Between Home and School Make all memos, notices, and other print and non-print communications clear and understandable for ALL families. Obtain ideas from families to improve the design and content of communications such as newsletters, report cards, and conference schedules.
21 Communicating: Establish Regular and Meaningful Two- Way Communication Between Home and School Make it Positive: Teachers most often communicate with parents when the student misbehaves, yet parents also want to know when their child is doing well. This helps parents be more responsive when extra effort or modifications need to be made. Make it Practical: By helping parents understand the curriculum, they will be better able to support their child s academic achievement. Make specific suggestions about what parents can do to help their child manage difficulties they are having with schoolwork and help them build their child s strengths.
22 Communicating: Establish Regular and Meaningful Two- Way Communication Between Home and School Make it Personal: Collaboration between parents and teachers is enhanced when parents read or hear something personal about their child. Include specific examples and be as detailed as possible. Make it Accessible: By meeting families in their own natural environment, rather than only at the school, educators are seen as reaching out to families and acknowledging them as partners.
23 Enhance Student Learning Enhancing Student Learning: Families Play an Integral Role in Assisting Student Learning
24 Enhancing Student Learning: Families Play an Integral Role in Assisting Student Learning Involve families with their children in learning activities and enrichment at home by building on family strengths, demystifying ways to create a home learning environment, and offering specific ways to support children as more powerful learners.
25 Enhancing Student Learning: Families Play an Integral Role in Assisting Student Learning How to help at home with homework Required skills to pass each subject Curriculum-related decisions Other skills and talents
26 Enhancing Student Learning: Families Play an Integral Role in Assisting Student Learning Information for families on skills required for students in all subjects at each grade. Information on homework policies and how to monitor and discuss schoolwork at home. Information on how to assist students to improve skills on various class and school assessments. Regular schedule of homework that requires students to discuss and interact with families on what they are learning in class. 12/8/
27 Enhancing Student Learning: Families Play an Integral Role in Assisting Student Learning Calendars with activities for parents and students at home. Family math, science, and reading activities at school. Summer learning packets or activities. Family participation in setting student goals each year and in planning for college or work. 12/8/
28 Enhancing Student Learning: Families Play an Integral Role in Assisting Student Learning Design and organize a regular schedule of interactive homework (e.g., weekly or bimonthly) that gives students responsibility for discussing important things they are learning and helps families stay aware of the content of their children's classwork. Coordinate family linked homework activities, if students have several teachers. Involve families and their children in all-important curriculum-related decisions. 12/8/
29 Enhancing Student Learning: Families Play an Integral Role in Assisting Student Learning Redefinitions of familiar terms Homework can mean not only work done alone, but also interactive activities shared with others at home or in the community, linking schoolwork to real life. Help at home can include encouraging, listening, reacting, praising, guiding, monitoring, and discussing as well as helping with homework activities.
30 Enhancing Student Learning: Families Play an Integral Role in Assisting Student Learning What families say about homework: 50% of parents report having major fights with yelling and crying over homework 49% of families have walked away and let their children deal with the consequences of unfinished homework 22% have done part of their child s homework because it was too difficult or the child was too tired
31 True or False? 10% more families involved in their child s education has more effect on student learning than 10% more teachers in the classroom.
32 Best Practices that Create Meaningful Partnerships Volunteering: Welcome, Value and Recruit Parental Support and Assistance in School Activities
33 Volunteering: Welcome, Value and Recruit Parental Support and Assistance in School Activities Enabling families to build on their own strengths and capacities promotes the healthy development of children. Source: Family Support America, 2000 Volunteer not only means those who come during the school day, but also those who support school goals and children s learning anyway, any time. Source: Epstein, 2002
34 Volunteering: Welcome, Value and Recruit Parental Support and Assistance in School Activities How do students benefit from increased volunteerism? Receive more individualized help Learn to work with others that may have differing skills, knowledge and talents Benefit from someone who speaks their native language and understands cultural influences Receive the message that school and education are important to family
35 Volunteering: Welcome, Value and Recruit Parental Support and Assistance in School Activities Volunteers can: Increase understanding of what children s school life is like Share knowledge or areas of expertise Provide a message to children of the importance of school and of volunteering in the community Realize that there are varied choices as to how one might volunteer
36 Volunteering: Welcome, Value and Recruit Parental Support and Assistance in School Activities The school and community can: develop partnerships between home and school support a positive learning environment that says the community cares about its students save financially from services provided by volunteers
37 Volunteering: Welcome, Value and Recruit Parental Support and Assistance in School Activities Common Misconceptions Families who don t visit school, don t care about their child s education Good family involvement looks a certain way All families respond to the same strategies Families who are busy and/or struggling financially can t support the school
38 Volunteering: Welcome, Value and Recruit Parental Support and Assistance in School Activities Offer volunteering opportunities, both in and outside of school Establish volunteer procedures and school protocol Match family strengths with school needs Educate and assist teachers to effectively use volunteers as resources Show appreciation for volunteer participation and contributions
39 Volunteering: Welcome, Value and Recruit Parental Support and Assistance in School Activities Let all families know that their time and talents are welcomed and valued Survey families regularly to identify interests, talents and availability Organize volunteer work by providing training and matching time and talents with school, teacher, and student needs Recognize efforts of volunteers
40 Best Practices that Create Meaningful Partnerships School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives
41 School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives Studies indicate that four roles played by parents can contribute to children s learning: 1. Parents as Teachers 2. Supporters 3. Advocates 4. Decision Makers School, home, and community partnerships that are committed to shared decision making lead to a high level of parent involvement. Empowering families to help solve problems, discuss fiscal priorities and develop policies that are more child/parent friendly sends a powerful message about collaboration, equity and access.
42 School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives Results for Students: Awareness that families are represented in school decisions Understanding that student rights are protected Benefits linked to policies enacted by parent organizations
43 School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives Results for Parents: Input into policies that affect their child s education Feeling ownership of the school Shared experiences and connections with other families Awareness of school, district, and State policies
44 School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives Awareness of parent perspectives as a factor in policy development and decisions View of equal status of family representatives on committees and in leadership roles
45 School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives Decision making means a process of partnership of shared views and actions toward shared goals, not a power struggle between conflicting ideas. Parent leader means a real representative with opportunities and support to hear from and communicate with other families. Adapted from Epstein et al., (2004)
46 School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives Advocacy means to speak up, to plead the case of another, or to champion a cause. Usually advocacy involves bringing influence to bear to win change. It is something most of us do routinely on behalf of ourselves, our families, our neighbors, and our friends. Advocates Needed Today, Inc., ANTS (2004.)
47 School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives Parents can also serve on: Site-based management teams Parental advisory committees for reading, special education, and/or bilingual programs Classroom committees School task force Job search committees Book adoption advisory groups School improvement planning teams
48 School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives Value diversity Listen to and respect all parents Provide information in a variety of ways Respectfully negotiate conflicts when they occur Create a classroom that is welcoming, family-friendly, and reflects the languages and cultures of your students Solicit ideas from parents about school projects or curriculum activities
49 School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives How Parents Become Advocates: Know the rules Get to know the people who make decisions about your child s education Keep records (e.g. grades, assessments, notes from meetings, contact information, and examples of your child s progress) Gather information (read books, attend conferences, learn educational acronyms, and most importantly, ask questions) Communicate effectively Emphasize solutions
50 School Decision Making: Include Parents in School Decisions and Develop Parent Leaders and Representatives Support decision making activities that enable families to influence decisions, raise issues or concerns, and resolve problems Encourage the formation of parent groups that respond to the issues of interest to parents Treat parent concerns with respect and consideration of linguistic and cultural factors Develop a comprehensive Family Involvement Policy that reflects the goals and mission of the school
51 Best Practices that Create Meaningful Partnerships Collaborating with the community: identify and Use community resources and services to strengthen schools, families, and student learning and development
52 Collaborating with the Community: Identify and Use Community Resources and Services to Strengthen Schools, Families, and Student Learning and Development Engaging community members, businesses, and organizations as partners in children's education can improve learning communities through benefits such as expanded learning opportunities, broad-based support for increased school funding, and quality after- school programs.
53 Collaborating with the Community: Identify and Use Community Resources and Services to Strengthen Schools, Families, and Student Learning and Development Results for Students: Increased skills and talents through enriched curricular and extracurricular activities Awareness of careers and options for future education and work Service learning opportunities that connect students to organizations and individuals in meaningful ways
54 Collaborating with the Community: Identify and Use Community Resources and Services to Strengthen Schools, Families, and Student Learning and Development Results for parents: Improved knowledge of local resources and services Interactions with other families in community activities Awareness of the reciprocal relationship between the school and community
55 Collaborating with the Community: Identify and Use Community Resources and Services to Strengthen Schools, Families, and Student Learning and Development Results for teachers: Expanded awareness of community resources to enrich curriculum and instruction; Openness to and skills in using mentors, business partners, and volunteers to assist students and augment teaching practice; and Helpful referrals of families to needed services.
56 Why Partner with the Community The task of educating children is complex and is the shared responsibility of the whole community Community resources can enrich curriculum and instruction Children and families need to be connected to social services Federal mandates require partnerships
57 How to Form School-Community Partnerships Directly link school achievement to community development and community wellness in staff discussions, action planning, and grants Seek school/community collaborations that are appropriate and unique to your respective community and school Partnerships don t just happen. Structure and monitor school/community collaborations through careful planning and evaluation
58 Stages for Partnership Collaborations Planning and Development: Take time. Nurture partnerships through discussions and relationshipbuilding. Define how the collaboration benefits the community and the school. Implementation and Management: Address immediate and doable concerns. Be clear about the goals, objectives, and management responsibilities of the partnership. Monitoring and Evaluation: Use locally relevant assessment criteria and participatory evaluation strategies. Partners should all understand and support desired outcomes.
59 Creating and Maintaining Positive Partnerships with Parents Forming effective partnerships is not a one-time effort or the choice of a good school, but rather a set of day-to-day practices, attitudes, beliefs and interactions that support learning at home, at school, afterschool, and during the summer.
60 Creating and Maintaining Positive Partnerships with Parents When programs and initiatives focus on building trusting and respectful relationships among school staff, families, and community members, these programs are effective in creating and sustaining meaningful partnerships.
61 Creating and Maintaining Positive Partnerships with Parents To ensure that the students of today are ready for the careers of tomorrow, families and schools need to work together to promote partnerships that are systemic, sustained, and integrated into school improvement efforts.
62 Creating and Maintaining Positive Partnerships With Parents No one is more important than parents in sending the signal that reading and education matter and that school work is not a form of drudgery but a ticket to a better life... By giving their word to read to their children, to assist on homework, to engage the process of learning, parents can set an example for their children that is powerful and positive. Governor Gray Davis, California, State of the State, January 7, 1999
63 Contact Information Mona Spells Adou, Education Program Coordinator Armerita Tell, Ph.D., Bureau Director Susan Davis, Division Director
Nationaal Congres Ouderbetrokkenheid 11, 12 en 13 September 2013 Betsy Landers National PTA Immediate Past President National PTA Standards for Family-School Partnerships What We Can Do Together to Support
Parent-Teacher Partnerships Presentation created by Sandy Christenson, University of Minnesota Parent-Teacher Partnerships! Goals:! To provide a broad overview of a process for creating constructive parent-teacher
Standard 1: Purpose and Direction 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide propose for the student success. The system
Dual Language Program Questions and Answers: What does research say? 1. What advantages are there for my child in a DUAL LANGUAGE program? Are the advantages the same for language minority and language
Ohio Principal Evaluation System Ohio Principal Performance Rating Rubric Principal Performance Rubric The Principal Performance Rating Rubric is intended to be scored holistically. This means that evaluators
RESEARCH BYTES NO. 6 Importance of Parental Involvement in their Child(ren) s Learning ABSTRACT: Involving parents in their child(ren) s learning provides many opportunities for success. Research has demonstrated
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
INTERVIEW QUESTIONS FOR TEACHERS The following questions are examples of questions frequently asked by school system recruiters. This list is certainly not all inclusive and should be used as a starting
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
CHAPTER 4: Defining Volunteer Roles and Responsibilities Contributing Author: Johnnie ( Shani ) L. Brown-Falu Introduction In most literacy programs, the volunteer manager wears many hats. Volunteer management
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 Office of P-12 Ira Schwartz, Assistant Commissioner Office of Accountability 55 Hanson Place, Room 400 Brooklyn,
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis
High Schools That Work: How Improving High Schools Can Use Data to Guide Their Progress In our book, The Power of Focus, we encourage all governmental, nonprofit, and for-profit groups that are working
Section III An Excellent Christian Teacher Characteristics and Expectations GRCS Handbook 1 Beliefs and Vision Statement In the sphere of home, church, community and school, Grand Rapids Christian schools
Florid a Sta nd ards for Q u ality Afterschool Progra ms Florid a Afterschool Network www.myfan.org qual i ty [kwä-l -te] noun The degree of excellence of a thing. e - RECO G NITIO N The FAN Board of Directors
Strategy 8: Preparing educators to work with families Action Steps: Provide ongoing professional development for school faculty and staff on ways to create family-friendly schools, build positive school-family
Price School Dual Language Immersion Program Adelaide Price Elementary School 1516 W. North Street Anaheim, Ca 92801 (714) 517-8947 Anaheim City School District The Price Dual Language Immersion Program
. EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical
Alabama Standards for Instructional Leaders To realize the mission of enhancing school leadership among principals and administrators in Alabama resulting in improved academic achievement for all students,
Q Comp Requirements and Guiding Principles Program Purposes The purpose of the Q Comp program is for participating school districts, intermediate school districts, integration districts, state schools/academies
the Mapping Arts of Future Education Recommendations for policy makers, K-12 educators, higher education, artists, and citizens, based on the Status of Arts Education Survey of Mississippi s K-12 Schools
I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator
Professional Standards for al Leaders Standard 1: Mission, Vision, and Core Values Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education
Strategic Plan Summer 2014 Mission The North Texas Alliance to Reduce Teen Pregnancy (The Alliance) is a non-partisan, non-profit organization that seeks to improve the quality of life for children, families,
Communicating With Families Introducing School Policies and Programs The beginning of the school year is a key time to communicate with parents. Some will be new to the school. All will want to know what
Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes Summary Document Elizabeth Crawford and Joseph Torgesen Introduction One of the most critical needs
SCHOOL DISTRICT #81 FORT NELSON District Literacy Plan June 2013 1 District Literacy Plan June 2013 Introduction The Fort Nelson Board of Education recognizes the importance of improving access to literacy
Strategic Leadership Summary: School leadership creates conditions that result in the strategic re-imaging of the school s vision, mission, and goals in the 21 st Century. The leader exhibits the understanding
Executive Summary Martin Luther King, Jr. Elementary School Dougherty County School System Mr. David C Adams, Assistant Principal 3125 Martin Luther King Drive Albany, GA 31707 TABLE OF CONTENTS Introduction
Core Qualities For Successful Early Childhood Education Programs Overview The National Council of La Raza (NCLR) the largest national Hispanic civil rights and advocacy organization in the United States
SCHOOL POLICY: PARENTS/CARERS AS PARTNERS IN SCHOOLING PUBLISHED: September 2001 IDENTIFIER: PCP200109 CONTACT: Community Partnerships and School Improvement Section 1 PURPOSE The purposes of this policy
About IFAPA The Iowa Foster and Adoptive Parents Association (IFAPA) is a non profit organization serving as a resource to foster, adoptive and kinship families in Iowa. Membership with IFAPA is free for
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
PERFORMANCE RUBRIC Vanderbilt Assessment of Leadership in Education Distributed by Discovery Education DiscoveryEducation.com/Assessment Assessments@Discovery.com 866-814-6685 1 The Vanderbilt Assessment
What is school Public Relations? The role of school public relations is to maintain mutually beneficial relationships between the school district and the many publics it serves. Public Relations is a tool
ExCEL After School Programs Evaluation Plan 2011-12 Section One: Vision for the 2011-12 Evaluation In 2011-12, San Francisco ExCEL is trying to accomplish two goals simultaneously: First, ExCEL is striving
Creating Early College Opportunities Using Online Learning and District Partnerships Tryna M. Luton P-12 Outreach Coordinator/OSU K-12 Online Administrator Oregon State University Summer Session Van Peters
Family Engineering! For Parents & Elementary-Aged Children Mia Jackson, Foundation for Family Science Jack Samuelson, Marquette University Supported by the National Science Foundation The demand for scientists
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
Mindset: The New Psychology of Success Carol S. Dweck, Ph.D. Chapter 1: The Mindsets Chapter 1 presents the two different mindsets fixed and growth. Ms. Dweck reveals that she came upon the idea of researching
Introduction to Teacher Aide TEACHER AIDES WHAT THEY ARE AND WHAT THEY ARE NOT Teacher aides come in all sizes, shapes, and ages. Some are junior high students who tutor elementary school students. Other
My Classroom Management Philosophy I believe one of the hardest things for new teachers to build is their classroom management plan. I have seen many different types of classroom management plans throughout
State Model for Educator Evaluation 1. Adults at this school challenge my child to do better. 2. Adults at this school treat students with respect. 3. Bullying is a problem at my child s school. 4. Classroom
Washington Teachers Union Local 6, AFT, AFL-CIO DC Candidate Questionnaire, April 2016 LEON T. ANDREWS JR RESPONSE Please return to: email@example.com by 5pm on April 12, 2016 1. Reclaiming the Promise
CONTENTS Importance of the home-school connection Different types of Parent-Teacher Conferences Things you can do before, during, and after the conference How to ask the right questions Recommended resources
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture. The contents of this publication do not necessarily reflect the view or policies of the U.S. Department
School, Family, and Community Partnerships: Educating the Children We Share 2013 Region One Education Service Center Region One ESC GEAR UP Grants 1999-2006: Right Choices for Youth Partnership 2005-2011:
Gifted & Talented Program Description The purpose of Cedar Unified School District s gifted and talented program is to nurture academic excellence and improve student achievement among all students. To
After School & Out of School Time Programs For Reference Only: The QRIS Program Manager should be used to officially submit a QRIS Application and Self-Assessment. This document has been developed as a
Master of Science in Early Childhood Education Singapore, 2005 2006 Offered by RTRC Asia in Collaboration with Wheelock College s Center for International Education, Leadership, and Innovation Background
FAMILY TOOLS Module 1 Improving Communication Improving Communication Overview Entre dicho y hecho hay mucho trecho. There s a great distance between saying and doing. -Spanish Dicho The National PTA (2004)
EVERGREEN ELEMENTARY SCHOOL DISTRICT STRATEGIC PLANNING RETREAT August 28, 2012 * Teacher Center Marilyn Snider, Facilitator Snider and Associates (510) 531-2904 Michelle Snider Luna, Recorder Snider Education
WHO WE ARE We are a collective of tutors, parents, students, community members, grass roots organizations and business leaders with a shared desire to invest in the future prosperity of the San Francisco
Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation
A bigger family, a better future. Child sponsorship is changing for the better Sponsors like you are a vital part of our big, supportive family. Like us, you want the very best for your sponsored child.
LBA Academy Construction & Business Management Charter High School Ms. Chayma Gomez, Principal 13835 NW 97th Ave Hialeah, FL 33018-1213 Document Generated On September 21, 2015 TABLE OF CONTENTS Introduction
PRINCE EDWARD ISLAND Education and Early Childhood Development Budget Plan Delivered by The Honourable Alan McIsaac Minister of Education and Early Childhood Development May 2012 Over the past five years
Book Review Book Review of School, Family, and Community Partnerships: Preparing Educators and Improving Schools Marilyn Price-Mitchell Key Words: family engagement, preparing educators, engaging families,
North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
The San José Unified School District Story: Implementing a College-Ready Curriculum for All Dr. Linda Murray San José Unified School District San José Unified School District is an urban district in the
Participation by the Public PARENTAL INVOLVEMENT -- A HOME-SCHOOL-DISTRICT PARTNERSHIP The School Board of Miami-Dade County recognizes that strong, continuing family and community involvement in all aspects
Putting the Head Start Parent, Family, and Community Engagement Framework to Work in Your Program: Integrating Strategies for Program Progress (ISPP) This document was prepared under Grant #90HC0003 for
SECTION 1 Why Coaching? CHAPTER 1 What Is Literacy Coaching? What exactly is a literacy coach? How are literacy coaches different from reading specialists and mentors? What is the value of literacy coaching?
THE FOUR NON NEGOTIABLES ACADEMIC EXCELLENCE COLLEGE AND CAREER READINESS SAFE AND SUPPORTIVE LEARNING ENVIRONMENT PURPOSEFUL, TIMELY TWO WAY COMMUNICATION ECISD STRATEGIC PLAN 2015 2016 1 Beliefs Definition:
Ms. Marcie Trombino 5401 S. Kirkman Road Suite 550 Orlando, FL 32819 Document Generated On February 5, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements
READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration
BUILDING A C OMMUNITY OF R EADING E XPERTS A Principal s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools PROFESSIONAL DEVELOPMENT We will never teach all our students
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
Adult Volunteer Guide is the highest award Girl Scout Seniors and Ambassadors can earn. Your role, whether you re a troop/group volunteer or a project advisor, is to encourage Girl Scout Seniors and Ambassadors
The One-Year Action Plan for Partnerships includes activities that are presently conducted at the school and new activities that will be implemented this year to strengthen the six types of involvement.
Public Document 3 Purpose: Outlines the standards that are the foundation for the evaluation. Name of Superintendent: Date: Performance Rating Scale: Distinguished (4) Accomplished (3) standards for most
Department of Education, Training and Employment Parent and Community Engagement Framework Working together to maximise student learning 140187 Great state. Great opportunity. Purpose Parents * and the
The Elementary Education Program Brandeis University Waltham, MA 02454 The Brandeis Education Program seeks to prepare teachers with a strong liberal arts background who possess the knowledge, point of
Distinctiveness of the ODA Model, Program, and Organization ODA is the only program in Northeast Ohio that offers a continuum of support for students, beginning in middle school and continuing throughout
Wythe County Public Schools Comprehensive Plan 2013-2019 VISION Educating Students for Success in a Changing World MISSION The mission of Wythe County Public Schools, in partnership with our community,
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
human development School of Social and Behavioral Sciences Acting Dean: Daniel E. Rivas, Ph.D. Academic Chair: Kari Tucker, Ph.D. Faculty: Ingrid Anderson, Julie Bookwalter, Marilee Cosgrove, Donna Gray,
Adult Volunteer Guide As a Girl Scout troop/group volunteer, you will work with and inspire a team of Girl Scout Juniors to make a difference in the Girl Scout or local community and help each girl achieve
Core Competencies for Public Health Professionals Revisions Adopted: May 2010 Available from: http://www.phf.org/programs/corecompetencies A collaborative activity of the Centers for Disease Control and
400-20 Administrative Procedure 430 Background PRINCIPAL POSITION DESCRIPTION The Principal is responsible for overall supervision and operation of his/her individual school. This responsibility includes
FAQ regarding IEP s What is an IEP? IEP stands for Individualized Education Program. It s a legal document which is a written agreement between the parent and the school. Think of it as a map of the student
Health and wellbeing Principles and practice Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational