Design A Parental Involvement Plan Essay Example
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There have been increasing debate on the essence of involving parents more in learning institutions towards ensuring students are more successful. The current dynamism in the learning institutions calls not only for the teachers but also parents and other stakeholders directed related in education to be actively involved in such undertakings. The analogy attached to the emphasis on parents involvement is reflected on the fact that parents plays a critical role towards facilitating the education process of their children. Based on such undertakings, the argument where parents were passive in the education process or active in facilitating the cost among other entities should be altered by implementing a parental involvement program in every learning institution (Epstein, 2001). The document provides a parental involvement plan aimed at increasing the parent’s involvement in learning institutions towards increasing the student success.
In the department of education, it is evident that best educators in the world forms the team mandated towards ensuring the success of the children. Furthermore, the state, schools, school districts, and parents unite towards supporting one goal: to help the children succeed hence great process facilitated. However, the parental engagement should be increased based on the following expected outcomes.
Increasing the children performance through; higher grades, test scores, and graduation rates; better school attendance, increasing motivation, better self esteem, lowering rates of suspension, decreasing use of drugs and alcohol, and fewer instances of violent behaviors in the school settings. The depicted goals form one of the major reasons behind the essence of implementing the proposed parental involvement plan. These goals can easily be monitored through measuring the prior student performances in relation to the performance after the introducing the proposed plan.
Increasing school benefits such as; improving the teachers morale, recording higher rating of teachers by parents, more support from the families, higher performance and achievement by the students, and also better reputations in the community. The outcome can be gauged through conducting a survey on the teacher’s moral improvement prior to the program implementation and after the implementation of the plan. Such undertakings can involve the use of different aspects in relation to the school settings such as the rate of teachers attendance in classes, commitment on individual and general success of the students, and also the engagement between these teachers and the parents in relation to addressing some of the issues affecting children both at home and in the school settings (Henderson, 2002).
The depicted parental based involvement outcomes are some of the diverse benefits attached to the implementation of the plan. The notion attached to such aspects are based on the fact that parents normally expresses genuine and also deep seated desire towards helping children succeed academically. The expresses and desire of helping children among these parents is regardless of their respective differences in the socioeconomic status, ethnicity, and the cultural background. Thus, the education of the students is likely to be enforced or enhanced by the involvement of the parents and families.
The plan recommends on the essence of providing the parents with frequent reports about the children progress through: 4 and one half week progress reports to be availed to the parents at home periodically followed by the report card at the end of every nine week grading period. Under such undertakings, the teachers will be able to report to the parents in case a child progress becomes a worry through writing in the student’s planner, sending a note or even calling the parents.
Hold regular meeting on parent-teacher at least annually where some of the issues related to the individual child’s achievement are discussed. The plan recommends for two parent-teacher conference events scheduled on each semester towards ensuring the parents are actively involved in the progress and the performance of their children.
Ensuring parents are provided with reasonable access to staffs where the parents are encouraged to make more appointment with the teachers prior to school or after the school or even after the teacher’s planning period towards ensuring the instructions are not interrupted
Ensuring the parents are provided with more opportunities towards volunteering and also participating in their child’s class and also observing activities such as; parents being encouraged to be actively involved in their child’s school through volunteering with the classroom teachers inviting the parents to be involved in the school orientation programs among other undertakings.
Some of the other responsibilities that the parents should be involved include (Steinberg, 2002):
Reading together oftenly with the children
Asking about homework daily
Talking with the children about their school day
Expressing high expectations and offering praise and encouragement
Attending parent/teacher conferences
Attending after school activities such as Math Night, and Literacy
Involving the children in solving situations
And being a positive role model for the child
The depicted undertakings are some of the activities that the parents can execute towards supporting the children’s learning. These activities should align with the expectations of the students in the school settings towards achieving the set outcomes.
The plan depicts the essence of involving parents and families in their children’s education. The pan advocates for strong connections between the school, home, and the community hence reducing some of the diverse barriers lowering the student achievement. Based on prior research on the issue, findings have indicated that students tend to demonstrate that involvement of the parents in the children’s educating enhances positively the behaviors, attitudes, and also the achievement of the students (Mapp, 2002). Based on the fact that education is an integral part of the society, the plan indicates how the involvement should be continuous in relation to ensuring the success of the students. Thus, the input and resources reflects the involvement of all stakeholders in the society towards improving the leaving outcomes of the students. The plan provides cooperative efforts and meaningful involvement aimed at improving schools and successful students. The notion attached to such plan aligns with the increasing need for the public involvement and also recognizing and also tapping the dynamism, strengths, and the resources of everyone wishing to participate with the schools through tangible and practical ways. The cost of the plan reflects some of the undertakings and the respective aspects in relation to achieving the set outcomes.
Steinberg, L.D., & Silk, J.S. (2002). Parenting adolescents. In M. Bornstein (Ed.), Handbook of parenting (2nd ed., Vol.1). Mahwah, NJ: Erlbaum.
Epstein, J. (2001). School, family, and community partnerships. Boulder: Westview Press.
Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
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