The Parent And Community Involvement Program

Teacher collaboration can support professional development in schools. The importance of teacher collaboration can strengthen school and build teachers’ knowledge. The article discusses the significance of teachers’ social networks, a network of social interactions and personal relationships for teaching and learning as well as educational change. Social networking assists teacher collaboration. Teachers are able to communicate and ask for advice, collaborate on ideas, or as for help. Teachers may also exchange resources or provide opportunities to build teacher

Parent and Community involvement does not occur overnight. I feel that schools must make parent and community involvement a priority, valuing and accepting each other’s differences. Schools, families and communities must work together to support all students in a learning environment to ensure every student is a successful learner. Positive family and school involvement fosters a partnership among my school encouraging students to reach their highest potential academically and in life. Parent and community involvement does not mean stay-at-home mothers coming to school to help as needed, or a businessman stopping by to see events occurring on campus. The role of school, family and community involvement is a partnership incorporating goal-oriented activities for all grade levels linked to academic success and student growth.

* Environment: The environment that initially shapes our development is our home. As we mature, the locations in which we interact will shape our development.

Probably one of the most important issues when it comes to Family/Community Partnership is trying to get the families/community involved in what we are doing. By engaging parents, it will help us to see what we are lacking and what we need to do in order to have our families fully engaged. I feel that if our families/communities are not engaged in our program then we need to reevaluate in order to encourage their participation. By reevaluating our program we can further access what we need to work on. If parents/communities feel that they are not valued as part of our team, they won’t engage in our program. Both the parents and the community play a big role in the education of our children. Parents are their first teachers and the communities have valuable resources for the children.

Furthermore, Vonderlack-Navarro suggest another beneficial way to support English language learners is to involve parents in the students’ education. Because of the language barriers, education levels, and culture, this goal will not be a stress-free assignment; however, once the parents have “buy-in” and trust the school systems, the goal would be accomplished (Stover,

One of my goals for the future is to obtain my master degree in school counseling. I believe that school counselors can make a tremendous difference in student lives; they can empower students to reach their full potential. I am currently working as a Parent Involvement Facilitator for the Washoe County School District, and I am also doing my internship with a school counselor at an elementary school. In addition, my undergraduate degree is in Human Development and Family Studies. Also, I volunteer at my church as a youth leader. Most of the positions where I have worked or volunteered, I have been able to work with families to help them reach their goals. For example, in my position as a Parent Involvement Facilitator I help families find

Furthermore, sometimes educators may be challenged in recognizing the strengths and weaknesses of Latino English language learner student’s due to a lack of relationship between them. As stated by Campos et al (2011) that “collaboration with parents comes easy when they know you are genuinely interested in being a part of their community” (p. 102). For example, educators need to find ways to show their students and parents that they care about them outside of the school. Campos et al suggested two organizations and programs that are designed to promote student and family learning, specifically Latino English language learner. They are as following:

Year round schooling is not only beneficial academically but it helps with and for struggling families. Families that rely on the school meal programs don’t have convenient access to these programs, “only 40% of low-income families report being aware of locations for free summer meals and only 17% report their children having received meals” ("Summer Meals: Summer Meals Survey of Parents.").More than 30 million children in low income households rely on the free or reduced-price school meal program for their nutritional needs, but when the school year ends their lives can be thrown into disarray, however with the consistency of year round schooling, can help struggling homes keep their children fed more throughout the year rather than with

According to Michael Seville, a writer for Eutopia Magazine, “… parental involvement is a key ingredient in how well a student learns.” The idea of parental involvement in their school is not a concept exclusive to charter schools. There are many traditional public schools that are launching programs to do just that. In Saratoga, California, an elementary school has made it mandatory for parents to volunteer and attend a seven-session STEP (Systemic Training for Effective Parenting) class. This class is designed to help improve the parent’s usefulness when they appear in class. According to the principal of the McAuliffe Elementary, Michael Kalb, even single working parents are able to find a few hours a month to help out, even if it is in the evening. Since the inception of this program, teachers have noticed more cooperative behavior of their students and a willingness that was not present before. These types of programs could be and should be incorporated into any traditional public school in any part of the country and would create a synergy within the school of parents, teachers, and students.

Community Prevention Partnership of Berks County agency has been serving the community for many years. Exactly, it started providing services in 1992; it obtained a federal grant from the department of Mental Abuse Health Services Administration’s Center for Substance Abuse Prevention. Then, in 1995, it achieved its 501(c) (3) status and fiscal program operations. Presently, the agency receives funding as grant or contracts from different sources, such as, the Department of Public Welfare/Office of Child Development & Early Education, Administration for Children & Families/Office of Family Assistance, Council on Chemical Abuse, Pennsylvania Commission on Crime and Delinquency, Service Access and Management, and many other sources (Community

Community oriented policing is the proactive deployment method used by patrol officers in order to find solutions to why crime is occurring within a given community. Officers use their critical thinking and problem solving skills to analyze and uncover the underlying issues of a community that are posing threats to public safety and address ways this can be prevented. In many communities throughout the United States, police officers strive to build better relationships with community members, yet building relationships with youth within a community, especially a community over run by gangs, crime and drugs is a much tougher issue. These juveniles are at higher risk for entering into the juvenile justice system based on the many risk

For this activity, I decided to include the information I had so far from our summer parent involvement committee. During the school year, I am part of the parent involvement committee, which includes 6 teachers and our parent liaison. During the summer, we decided to meet in between our summer school schedule. There are only two teachers from the committee, myself and Mrs. Rivera. We also have our parent liaison. For our meetings, we decided to invite two of our school volunteers, Kevin and Mia. We also invited our LINC coordinator to our meeting, since he has worked with us during our previous family events.

I do think these cartoons serve as a purpose and yes more should be created. I think these cartoons serves as a purpose because they are teaching children about different things in a way that they would be interested and can understand. If I were to create a cartoon and the goal was to instill the sense of civic and community engagement in children, the topic of my new cartoon would be Civic and Community Engagement. I saw that many of the Schoolhouse Rock had normal titles but in the songs they explained the title. For example, I’m Just a Bill was about steps a bill takes to get made into a law. Civic and Community Engagement would be a song that teaches about what civic and community engagement is. The song would teach about public issues.

Everyone is responsible for developing positive relationships with parent and the community. This would include the administrators, certified teachers, teaching aides, secretaries, custodians, maintenance, and bus drivers. As in the video the principal talked about how it is important to make sure that all the staff felt like they were part of the team and was aware of what was happening in the school. The community sees any employee of the school district to be a trusted individual that should be able to explain and talk about what the school is doing. It is important for an administrator to have an open relationship with all staff where they feel like they can have input on decisions about school issues. No matter what their job title is they should feel like they are an integral part of the team. This in turn will allow all school employees to feel comfortable developing that positive relationships with the parents and community.

The present findings clearly indicate that such a presumption is not valid. Low parental education appears to be a risk factor for White students, especially in 8th and 10th grades, whereas substance use among African American and Hispanic students is not strongly linked with parental education (Bachman, O’Malley Johnston, & Schulenberg, 2010). The findings highlight the importance of building prevention programs with community and youth input. There is often a large gap between research and practice, which is partly due to limited resources in real world settings. Moreover, other studies imply that race may be more salient for African American adolescent boys compared to girls (Bowman & Howard, 1985). Other studies found that African American adolescent males perceive more discrimination from peers and teachers than African American girls (Chavous et al., 2008). Thus, if these different racial socialization and discrimination experiences made race more salient for African American males, it could explain why racial identity and self-esteem only correlated for boy during this age. Similar findings have been noted in the literature. However, inconsistent with prior research findings, 8th grade female students reported more negative outcomes following 1 year of OBPP intervention on several prevalence measures. These results coalesce to suggest the possibility of specific gender and grade differences in response to the OBPP intervention on prevalence rates and types of