Research and discuss how you would create a school climate in which parents, teachers, community members, and the school administrators will work
See attachments for details!!! The first attachment will be the directions. The 2nd and 3rd attachment are samples, and the 4th attachment is the rubric.
Collaborative Action Plan Project:
Research and discuss how you would create a school climate in which parents, teachers, community members, and the school administrators will work together to increase academic achievement and social/emotional development of students. Develop and include steps in your collaborative action plan in which parents, community, and the school will work together to increase academic achievement. Please see attached samples of this project below.
Your essay should be comprised of the following components:
1. Introduction Paragraph
2. Supporting Detail #1 Paragraph
3. Supporting Detail #2 Paragraph
4. Supporting Detail #3 Paragraph
5. Conclusion Paragraph
Collaborative Action Plan
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EDCI 303
Professor Glass
Collaborative Action Plan
Collaborative Action Plan
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Introduction
As an educator, you will need many strategies to help you work successfully with
families and community members to increase their involvement in children’s academic
achievement and social/emotional development. It is important that someone in the schools, as
well as the community start these collaborations, even if in the beginning they start out as small
ones. A teacher on their own can begin this process, but true collaboration works best when it
also includes other people higher up in the school level, as well as community leaders. In order
for partnerships to flourish, teachers and schools need a wide range of approaches to encourage
such collaborative relationships between parents, communities, and school administrators.
Observation of Development
With the constant changes in society, the advantages of mass communication systems,
has evolved to a point where school programs alone are not sufficient for the task of formally
educating children in the 21st century. The collaboration of parents and community agencies is
essential if they are to succeed in educating young children for a rapidly evolving society
(Barbour, C., Scully, P. A., Stites, M. L., & Roberts-King, H. (2019). Families, schools, and
communities: building partnerships for educating children. NY: Pearson, pg. 268). Before
families and community members can begin to set up collaborative relationships with schools,
people must feel welcome when visiting. Schools should look at the first opportunity as the only
one to make a first great impression. Hence, a welcoming physical and social environment is an
essential strategy in creating a climate that encourages parent and community involvement., a
simple change in what visitors see when entering a building makes a difference. A sparkling,
well-cared-for school with exciting displays of children’s work will create a memorable impact
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on any newcomers to the school. This includes a staff and faculty, who welcomes visitors with a
smile and welcome greeting.
Collaborative Action Plan
One of the strategies that I think would benefit increased involvement in children’s
academic achievement and social/emotional development would be formal and informal
classroom visits. The standard for most cultures is that children go to school to receive a formal
education. Even so, a great deal of the population is beginning to accept the idea that formal
education is not the most effective form of teaching. As such, informal instruction is known to be
as equally effective as more formal methods. In fact, there are countless benefits to informal
teaching, even when it takes place outside the standard classroom setting. In order to be
considered an informal education, the instruction must take place outside of a formal learning
environment. With that being said, informal guidance can be experienced nearly anywhere. A
trip to a museum, zoo, or even a park can all be placed into the category of informal instruction.
With this approach parents, teachers, community members, and the school administrators can all
be a part of the achievement of students.
Lastly, I would rely on parents, family member and community members to become
more active in the schools. Teachers are known invite parents to special events throughout the
school year, knowing that getting them into the school or classroom can be the first step toward
more parent/community involvement. When visitors enter into the classrooms, they see firsthand
how their children respond to the school’s learning environment. Even with a few exceptions,
involved parents generally become strong supporters of their children’s schools. They learn to
appreciate what teachers are doing and what is involved in educating their children. Many
schools are trying to increase the involvement of all family members in school events and
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activities. Recognizing the unique contributions that fathers offer (Hennon et al., 1992), special
initiatives are developed to help fathers feel welcome and needed at school (such as “Breakfast
with Dad,” “Father Daughter Dances,” etc.). Grandparents, uncles, aunts, as well as other
relatives and family friends who play huge roles in a child’s life are also being welcomed to
schools as visitors, volunteers, and advocates. This what parent, family, and community
involvement stands for, bringing out more than one tool to help educate children.
Conclusion
In conclusion, forming special relationships with parents and communities to enhance the
education of children is not a new concept in the world we live in. As educators have gained
more responsibility and authority over children’s education, they have grasped the concept that
expanding family and community involvement enriches the experience for everyone. Although
educators normally consider themselves professionals in teaching children, they recognize that
without parental and community support, their job would be much more difficult. Cultural,
economic, and other factors may get in the way of open communication unless teachers display
empathy, and willingness to go more than halfway in establishing trusting relationships with
families and communities.
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References
Barbour, C., Scully, P. A., Stites, M. L., & Roberts-King, H. (2019). Families, schools, and
communities: building partnerships for educating children. NY NY: Pearson, pg. 268-
275)
Hennon et al., C. B., Meeks, C. B., & Burton, J. R. (1992). Toward the turn of the century:
families and economic realities. New York: Human Sciences Press.
,
Collaborative Action Plan
Jackson State University
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Introduction
The school atmosphere culture is intricate, complex and multi-dimensional. The
unwritten identity and climate of a school has been portrayed, comprising its standards, qualities,
desires and protocols (Klein, Cornell & Konold, 2012). Since the mid twentieth century,
instructive analysts and experts progressively perceive the defensive job that a positive school
atmosphere plays in the social, emotional, and scholastic advancement of youth ("National
School Climate Council", 2007). Essentially, as opposed to concerning regulatory and corporal
properties of the school (like; instructor’s compensation or school’s solid assets), atmosphere of
school is inquired about focuses on the psycho-social school air, and the strong cooperation that
influence students learning and school employed (Lubienski, Lubienski & Crane, 2008).
Atmosphere of a school is a sound property of the school condition that is on the whole
experienced by its individuals and influences their conduct. The proper meanings of school
atmosphere extended to catch other essential parts of students encounters at school. These
incorporate help for and affectability to social pluralism and variability, and an encounter of a
sheltered school condition (Brand, Felner, Seitsinger, Burns & Bolton, 2008).
Observaion of Development
Social school atmosphere is a main indicator of students enthusiastic and conduct results.
It influences students versatile psychosocial change (Brand, Felner, Seitsinger, Burns & Bolton,
2008), emotional well-being results and confidence (Roeser, Eccles & Sameroff, 2000). School
atmosphere likewise impacts students conduct, for example, rate of disturbance and anxiety
(Espelage, Polanin & Low, 2014) among students (Gottfredson, Gottfredson, Payne &
Gottfredson, 2005). Students attempt the misconducts by consuming liquor and medications
(Brand, Felner, Seitsinger, Burns & Bolton, 2008). Lastly, according to researchers, school
atmosphere recognition has likewise been found to influence student’s scholarly accomplishment
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(Brookover et al., 1978). Atmosphere of school likewise depends upon examples of individuals'
encounters of school life and reflects their standards, values, connectivity, learning practices and
layered structures. School must have supportable and positive atmosphere, cultivates youth
improvement and learning fundamental for a beneficial, contributed, and fulfilling life in a fair
society.
Collaborative Action Plan
The societal school environment has two famous qualities: First, the repetition and nature
of relationship among custodians, the fundamentals, teachers, chiefs, students, and subordinate
staff; Second, the assumptions of trust and respect that exist inside the school organise. In other
hand academic Climate is the Dimensions of the educational air of the school (staff dedication
towards student learning, the insightful point of convergence of the school, achievement
motivation among the students, and select benchmarks) add to insightful achievement among the
students.
Scientists have discovered that a positive school atmosphere can help take care of a great
deal of those issues. It can even relieve the negative impacts of self-analysis and financial status
on scholastic achievement. What's more, working in this sort of atmosphere reduces teacher
fatigue while expanding maintenance. Positive school atmosphere is portrayed when you entered
onto the ground of school, you can promptly capture the feeling of school atmosphere by
viewing the connections among individuals and seeing the school's physical condition. In 2007,
the National School Climate Council explained the criteria for what characteristics a good school
atmosphere must have; the school standards and qualities were featured through social help with
physical and enthusiastic security, and how People in school are joined and regarded ("National
School Climate Council", 2007).
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Steps Towards Administrators, Teachers, Parents, and Community Working Together
Step #1Evaluate the Present Atmosphere
In school, some may not be exactly energetic about cultivating a positive good school
atmosphere; it is required to hear what they carry the reviews regarding the school to grow
positive environment and thoughts in school, so they could feel like their voices are being heard.
Likewise, it is to make sure that everybody's voices must incorporated: including teachers,
students, custodians and others Individual meetings are likewise another great approach to get a
feeling trustworthiness and fairness guaranteed by the school, Like; an expert or neighbourhood
ex-student student in hierarchical structure.
Step #2 Teachers and Administrator’s Role
Role of teachers and school leaders is mainly to unite everyone to maintain a mutual aim
for the good school atmospheric culture, the probability to attain school’s vision can achieve. It
has characterised that individual vision is a particular concrete goal of the one student or teacher
or school member, an image of the ideal future is to achieve individual's qualities, concerns, and
desires. Administrators manage every individual student’s requests like financial, educational or
administration issues. Teachers create a mutual vision of students together, it is to maintain that
every student have to document their own vision, regulations, home assignments and educational
tasks. To guarantee student investment, have teachers control students through this procedure.
By practicing that way, positive feelings produce more, Helps maintain trust within teams,
individuals and other more. Make certain to incorporate the students in the conceivable manner.
Step #3 Parents and Community Members Input
Parents and community together can play pivotal roles in school success. Key to success
for building healthy school climate is the effective involvement of parents and community
members. Parents can successfully be brought into schools to affect safety of their kids as a
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student role. School management can report that when their colleagues began working with the
guardians and communal group. It is undertaken; parents contribute by societal wellbeing
training, mentoring boys and girls, adult education, and a day-care management knowledge.
Step #4 Achievement of Shared Vision by Working Together
To create a positive school atmosphere is a continuous procedure which never closes, yet
it is good news. In anyhow, by working in a team to attain school’s objective’s for a positive
learning, social togetherness, emotional development and to achieve good results and outcomes,
It is a sure thing that students and teachers may attempt defined straight forward spurring
thoughts that will give a speedy increase in positive feelings.
Step #5 Appreciation Board
Give feedback and inputs in the lobbies and the teachers' premises where individuals can
post notes offering their thanks for every others' activities. Appreciation has the magnificent
impact of helping us feel increasingly associated with each other and furthermore gives us a lift
in our very own self-esteem both imperative parts of a positive school atmosphere.
Conclusion
In conclusion, creating positive school atmosphere requires predictable exertion with
respect to the engagement of adults with a school. With custodians working with the school
staff, a consistent grid of help is made for kids. School staff, guardians, and network individuals
must take part in exercises that assemble the associations between and among them. School
atmosphere and social recognition are centre factors that have the ability to increase student’s
accomplishment (Maxwell, Reynolds, Lee, Subasic & Bromhead, 2017).
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References
Brand, S., Felner, R., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large scale study of
the assessment of the social environment of middle and secondary schools: The validity
and utility of teachers' ratings of school climate, cultural pluralism, and safety problems
for understanding school effects and school improvement. Journal Of School
Psychology, 46(5), 507-535. doi: 10.1016/j.jsp.2007.12.001
Brookover, W., Schweitzer, J., Schneider, J., Beady, C., Flood, P., & Wisenbaker, J. (1978).
Elementary School Social Climate and School Achievement. American Educational
Research Journal, 15(2), 301. doi: 10.2307/1162468
Espelage, D., Polanin, J., & Low, S. (2014). Teacher and staff perceptions of school
environment as predictors of student aggression, victimisation, and willingness to
intervene in bullying situations. School Psychology Quarterly, 29(3), 287-305. doi:
10.1037/spq0000072
Gottfredson, G., Gottfredson, D., Payne, A., & Gottfredson, N. (2005). School Climate
Predictors of School Disorder: Results from a National Study of Delinquency Prevention
in Schools. Journal Of Research In Crime And Delinquency, 42(4), 412-444. doi:
10.1177/0022427804271931
Klein, J., Cornell, D., & Konold, T. (2012). Relationships between bullying, school climate,
and student risk behaviours. School Psychology Quarterly, 27(3), 154-169. doi:
10.1037/a0029350
Lubienski, S., Lubienski, C., & Crane, C. (2008). Achievement Differences and School
Type: The Role of School Climate, Teacher Certification, and Instruction. American
Journal Of Education, 115(1), 97-138. doi: 10.1086/590677
Maxwell, S., Reynolds, K., Lee, E., Subasic, E., & Bromhead, D. (2017). The Impact of
School Climate and School Identification on Academic Achievement: Multilevel
Modelling with Student and Teacher Data. Frontiers In Psychology, 8. doi:
10.3389/fpsyg.2017.02069
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National School Climate Council. (2007). Retrieved from
https://www.schoolclimate.org/themes/schoolclimate/assets/pdf/policy/school-climate-
challenge-web.pdf
Roeser, R., Eccles, J., & Sameroff, A. (2000). School as a Context of Early Adolescents'
Academic and Social-Emotional Development: A Summary of Research Findings. The
Elementary School Journal, 100(5), 443-471. doi: 10.1086/499650
,
EDCI 303 Parents, Child, and Teachers Interaction Project Rubric
Student:__________________________________________ Date:_______________________________
Category Features Scoring Criteria Total Points
1 Introduction The introduction is engaging, states the problem, and provides a context for how school administrators, teachers, parents, and community members plan to work together to increase academic achievement. Total Possible Points: 10
10 points: Highly Effective 9-5 points: Effective 4-1 points: Improvement Necessary 0 points: Does Not Meet Standards
2 Observation of Development
Collaborative Action Plan provides clear evidence of how social and emotional development will be committed to promoting academic achievement and aligning the goal of working collaboratively. Total Possible Points: 8
8 points: Highly Effective 7-4 points: Effective 3-1 points: Improvement Necessary 0 points: Does Not Meet Standards
3 Collaborative Action Plan
Collaborative Action Plan is insightfully outlined in light of relevant educational research & best practice elements relating to parents, children, community, and schools increase in academic achievement. Collaborative Action Plan consists of a complete list of specific, feasible steps towards how school administrators, teachers, parents, and community members plan to work together to increase academic achievement; and how each step builds on previous steps.
25 points: Highly Effective 24-12 points: Effective 11-1 points: Improvement Necessary 0 points: Does Not Meet Standards
Collaborative Action Plan includes awareness of culture and diversity to the action plan when collaborating within a school climate. Conclusion includes relevant information to summarize the collaborative action plan. Total Possible Points: 25
4 Additional Resources
Collaboration from two outside sources clearly defined. Total Possible Points: 5
5 points: Highly Effective 4-3 points: Effective 2-1 points: Improvement Necessary 0 points: Does Not Meet Standards
5 APA Format
Citation of sources conforms to APA standards. Total Possible Points: 2
2 points: Highly Effective 0 points: Does Not Meet Standards
Score Total Possible Points 50
Instructor:__________________________________________ Course Section/Semester:_______________________________
EDCI 303 Parents, Child, and Teachers Interaction Project Rubric
Student:__________________________________________ Date:_______________________________
Instructor:__________________________________________ Course Section/Semester:___________________________
NOTE: Please see the additional comments for explanation of points not earned based on the rubric’s scoring criteria. Additional Comments: ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________
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