Journal Entry One: Teacher’s Perspective
As I look back on this class and look to my students at my school, I would like to have my students learn the lesson of dedication and hard work. Some of my students should look at their parents, some working two jobs and some single parents, and see how hard they work to give their students all the things they desire. “In a recent survey of secondary school teachers, 97% noted that working with parents is one of the biggest challenges, and just about everyone surveyed believed that parental involvement was important.” (Epstein, 2007, p. 20) I like working with parents on many issues at my school, from each individual students’ grades to working with different parents in the booster clubs for baseball. The parents really can help their students’ achievement in high school if they are given the right tools to help their child. Next year at the beginning of school, I will try to communicate with parents by offering times when they can have free time to talk to me about school expectations and any other instances that they can help their student and home. The disposition that this follows is the “Diversity and Unity”, because it brings in the stakeholders and allows them to use their strengths for one common goal, student achievement.
Journal Entry Two: Parent’s Perspective
Parents have always had goals for their students in school; to work hard and to have a better life than their parents did. Parents these days have many obstacles and pitfalls that they must overcome to help their children achieve success in education. According to Saunders, “Heath and McLaughlin identified changes in family demographics, increased demands of the professional workplace, and more div...
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... and achievement on state standardized tests with all campus stakeholders. We will also continue to have CIP goals that are developed by the community and strive to meet these goals with the help of the community. The disposition that this perspective demonstrates is “Ethics” because of having to meet all federal mandates involving parents. It also brings in all community members and having ethic decisions to help improve student achievement.
Works Cited
Epstein, J. L. (2007). Connections count: Improving family and community involvement in secondary schools. Principal Leadership, 8(2), 16-22
Sanders, M. G. (2007). Transcending boundaries. Principal Leadership, 8(2), 38-42.
National Education Association. (2008). Parent, family, community involvement in education.
Washington, D.C.: NEA Policy and Practice Department: Center for Great Public Schools.
The college is committed to upholding high institutional and academic standards and to understanding and improving student learning. (City Colleges of Chicago Orientation Online
Cutright, Marc. "From Helicopter Parent to Valued Partner: Shaping the Parental Relationship for Student Success." New Directions for Higher Education Winter 2008: 39-48. Psychology and Behavioral Sciences Collection. Web. 11 Nov. 2013.
Deplanty, Jennifer, Duchane, A Kim, Kern-Coulter Russell (2007). Perceptions of Parent Involvement in Academic Achievement. The Journal of Educational Research. Vol 100, No. 6, 361
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When developing the program outcomes ensure they are clearly stated, verifiable, essential, durable, meaningful, and significant, make sure learning is transferable, performance-based, and achievable. Program outcomes should be cultural and gender bias, and be consistent with the mission and philosophy of the university. Aligning program outcomes with affiliations, governing agencies, and accrediting bodies in ensuring they are consistent with the expectations of those professional groups and reflect the credential being awarded upon completion of the program ("Building curriculum at," 2012).
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