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Parent involvement in schools effect
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School climate, also known as organizational health, has been described as the atmosphere, culture, resources, and social networks of a school (Collie, Shapka, & Perry, 2011). School climate involves three dimensions: the relationships between members of the organization, the personal development of the members, and the maintenance and change of the organization (Collie, Shapka, & Perry, 2011).
As we consider the relationships between the members of the organization we must consider all of the relationships that make up the school environment. The student/teacher relationship is the most commonly thought of relationship in the school, and rightly so. For effective instruction to take place teachers must be able to build strong quality relationships with their students (Marzano, Waters, & McNulty, 2005). These relationships must move past the surface level and evolve into relationships build to handle the often complex intricacies of the student/teacher dynamic.
Peer-to-peer relationships serve another important dynamic in the overall school culture. These peer-to-peer relationships include both student-to-student and teacher-to-teacher. For an effective environment to exist each of these sets of peers must have quality working relationships built for collaboration.
The personal development of the members within the school environment is an important part in the overall school culture (Collie, Shapka, & Perry, 2011). For growth of the culture to take place there must be growth of the individuals within the culture. This is true of students as well as teachers. Students must not only continually grow academically, but must also, demonstrate growth within the culture of the school. Likewise, teachers require continually profe...
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...A Systematic Review of the Empirical Literature. (R2Ed Working Paper No. 2011-1). Retrieved from the National Center for Research on Rural Education website: http://r2ed.unl.edu
Waldron, N. & McLeskey, J. (2010) Establishing a Collaborative School Culture Through Comprehensive School Reform. Journal of Educational and Psychological Consolation. Taylor & Francis Group, LLC. DOI: 10.1080/10474410903535364
Walberg, H.J., & Walberg, H.J., III (1994) Losing Local Control. Educational Researcher 23/5 (June/July 1994): 19-26.
Waller, W. (1932). The sociology of teaching. New York: Wiley.
Waters, J.T., Marzano, R.J., & McNulty, B. (2004) Leadership that sparks learning. Educational Leadership, 61(7), 48-51.
Wildy, H. & Clarke, S. (2008). Leading a Small Remote School: In the Face of a Culture of Acceptance. University of Western Australia. Crawley, Austral
The relationship that a teacher creates with their students can affect the environment or atmosphere of the classroom. In an article, by Hamre & Pianta (2001), it states that, “supportive relationships help maintain students’ interests in academic and social pursuits, which in turn lead to better grades and more positive peer relationships” (p. 49). Most students will work harder for teachers if they build a good connection with the student. Teachers will also look more “human” to a student and remind them that the teacher does care very much about them. The article also states that, “Talking with students about their lives outside of school is one way teachers can show an interest in and appreciation for students” (Hamre & Pianta, 2001, p. 54). Students love talking about their lives outside of school and their interests. It also allows them to show their personalities and lets the student know that their teacher wants to know about
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
the relationships being investigated because of this, just as a relationship between a teacher and a
As a result of stakeholder loyalty, positive relations amongst students, parents, staff and community members is frequently developed. Positive relationships allows teachers and parents to ask more from their students. A student is more willing to work for a teacher when there is a positive relationship. Parents will be able to encourage children to complete school work when their child has a positive connection with the school. This positive relationship results in a desire for staff and teachers to want to help students. Teachers and staff are less likely to help students that choose not to complete tasks assigned to them or students that have a negative attitude toward them.
These relationships help manage our emotions through constant interaction and provides an open line of communication whenever or wherever it may be needed. However, this poses a question; can humans survive without interpersonal relationships? According to the online scholarly article titled: “Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice” we emphasize just how critical and essential the perks obtained through these relationships are. Through these relationships we “theorize the concepts of academic morality on the strong and healthy relationships students establish” (Martin, 2009). Through interactions and through the successful and unsuccessful relationships we develop throughout our lifetime, we accumulate
Green, J., & Bickley, M. (2013). Developing a 'Learning Environment' for Educational Leaders. Reflections(51), 6-7.
Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for Educational Leadership, Vol. 28 Issue 1, p22.
Rimm-Kaufman, Sara. “Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning.” American Psychological Association. May 2012. Web.
The entire community plays an essential role in the growth and development of children within our community. As a school leader, building an inclusive school culture that is open and friendly to all stakeholders using a variety of effective methods is crucial. There is no magic formula to incorporating a positive school culture, much depends on the leadership of the campus. The leadership on campus cultivates the climate providing support and respect for everyone invested in the student’s education.
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
Watson(2001) warned us that if the culture of the school is not hospitable to learning then students achievement can suffer. Fink and Resnick (2001) remind us that School Principals are responsible for establishing a pervasive culture of teaching and learning in each school.
In the book Introduction to Teaching: Becoming a Professional, Kauchak and Eggen (2014) identified schools as social systems and wrote, “Social systems work effectively when their components work together to meet their goals” (p. 181). The components listed were the staff and faculty members of a school, the physical building of the school itself and surrounding areas, and the curriculum. The characteristics of an effective school such as its optimal size, good leadership, high collective efficacy in teachers, teachers involving students in learning activities and lessons, frequent assessment of students by teachers and continual feedback from teachers to students, safe and orderly environment, and positive parental and community involvement may all be grouped with these components. For instance, the staff and faculty members of a school include teachers and the leader. The physical building itself and its surroundings include the size of the school as well as the parents and community surrounding it. The two previous components can both be associated with a safe and orderly environment. Plus, the curriculum is related to interactive instruction and the monitoring of student progress.
Face to face students also gain from socialization with peers and interaction with teachers. According to Association for talent development, (2016),”One of the key elements of the learning process is the dynamic relationship shared between
The underperformance of many students at the primary level of the education system in Jamaica has caused the schools to be placed under the microscope and there has been an intense focus on academic performance of students and the success of primary schools in general. Tied to this underperformance are many problems that are hindering the teaching and learning process, but little focus is placed on the learning environment and therefore the school climate as a critical factor is faded in the background. School climate is the learning environment created through the interaction of human relationship, physical setting and psychological atmosphere, (Perkins, 2006). A favourable school climate forms the structure within which teachers, students, parents and principals function cooperatively and constructively.