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Parental engagement and students success essay
Introduction to teacher professional development
Introduction to teacher professional development
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“Annotated Bibliography: [Communication and Collaboration Benefits]”
Sacks, A. (2017). Empowering teachers to respond to change: With high levels of change expected, schools must set up structures that help teachers share their best thinking and manage change effectively. Educational Leadership, 74(9), 40. In this reading, Sacks (2017) expresses the need for schools to set up structures to assist teachers to effectively manage change. Sacks (2017) shared her experiences throughout the reading that relayed significant positive movements made by teachers due to the collaboration and support from schools. The challenges that teachers face throughout their school year hit them directly and indirectly, and with the constant change of the school system, teachers need to feel structure and support when changes do arise. By striving to have a school that
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Some families are not educated about the significance that it provides to their student's academic success and are willing to go the extra mile just to contribute in ways they are shown. By open lines of communication, parents can feel comfortable receiving guidance about parental involvement and the message it gives their child about how important their education is. I can apply this in my classroom by providing home projects for the students and encouraging parents to help their child complete it by working together and practicing collaboration within their household. By using home projects to increase collaboration and conversation at home, I hope parents can use this as practice about how to help their child with other academic issues when they arise. The information shared in this article really touched on the importance of parental involvement and the multitude of benefits it can provide not only teachers but families as
Frank, V. V. (2009, September). Framework for Improvement: Effective School Leadership Translates into Increased Student Learning. The Learning Principal: National Staff Development Council , pp. 2, 6-7.
To create such an environment, it is important for professionals to recognize the important role that parents provide for their children in terms of teaching them, as advocates in the political process, as educational decision-makers and as collaborators. Collaboration refers to the relationship between families and professionals whereby resources are shared and decisions are made jointly, with the child’s best interests in mind. Recent trends in the collaborative process include input from families, students, classmates, teachers, administrators, paraprofessionals and other re...
Parent involvement in children’s education plays a critical role in student achievement and outcomes later in life (Epstein, 1995). Much research has been conducted about the benefits of parent involvement in elementary school and middle school. Less research has been conducted pertaining to early childhood education, namely children from birth through age eight. The limited research that has been conducted demonstrates that parent involvement at the preschool and primary grade levels is associated with greater achievement in reading and less grade retention all the way through grade eight (Basile & Henry, 1996). Parent and family involvement provide comfort for children in social and cultural contexts, ultimately enhancing cognitive development (Pattni- Shah, 2008). Increasing parent involvement enables greater understanding of children and families’ needs, cultural continuity, more effective instruction, greater feelings of teacher and parent appreciation, and increased learning (Galper, Feeney, & Seefeldt, 2009). Parent involvement in early childhood education affords many benefits while a lack of parent involvement, which may result from a variety of reasons, creates deficiencies (see Appendix A).
The ability to manage change and adapt to a globally competitive environment are intensifying (Cao and McHugh, 2005). The paradigmatic structure of leading effective schools is constantly evolving in response to societal changes. Essentially, educational change can be categorized into two distinct categories: piecemeal change, which involves making adjustments to the current educational model, and systemic change, which involves transforming the current model ( ). The effort to leading change takes a systematic approach to promote collaborative problem solving that includes reviewing data to determine existence, scope and magnitude of the problem (Senge,1990)
In Education, teachers recently have had little opportunity to take on leadership roles. These opportunities have been limited to traditional ones such as becoming a principal or ones clearly defined in a specific school setting like a literacy coach. All stakeholders including the principal, administration, and teacher politics involved within the school district and in each school’s culture have also played a role in leaving talented teachers in the classroom and not in front of the class leading educational reform. Two challenges that are limiting some teachers from taking on these leadership roles are an unsupportive school culture and not having a clearly defined plan of what a teacher leader should do to lead from the classroom and not the front office.
Parent involvement in a child’s schooling has proven to be beneficial to the child regardless of the situation. The amount of the effectiveness of the parent involvement is directly related to the structure of the family that the child comes from. A National Household Education Survey (NHES) from 1996 shows that children from dual parent homes are more inclined to excel academically and become involved in extracurricular activities. More so, they are not as likely to repeat a grade or be given a suspension, especially if their fathers show interest and become involved (Nord). In 38.5 percent of dual parent households parents actively help their child with homework three or more times a week (National Center for Education Statistics). In today’s ever changing society dual parent ho...
Parent involvement is a major topic of concern among policy makers, educators, and researchers (Brooks-Gunn, Duncan, & Maritato, 1997; Rouse & Barrow, 2006; Young, Austin, & Growe, 2013) for more than 20 years. School districts, educational leaders, and researchers all agree with the premise that strong school-family partnerships improve children’s learning and outcomes. Parents and schools, separately or together, represent noteworthy influences on the essential sources of support for children’s learning and development. Children develop within multiple contexts, and development and learning are optimal when effective networks and permanencies among these systems are created. Semke and Sheridan (2012) affirm methods
When implementing change a common vision shared by all is crucial. Leadership is one of the key elements in making this transition. Hall and Hord (2006) describe change as a process, not an event. With the complexity of implementing a school improvement effo...
In the same vein, (NCSL 2001-2002) in the UK argues that leadership should be viewed as a contextualized activity”. Thus, the context in which you are affected is what you do as a school leader. Literature for example, (David Stewart 1985) demonstrates that a good working theory in school administration is necessary for the purpose of effectively running a school. Since all schools have special characteristics, it is vital for school principals and head teachers to adopt a theory that will help them to have a good understanding of aspects relating to their professional work. In this regard, it is crucial that school administrators are professionally prepared for the job. Undoubtedly, application of knowledge acquired from educational administration courses in everyday work will make a difference in the school’s performance. Due to the importance of leadership in securing sustainable school development, many countries have invested considerably in the professional preparation for on-going development of school leaders ...
Parent involvement is one of the most influential aspects of student motivation. The parents are the initial teachers of the child before the child goes to school and encounters education through a teacher. If a parent is completely engaged in the learning process with a child, there can be growth between the child and the parent simultaneously. The parents set an example for the child, so that the child understands that help is in the classroom and at home. Alma Wright, a first and second grade teacher, believes that parents in the classroom are a good way to stimulate children. She says, “Their active participation is a positive influence. The school is open for parents to share their talents and motivate their children” (Drew, Olds, and Olds, 1974, p. 71).
To conclude, my research shows a clear link between parental involvement and children performing better in school. Children who's parents are involved in their education are showing better performance and are achieving higher grades. They also show better behaviour, more enthusiasm, ambition and higher levels of engagement. compared with children who's parent are not involved in their education. My research also shows that parental involvement has great benefits for both children and parents in many ways, so much so that the most effective schools are those who encouraged parents to be involved.
When asked what I believed to be the greatest challenge for schools today the first thoughts that came to mind were problems such as low salary, diversity in the classroom, and changes in curriculum. As I thought further I realized that those problems are microscopic compared to the problem that the schools face with attempting to get parents involved. I am a huge advocate for the phrase “education starts at home” and I personally believe that the success of a student, not only in the classroom but life in general, truly depends on the support system that they have around them. A student must be continuously reminded that education is important in and outside of the classroom.
Parental involvement may influence a student’s academic success. Parental involvement directly correlates with academic achievement, however while this is statistically significant, it is only a small effect. Rather, parent involvement has a greater relationship with improving student motivation, which then leads to improved academic achievement. Direct parental involvement may be characterized by a parent’s amount of supervision, dreams/aspirations for their child, and school-parent interactions (Fan et al, 2001, p. 3) Improving student motivation may be done by addressing intrinsic motivation, a love of learning, and a motivation to read (Gonzalez-DeHass et al, 2006, p. 101). These effects are supported from articles and research undergone
Parental involvement promotes the social growth of a child. Children whose parents are involved in their education have many advantages. They have better grades, test scores, long-term academic achievement, attitudes and behavior than those with disinterested mothers and fathers (Gestwicki, 2001). Parents becoming involved in their child's schooling creates extra sources of social constraint to influence the child's behavior (McNeal, 2001). For example, parents talking to their children and becoming involved in the school conveys a message to the child of education being important. Parents should be talking with your children's teacher and letting her know about your family. The more she knows about your child, the better she will be able to connect with your child.
School leadership in recent times has involved more and more time and consideration as schools are being made held responsible for significant changes in the outcomes of students learning (Leithwood & Riehl, 2005, p. 12). With pressures coming from all levels of government, Principals are not the only ones being held accountable to the outcomes of students (Leithwood & Riehl, 2003). Davis (2012) identifies strongly with this as middle executive roles and teachers within a school are being required to work collaboratively to achieve objectives and to transform cultural change into reality.