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School Engagement Framework

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Introduction
The role of the principal extends beyond leadership within the walls of the school. To be truly effective, the principal must extend his or her influence outside of the school and engage the larger community the school is located within. As stated in the North Carolina School Executive Rubric for Evaluation and Self-Assessment, “schools no longer reflect but, in fact, build community, the leader proactively creates with staff.” As this vital role has shifted, it has become a primary goal for every school leader to not only gain the support of parents and other community stakeholders but also create a shared vision of the school's goals that incorporate the influences and perspectives of all stakeholders within the school.
There …show more content…

Epstein and her colleagues developed a school engagement framework based on six indicators of school involvement (2004):
• Parenting: to support families with information on home conditions, skills, and learning support for children at each age and grade level.
• Communicating: Reaching out to families to provide timely information about school events and student progress through a channel of two-way communication.
• Volunteering: Empower educators to work with parents and community members to improve recruitment, training, and attendance of volunteer stakeholders.
• Learning at Home: Improve methods for including parents in the academic learning processes outside of the school building; including homework, curriculum-based projects, and personalized …show more content…

They examined six schools in a Midwestern state while implementing culturally responsive practices, interventions, and support systems to improve communication, parent involvement, and overall satisfaction with the school. They selected student and family focus groups of varying races/ethnicities, socioeconomic status, academic achievement, and grade levels for their study. Baker, et al. (2016) were able to identify five primary themes common to both families and school staff: providing opportunities for involvement, improving communication, welcoming families into the building, time conflicts or making time, and overcoming negative school experiences (Baker, et al., 2016). Their findings have been condensed and compiled into the information found in the table below (Figure

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As argued by Whitley (2014), “many families may continue to fear an agenda of assimilation for their children and view educational institutions as perpetuating colonization, making the development of collaborative relationships with teachers and administrators even more challenging” (p.156). Over the course of my education to be an early childhood educator I’ve learned that a key factor of success in the classroom both academically and socially is family involvement. Therefore, if the families are apprehensive about the school system it is less likely that will get involved. Whitley, Rawana and Brownlee (2014) point out “Given the intergenerational effects of the residential school system in Canada, many families may view collaboration with school staff and a focus on success in mainstream, off-reserve schools with suspicion or as a low priority” (p.37). Residential schools although now closed are continuing to provide challenges for Aboriginal

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3.08 Review Questions 1. Explain the difference between a protective environment and a nurturing environment. The difference between protective and nurturing environment is, that in protective the parent seeks to physically keep the child out of harm’s way; while in nurturing the parent seeks physical well-being and emotional stability for the child. 2.

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Burnsville, Minnesota is a part of the Burnsville-Eagan-Savage School District 191. The Burnsville-Eagan-Savage School District provides excellent education to nearly 10,000 students in grades K-12. The goal of the community is to ensure that each student is geared for success beyond high school by providing choices that help parents find the perfect fit for their children. The district encompasses 2 high schools, 3 middle schools, and 10 elementary schools. One of the most notable private schools in Burnsville is Good Shepard Lutheran School.

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Essential characteristics of the principal’s role have been identified by groups such as the Interstate School Leaders Licensure Consortium, and the Educational Leadership Constituent Council. Standards from both these organizations require that a principal have a vision of learning, advocate for students, collaborate with teachers and the community, provide a safe environment, act with integrity, and understand the social and political confines in which we live. As noted by Sergiovanni in The Principalship, “For Parochial school principals, the religious dimension must be added to any array of roles and responsibilities that define the principalship.” (2015, p. 43)

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Using my excellent communication skills, I have forged strong, long-term relationships with School Consultants, Head of Team and School Service Team and the School Leadership Team. I am able to maintain relationships based on listening to other people’s opinion, respecting their point of view and valuing diversity with the knowledge that the input provided will result in the best possible solution for the School. Previously, I was the Principal of the St Laurence’s Parish School in Forbes and undertook all duties of a School Principal including creating and monitoring policies and practises which promoted a safe learning environment, ensuring the school culture encouraged continuous improvement for teachers and students, and developing an environment which encouraged open communication with colleagues, students and the community. I have acted in the advertised role of Director of Schools, successfully undertaking the role and ensuring the smooth running of the school.

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The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.

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4a – After the delivering lessons, Miss Hannan assessed the instructional session and provided suggestions to improve upcoming lessons. 4b – Miss Hannan collaborated with the cooperating teacher for an efficient and effective process of recording and maintaining accurate assessment for each student. 4c – Miss Hannan described that parents and teachers are “ultimate teammates” in a student’s education. She kept parents informed by a weekly newsletter that was written by students. Understanding that parents need to be made aware of their child’s progress, Miss Hannan communicated positive and areas of challenges by sending notes and emails to parents.

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In order to address ongoing disproportionate outcomes amidst an increasingly diverse student population, DMPS is engaged in a district wide effort to speak with a common language and understanding around Cultural Proficiency. Cultural Proficiency is an inside-out approach to examining the practices and policies that affect the varying cultures in our system. This handbook is designed to support you and your colleagues in better understanding and effectively applying the framework of cultural proficiency. It is a tool for creating a plan along with action steps for intervention and maintenance of a more accepting culture. This handbook is meant to provide guidance and resources to support working through the impacts of a crisis within the

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As a leader, he/she should know how to communicate with the decision makers as well as with the families of the students, and his/her faculty and staff. With the growing diversity of students within our school and community, as an educational leader I will need to be able to understand the relationship between social justice, school culture, and the community. I will determine what opportunities are available within our community, discuss with the stakeholders our beliefs, perceptions, and attitudes that will shape and influence the way our school will be run. I will have to learn how to recognize the differences of

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2). There has been a shift in what effective leadership looks like over the years. The role of a principal has transitioned from a hierarchical system, in which the principal is the educational expert, to a shared instructional leadership role that encourages collaboration between the administration and teachers as well as between teachers and their colleagues (Marks & Printy, 2003). “Shared instructional leadership involves the active collaboration of principal and teachers on curriculum, instruction, and assessment,” (Marks & Printy, 2003, p. 371). With this approach, the responsibility for curriculum development as well as professional development and supervision of classroom instruction is shared, fundamentally changing structure and culture within the school.

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Leaders have a deeper understanding and influence on schools by providing comprehensive leadership that targets and extends high standards. Another purpose is social responsibility and making a difference in children’s lives. Educational leaders of change focus on developing teachers both individually and collectively, school climate, parent and community ties (Fullan, 2015). Equally important, a change leader needs to close the achievement gap between high and low-performance schools. Change Leaders need to be:  Engage, and practice  Coherence: building relationships, and diverse knowledge

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Experiencing Integration in Louisville: How Parents and Students See the Gains and Challenges. Retrieved October 2, 2016, from http://civilrightsproject.ucla.edu/research/k-12-education/integration-and diversity/experiencing-integration-in-louisville-how-parents-and-students-see-the-gains

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Parents are the most important contributors to students’ education outside of school. Parental involvement in the school and the classroom should be encouraged whenever possible. It is also important for teachers to collaborate with other professionals that contribute to the overall education of their students. One way to encourage parental involvement is to invite parents to participate in classroom cultural celebrations or to assist in the planning of such events. This is a great way for parents to see how their children are acclimating, both academically and

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t is extremely important to have the support of parents and carers in a school, they are a valuable resource .The parents and primary carers will always be associated with being the child’s first educators and being the people who know their children best. Other people may disagree. Parents and carers see their children at their best and worse, they will know most things about them this information can then be passed on to the school this will enable them to react and support the child /young person . it is effectively working as a partnership with the school and will benefit the child and young person.

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Effective leader build a strong and successful setting for children. Strong leadership, ethical practices and professional knowledge provides high quality educational outcome. I have strong leadership in my program and it builds respect, parent, teacher and community collaboration and a trusting and well nurtured relationship between teacher and students. Challenges and expectations are provided to help develop the highest outcome of education possible for all children. How do you envision this issue impacting your future work with children?

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