Collaborative  Action  Plan    

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EDCI 303

Professor Glass

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: ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________