The goal of my current school district states, “All students will show continuous progress toward their personal learning goals, developed in collaboration with teachers and parents, and will be prepared for post-secondary education and career success” (Beaverton School District, home page, retrieved 11/7/2014). The district website illustrates our current motto, “WE”, which is further defined as “WE expect excellence, WE innovate, WE embrace equity, and WE collaborate among staff and with students, parents and community members to strengthen relationships, work toward common goals, and guide student progress,” indicating district-wide support. An important focus of my work has always been on improving and increasing the collaboration between school and home, reinforcing the significance of “WE”.
My experience as both a teacher and a parent in this school district is enough to convince me that parent and community involvement is essential to student success. When parents get involved, students feel more connected and needs are better met both at home and at school. Our collaboration can be a powerful force when we work together with a common goal in mind, such as improving our overall reading scores one student at a time.
Leaders and educators can’t always influence what happens at home, but we can most certainly influence what happens at school. The more we welcome families through our doors, and the more welcome we make them feel, the more likely our students will feel supported in a way that will positively effect their academic achievement and their overall school experience. Frattura and Capper (2007) say that “caring for persons, the more able and the less able serving each other, is the rock upon which a good society is built.” Geneva Gay (2010) further explains, “while caring about conveys feelings of concern for one’s state of being, caring for is “active engagement in doing something to positively affect it.” My desire is that would care for and not just about both our students’ well being and their academic success. In order to do so, we need “the ability to imagine schools functioning differently from how they currently do” (Frattura and Capper, 2007, Loc. 824). Our doors must be wide open and our arms outstretched to a healthy partnership and strong relationship between home and school
Along with their families, we are our students’ advocates, and I am fully committed to their cause. I have worked with LEP students and their families as an ESL teacher, Bilingual Facilitator, Family Liaison and Student Support Specialist for almost fifteen years. In all of my roles, I have used my leadership skills, as well as my bilingual abilities to encourage collaboration between school and home. This project will enhance my work through a variety of networking, group conversations and personal encounters.
I currently host a Parent Coffee Hour once per month in order to provide a platform for discussion, learning, and increased involvement among out LEP families. The agendas will include information regarding reading levels and expectations at each grade level, as well as strategies to support students at home in the area of reading. I plan to attend PTO meetings, as well as other school events in order to make more connections and to provide support for our LEP population. I will use my bilingual abilities to encourage our Hispanic families be involved in reducing the achievement gap at our school, and offer them the support they need in their first language to access strategies and help us to meet our improvement goals. I will be available to meet with families throughout the week, and I will continue to emphasize our focus on reading throughout the year.
My experience as both a teacher and a parent in this school district is enough to convince me that parent and community involvement is essential to student success. When parents get involved, students feel more connected and needs are better met both at home and at school. Our collaboration can be a powerful force when we work together with a common goal in mind, such as improving our overall reading scores one student at a time.
Leaders and educators can’t always influence what happens at home, but we can most certainly influence what happens at school. The more we welcome families through our doors, and the more welcome we make them feel, the more likely our students will feel supported in a way that will positively effect their academic achievement and their overall school experience. Frattura and Capper (2007) say that “caring for persons, the more able and the less able serving each other, is the rock upon which a good society is built.” Geneva Gay (2010) further explains, “while caring about conveys feelings of concern for one’s state of being, caring for is “active engagement in doing something to positively affect it.” My desire is that would care for and not just about both our students’ well being and their academic success. In order to do so, we need “the ability to imagine schools functioning differently from how they currently do” (Frattura and Capper, 2007, Loc. 824). Our doors must be wide open and our arms outstretched to a healthy partnership and strong relationship between home and school
Along with their families, we are our students’ advocates, and I am fully committed to their cause. I have worked with LEP students and their families as an ESL teacher, Bilingual Facilitator, Family Liaison and Student Support Specialist for almost fifteen years. In all of my roles, I have used my leadership skills, as well as my bilingual abilities to encourage collaboration between school and home. This project will enhance my work through a variety of networking, group conversations and personal encounters.
I currently host a Parent Coffee Hour once per month in order to provide a platform for discussion, learning, and increased involvement among out LEP families. The agendas will include information regarding reading levels and expectations at each grade level, as well as strategies to support students at home in the area of reading. I plan to attend PTO meetings, as well as other school events in order to make more connections and to provide support for our LEP population. I will use my bilingual abilities to encourage our Hispanic families be involved in reducing the achievement gap at our school, and offer them the support they need in their first language to access strategies and help us to meet our improvement goals. I will be available to meet with families throughout the week, and I will continue to emphasize our focus on reading throughout the year.