Collaborative Action Plan Project

Collaborative  Action  Plan    

1    

EDCI 303

Professor Glass

Collaborative Action Plan

 

Collaborative  Action  Plan    

2    

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

Collaborative  Action  Plan    

3    

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

Collaborative  Action  Plan    

4    

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.

Collaborative  Action  Plan    

5    

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.