Table 19: School Tasks Directed to Involving Parents, Volunteers, and Community Members in the School
Type of Task | Number of Schools (30) |
Classroom | |
Program delivery | 14 |
Support services | 11 |
Volunteers | |
Organizing and managing volunteers | 11 |
Recruiting volunteers | 15 |
Inservice/training for volunteers | 9 |
Recruiting students | 1 |
Providing information about the school | 5 |
School-business partnerships | 8 |
Decision Making | |
Planning | 2 |
Inservice about school decision making | 1 |
Developing expectations for the school/students | 5 |
The tasks show that parents et al are being used in the classroom for assisting in program delivery as well as the expected material preparation tasks. In addition, the number of schools that expect volunteers to self-recruit is a reflection of the time, effort, and organization required to use volunteers effectively. Sadly, the number of schools that are working to increase the involvement of parents et al in the decision making process is quite low.
Table 20: School Tasks Directed Toward Involving Students in the School
Type of Task | Number of Schools (30) |
Community and school service | 14 |
School and community performances | 4 |
Displays of student work | 4 |
Program Delivery (e.g. peer tutoring) | 3 |
Happily, students are viewed as the best ambassadors for the school, in the community. Also, providing students with an opportunity to serve builds their confidence and self-esteem.
Table 21: School Tasks Directed Toward Improving Home, School, Community Relations
Type of Task | Number of Schools (30) |
Needs assessment for the school | 5 |
Develop strategies of involvement | 5 |
Adapt school organization to support involvement | 18 |
Involve volunteers in program delivery | 11 |
Implement performance standards | 17 |
Recognize contributions to the school | 12 |
Allocate resources to relationships | 9 |
These tasks illustrate some common themes. Again, the need to adapt the organization of the school to allow involvement is apparent. Also, there is a cost associated with involvement; the need to recognize contributions and to devote resources to maintaining relationships. Again, the use of volunteers to aid program delivery is highlighted. Emphasis on accountability and the school expectations of parents and students, has lead many schools to establish performance standards for the school.
Table 22: School Tasks Directed Toward Communications
Type of Task | Number of Schools (30) |
Form of Communication | |
Written (e.g. newsletters) | 29 |
Media coverage of school/student events | 13 |
Awareness events (e.g. open house) | 20 |
Parent Group Meetings | 17 |
Networking staff/parents with community | 16 |
Student/parent/teacher conferences | 14 |
Teacher contact with parents | 19 |
Direct invitations to participate in the school | 18 |
Archiving school materials (e.g. policies) | 12 |
Content of Communication | |
Expectations for Performance Regarding | |
Curriculum | 21 |
Behaviour of students, staff, parents | 8 |
Parents obligations | 4 |
School obligations | 16 |
Program delivery | 2 |
Feedback (e.g. action taken on suggestions | 11 |
Clearly, schools think communication is important. The schools want the parents, students, and community to understand what the school is doing and can be expected to do. Also, schools are telling parents, students, and the community, what they are expected to do to contribute to student achievement.