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Running head: PARTNERSHIP SCHOOLS 1

Partnership Schools

Name

Institutional Affiliations

PARTNERSHIP SCHOOLS 2

My school adopted the partnership schools model since inception. The partnership model

has various concepts that determine the relationship between the school and the community. The

school has many programs that enable it to fit in the provisions of these concepts.

Building relationships

The main objective of the school is to build a viable relationship between the school and

the community. For example, the school frequently organizes class visits to the homes of the

students. The school highly values newcomers. Admission of new students helps to grow the

school’s population and increase the number of people who benefit from the programs of the

school (The State University of New Jersey, 2009). It is considered essential for the new students

to completely fit in the system within their first days. For example, the class teacher of the class

in which a new student has been admitted plans a class visit to the student’s home. The school

freely offers its premises for community functions such as fundraisings and community

empowerment campaigns. The school also urges the students to volunteer for community

development programs.

Linking to Learning

The school links the community to learn in different ways. The school frequently holds

academic assessment days that involves the parents and the students. During these days, the

parents are invited to the school to evaluate the performance of their children. The parents, the

teachers, and the students go through the most recent test results of the students together. The

students are encouraged to highlight the factors they think might have contributed to their

performance in different subjects. The parents and the teachers collectively come up with

solutions that would help to improve the performance of the students. The teachers also compile

PARTNERSHIP SCHOOLS 3

weekly student performance reports for the parents. For example, the report would include the

results of any assessment tests carried out during the week. The teacher also gives his remarks

about the behavior of the student throughout the week. Apparently, community groups mostly

offer to tutor the students during holidays or specific days. Church leaders also visit the school to

give the students spiritual guidance. Under the partnership model, it is essential to link learning

to all the programs of the school (Henderson et al. 2007).

Addressing Differences

The school always advocates for harmony and understanding among its stakeholders. The

school also holds PTA meetings involving all parents and teachers to solve major issues between

students and teachers. PTA also handles differences involving the teachers and the expectations

of the parents. For instance, a PTA meeting was held this week to determine the punishment for

three students who had sneaked out of the school for two days. A school is a dynamic social

institution hence differences are experienced frequently (The State University of New Jersey,

2009). The teachers play a huge role in handling differences. They use information in the books

and other learning material to teach the students the importance of cohesion. For example, the

students teach about famous conflicts in history and their effects. This helps to enlighten the

students about the need to enhance peaceful coexistence. The school is also located in a

community where the local groups organize events aimed at bringing together institutions such a

families and schools.

Supporting Advocacy

The school advocates for the rights and freedom of both the teachers, students, and the

parents. It holds an annual meeting that is attended by all the three stakeholders. These meetings

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are mainly led by at least one student, teachers, and parents. The meeting focuses on enlightening

the attendees about the importance of all the three groups in enhancing a successful education

experience. The school also has a policy that restricts heavy punishment for the students. This is

one of the ways the school advocates for the rights of the students.

Sharing Power

The school enhances power-sharing through the running of its programs and the level of

involvement of the parents. The parents are mostly involved in facilitating the achievement of

the students besides teachers. For example, the parents make a daily follow up to ensure that the

students handle all their assignments. The staff of the school also coordinates with the local

community on programs that intend to create a sustainable environment that would be beneficial

for the school and the community. For example, the school gives the employees the power to

organize overall school cleanliness functions. During these functions, all the facilities of the

school are cleaned and arranged in order.

How to Move the School to a more Parent-Friendly Place

It is essential for the parents to feel comfortable in the school. The school must involve

the parents more school programs. Through this, the parents will understand that their

contribution is appreciated by the school. The school should also offer rewards for best-

performing parents. It is clear that the parents play a huge role in the performance of the

students. The school should reward the parents for these efforts.

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References

Henderson, A.T., Mapp, K.L., Johnson, V.R., & Davies, D. (2007). Beyond the bake sale: The

essential guide to family-school partnerships. New York: NY: New Press.

The State University of New Jersey. (2009). Strategies for Effective Collaboration with Parents,

Schools, and Community Members. Retrieved from

http://sdfsc.rutgers.edu/file/Workshop%20Handouts/CH%20Effective%20Collaboration

%2009.pdf

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