![To have a well-organized school, family, and community partnership program that improves student success, certain attitudes and perceptions are required. List 3-5 of these perceptions for each of the following stakeholder groups: ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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- 1. PerceptionsSummarization through Wordle… JHU/ISTE 2010-11 A&S Cohort Team A – a.k.a. Tech 5 John, Jon, Fawn, Karen, & Kenneth
- 3. Teachers
- 4. Parents
- 6. Teachers
- 7. Parents
- 9. In our team discussion, it became apparent that we see all four stakeholder groups as essential to promoting the creation of community partnerships. It seems that the principal must serve as the conduit and catalyst of school partnership formation. He or she should see their role as one of accountability, responsibility, and servitude toward school and student success. The principal must be willing to initiate the partnership formation process and then see it through to fruition while understanding the parent, teacher, and community perspectives. They must be willing to share the governance through an ATP or similar group. The teachers are the backbone of student success, and must be willing to work very closely with parents, as these two groups are most directly linked to instructional success and promoting the family and school culture. These two groups form a student support system, and must be creative, influential, and collaborative to ensure that the students are seen as successful members of the greater community. Teachers can help parents understand the instructional practices of the school, and parents can help teachers better understand the diverse realities of the school demographics through dialogue on familial culture. Since student achievement is paramount to school success, community advocacy, and promotion of a positive school culture, it is apparent that parents and teachers play a vital role in establishing partnerships and must see themselves as major players in the game of forming community relationships. Community members must see themselves as benefactors of their successful neighborhood school. They will be more willing to give financial resources and volunteer time if they feel they are part of the most important aspect of school success – instruction. Businesses can mentor students. The school can host workshops for community members. Community members need to be placed in a role of guidance with direct contact with students, such as in the format of a career day. They need to see the student population as future inhabitants of the precious community, and must realize that everyone is a life-long learner and should value intellectual pursuit.