The standard above describes, in part, the role of teacher leaders (Danielson, 2007). It is the responsibility of those involved in the education system to be proactive in describing solutions even before a problem has been defined, to anticipate weak spots before they become an overwhelming concern. It is not enough to simply accept things as they are without question. Instead, one should perform as part of a system, continually striving for improvement (Ackerman, 2006). A school is not a socio-economic pie chart or an NCLB rating, reduced to numbers on a page. A school is a community in and of itself and lays its foundation in a larger community as a whole. The students are the children of community members, who work and fund local business where students are employed or shop. The more integrated a school is with its community, the greater the chance for stability, support and resources.

The paper attached describes a conceptual plan for potentially improving the education  and/or achievement of a variety of students over several categories. The primary purpose of this assignment was to analyze demographic trends and incorporate it into a plan to improve student achievement, though this one focuses on reducing dropouts. This plan calls for the opportunity for increased technical and vocational instruction that will provide job-specific skills, college credits and potentially certifications in a given area. Additionally, the community would be called upon to help meet criteria for state funding, allowing local businesses to essentially invest in the education of these students as future employees, thereby providing a greater incentive to participate in internships, recruiting and job placement. Additionally, skills acquired through the program would be available as services to the community, creating a mutually beneficial relationship.

One very important idea gleaned from this exercise is the idea that community and interaction is a highly desirable outcome for all levels of government. When researching grants and state funding, one finds that in order to receive funding, many have stipulations that include nurturing a relationship with a school and its surrounding area, businesses and citizens. One of the best ways to achieve this is regular correspondence and events in the local area, whether it comes in the form of a bake sale or a program to increase graduation rates. Regularity is going to be a key factor for increasing both awareness and involvement, though it may take time to achieve.

Resources

Ackerman, Richard. (2006, May). Uncovering Teacher Leadership. Educational Leadership, 63 (8), 66-70. Retrieved from ERIC database.  (EJ745611)

Danielson, Charlotte. (2007, September). The Many Faces of Leadership. Educational Leadership, 65 (1), 14-19. Retrieved from ERIC database. (EJ777070)

The principle above is very important if for no other reason than time and time again, researchers have proven that parental involvement matters to students. In addition to academic improvement, parents can also impact their child's behavior, motivation, and decrease the potential that he will drop out of school altogether (Matthews, 2001). Coming from a family with disabled children, many of the concepts immediately "clicked" into place. The idea of these families having to be so much more than just a parent combined with the misunderstandings that sometimes arise when another parent doesn't understand the situation can leave a number of these families feeling very isolated (Iris Center, n.d.).

Most of this information stems from completing an online learning module from Vanderbilt University. In the IRIS Center’s Collaborating with Families module, the focus is on becoming better able to understand and positively interact with the families of disabled students. The challenge begins with a second year principal making the decision to try to increase the involvement of this particular group of parents. Completed in CI 6351 Human Growth and Development, the two attachments provided are centered around this principal's challenge within the learning module. The first details questions and brainstorming that occurred during the module. The second is an actual response/reflection to the content of the module. Throughout the module, participants are asked to find ways to include a group that might otherwise feel very isolated, and forming school to parent bonds is something that many professionals struggle with each year.

Learning about this minority and developing ways to foster relationships with them was an excellent exercise for any professional, regardless of field. Everyone at some point has to find a way to include others or encourage active participation in a project or event. This is a "real-life" example of critical thinking to come up with creative solutions. The truth is, there are myriad ways to apply this both in and outside of the classroom, whether one is trying to nurture group inclusion, excitement over a science fair or participation in volunteer or fund-raising events. Concepts like this can also be used to tackle larger problems, such as achievement gaps in certain content areas.

References

Matthews, R. (2001). Meeting the needs of parents with disabilities in rural schools. Retreived from ERIC database. (ED454672)

Iris Center. (n.d.). Collaborating with Families. Retrieved from http://iris.peabody.vanderbilt.edu/fam/chalcycle.htm.