significant benefits to both the school and the community. This report (Although not all of these kinds of schools have broken relation- .. rich fabric of positive stories that define it. Finding a way . We did about 21 of those inter- views, from . Define intercommunity. intercommunity synonyms, intercommunity pronunciation, insecurity, loss of lives, destruction of property and closure of schools for months. feel even more at home and further improve intercommunity relations. What is School Community Relations? Quinlan ISD School Community Relations serves as the internal and external communications department for district.
Most frequently based on identified needs, schools increasingly are reaching out to local businesses for assistance which ranges from direct financial assistance to the involvement of the businesses' employees as tutors. The Charles Stewart Mott Foundation has been providing training in establishing the school as a centerpoint of the local community, and in the last few years businesses have been directly involved in the daily operation of schools.
President Bush's America education strategy is the most current evidence of that type of involvement. Other external programs include those where school programs are open to the public, programs which interact with constituent groups, and programs designed for parents. School programs which are open to the public like athletic events, school plays, and adult education programs are powerful ways in which schools interact with the larger community.
They provide a basis for identity for both the neighborhood school and the larger community in which the school resides. In interacting with constituent groups, schools often enlist constituent support on either side of contract issues, on tax bond referenda, with neighborhood associations, and with community advisory committees. Parent programs include parent-teacher organizations, school visit programs, inservice programs, and parent involvement on important committees such as those deciding curricular issues.
Whatever the purpose of the external program, its success rests on the ability of the school to communicate with the designated community. Communications with external communities take many forms.
They can include the basic bulletin carried home by students, meetings held at community or school sites, and messages via the media. Though the technology can be as basic as word-of-mouth communication to orchestrated press conferences, the common denominator of an effective communication is one which adheres to a carefully planned purpose and recognizes the diversity of the community. Informal Processes Within every successful formal school-community relations program are effective informal communication processes.
Schools have one characteristic which makes them unique in the social order. Schools are the only institutions which virtually every person in the community has had direct experience. It is exceedingly rare to find a person who has never attended a school.
As a result, many people regard themselves as expert, or at least experienced, on what schools are or should be about. This provides school personnel with either an opportunity or a dilemma.
If the preponderance of people with whom an administrator interacts had negative experiences in school, then it may be safe to say that this administrator has a different challenge from his or her counterpart who deals with constituents who had positive experiences with schools.
Though the challenge may be different, the approach is virtually the same. A formally derived community relations program must value every constituent community based on informal interactions. The informal communication process can begin with how the public is greeted on the school telephone, how the school grounds appear, how the parent is greeted by school personnel, how students regard the contiguous community, or the extent to which school personnel are aware of the unique needs of a particular community.
It is through these often unrecognized acts of awareness and courtesy that schools may often determine the effectiveness of their relationships with their communities. For example, if a local businessperson telephones the school and is inadvertently disconnected several times, it may lead to frustration and a poor evaluation of the school. Or, if a concerned parent visits the district office unannounced to voice a concern over a new curricular unit and leaves feeling listened to, it may lead to a good evaluation of the school.
Or, lastly, if a neighborhood-watch organization has targeted gang intervention efforts as a high priority item and is rebuffed by the school administrator in trying to establish a liaison relationship with the school because the school has its own program, it may lead to strained relationships. The magic in the informal process is that the image the school projects becomes the medium of communication.
Through inadvertent efforts schools can either enhance or retard effective communication with their diverse communities. The role of the administrator becomes crucial in helping the school staff project an image based on true regard for the total environment of the school.
The administrators' role is to project an image of treating others as we want to be treated and of treating the environment as if it were pridefully theirs.
School-Community Relations in California School-community relations in California, similar to national efforts, are illustrated in four types of formal programs and numerous informal processes.
Formal programs include federal and state legislated programs, adopt-a-school programs, shared decision-making programs, and locally created programs. The School Based Coordinated Program SBCP is a state effort to coordinate limited-English proficient, gifted and talented, special education, and school improvement programs.
Each district is required to have a broad-based site council which represents each of the constituent areas, the parents and community members, teachers, other school personnel, and the principal. Members of the council are selected by their peers. The major responsibility of the councils is to oversee the programs. This program is a good example of how schools respond to designated constituent communities. The most recent legislated effort is Assembly Bill ABeffective January 1,requiring all school districts' governing boards to adopt a policy on parent involvement.
Engage parents positively in their children's education by helping parents develop skills to use at home that support their children's academic efforts at school and their children's development as responsible future members of our society. Inform parents that they can directly affect the success of their children's learning by providing parents with techniques and strategies that they can use to improve their children's academic success and to assist their children in learning at home.
Build consistent and effective communication between the home and the school so that parents know when and how to assist their children in support of classroom learning and activities.
Train teachers and administrators to communicate effectively with parents. Integrate parent involvement programs into the school's master plan for academic accountability. Jenkins acknowledges the issue of choice and extends it to a discussion of the taxonomy of communities by posing questions like: Is it the school plan for parent involvement sensitive to the different educational backgrounds of the parents and does it take into consideration the different learning styles that all individuals have?
Is it sensitive to the different ethnic and cultural heritages of families in the school community? With the changing family structure, are all caregivers taken into consideration - parents, grandparents, relatives, and foster parents? Are the schedules of working parents given consideration? First, the recognition that education should be a client-based business, one which responds to a remarkably diverse client community.
Second, that schools exist in a political milieu, one in which either schools are to be responsive to political pressures or the political systems will redefine them. The second type of community-school relations program widely evident in California is the adopt-a-school program. From the smallest rural districts to the largest urban systems, adopt-a-school programs proliferated during the last decade. The programs vary in scope and breadth and most often provide the stimulus for extra assistance in the forms of tutors, funds for equipment and materials, and funds for participation in community events like professional and collegiate athletic events, visits to museums, and field trips.
Typically these programs afford the school the opportunity to offer incentives and programs that would not be possible with district revenues. Benefits for the businesses to be involved are in addressing pressing educational issues at the school site and to be apprised of the remarkable diversity of local schools.
The third type of school-community relations program evolving in California is the shared decision-making program which is spreading throughout the state.
The program which has received the most regional and national attention has been the program negotiated between the Los Angeles Unified School District and the United Teachers of Los Angeles. The district and the teachers' union have negotiated a process for involving administrators, teachers, classified staff, community members, and sometimes students, into making decisions on topics derived through the collective bargaining process.
In terms of school-community relations, shared decision-making gives schools the opportunity to improve not only these formal processes, but the informal processes which, when properly constituted, can positively affect the interaction between schools and their diverse communities. The fourth category of school-community relations programs, the locally derived program, is in evidence throughout the state.
Whether through offices like the Public Information Office or as a designated responsibility of traditional school personnel, virtually every district has some type of formal school-community relations program. The Roles of Administrators The differentiated roles of the administrative hierarchy are as evident in school-community relations functions as they are in any other aspect of school organization.
The recognition of these roles and forces is central to administrator effectiveness. The Board of Education The major school-community relations function of boards of education was put succinctly by Kimbrough and Burkettp.
Successful school-community relations programs are the result of detailed planning. The educational organization should commit to writing a clear and concise policy statement with respect to its public information program.
The policy statement should be approved through formal action by the governing board of the organization, should be published in its policy manual, and should be reviewed by the governing board annually.
The policy statement should express the purposes of the organization's public information program and provide the delegation of such authority to the executives of the organization as necessary to achieve the objectives. The provisions of the policy statement should be made known to the entire staff or membership of the organization through all appropriate means. Commitment to the achievement of the purposes of the organization's public information policy should be demonstrated through the allocation of adequate human and financial resources to the public information program.
From the base of a well-crafted policy statement, it becomes the province of the superintendent and his or her immediate support staff to design the procedures of a school-community relations program. The Superintendent and District Staff The superintendent and his or her staff have responsibilities which are two-way in nature. They have the responsibility to see that clear communications flow from the school to the community and, conversely, to see that effective communications flow from the community to the school.
Schools traditionally have performed the former role of informer to the community in adequate terms. The difference between less than adequate and exemplary programs appears to be the degree of well-planned school-community relations programs, as opposed to those which just happen. The administrative role of listening to communities is one which has emerged rapidly in the last forty years. It represents the formal and informal ways in which schools elicit communities' perceptions of schools and the unique community needs which the schools must address.
A selected list of those functions are: Assuming initiative in the planning of processes and procedures for keeping the board, staff, and public well-informed on school matters. Helping all personnel connected with the school system become sensitive to the meaning and importance of their contacts in the community.
Working with key groups and influential individuals in the community on significant educational policies and problems. Taking leadership to providing the opportunities required for district-wide involvement of citizens in programs for educational improvement. Community relations means relating, and relationships are ongoing.
A well-designed school-community relations plan at the district level sends a clear message to the school sites as to the value placed on this mode of communication. Possibly the most important school-community relations function of the superintendent and his or her district office staff is to develop procedures for relating with the media.
Well-developed procedures are important as a vehicle for dispensing information to the community and for responding to queries from the media. Secondarily, well-developed procedures identify primary responsibilities for those who respond to inquiries from the media and guidelines for that relationship.
This process is of particular importance to site level administrators because they often will not have immediate access to district level administrators. When inquiries come from members of the media, they should appear informed and responsive. The media represent the open access of the community to schools.
A relationship built on openness and accessibility is crucial. A second level of responsibility of the superintendent and his or her staff is the communication with the employees and students within the district. This includes coordinating internal publications, coordinating formal committee structures to address professional issues, developing and disseminating procedures for use in emergency situations, and keeping the focus of schools on students.
The successful implementation of clear communication procedures with teachers, classified employees, and students provides a positive support for communication with the community at large. The Principal and the School Site The roles and responsibilities of school site personnel closely parallel those of the superintendent and district level administrators. Site level personnel are also responsible for communication to and from their communities. They are responsible for having well-designed procedures for communicating with their communities, and for having systems of communicating with school personnel and students.
Each of these is an important category of events which can be orchestrated at the school site. Too often publicity about school site events lacks a professional touch. Both printed materials and direct personal contact must be of the highest professional order. Publications should carry with them the recognition that the media are a powerful source of public opinion about schools. Similarly, highly professional presentations to community and parent groups can be a way of engendering support for schools.
In addition to the caution to insure that all printed materials are technically accurate and professionally organized, it is equally important that they be free of educational jargon. Finally, special school events, whether they are curricular or co-curricular, provide a way for the school to put its best foot forward. Our various communities enjoy seeing their children performing at their best and are more likely to be supportive of schools when they participate in well- organized student-centered activities.
The principal's role in crises is one of the realities of the modern age. Twineham and Jay have described the crisis situations faced by principals as being an opportunity. In addition to the aforementioned need for a well-designed media relations process, is the recognition that in times of crises it is important to have accessible spokespersons who are credible, well-prepared, and articulate.
With these two factors in place, the responsible communication of the facts of a crisis are more likely to occur. Well-designed media relations processes and well-versed spokespeople should counter the negative effects of any emerging rumor mills. Future Trends The roles of school administrators and teachers have become increasingly complex over the last two generations. No longer are administrators and teachers living and working in an environment isolated from the community. Today's schools exist in a complex environment of strong political overtones.
The principal, superintendent, and teacher of the s are seeing the community take a forthright role in school processes. It will be the effective school leader who knows how to orchestrate linkages between the school and its communities.
The recognition of the complexities of the community is vitally important to school personnel being effective in their jobs, to students being socially and academically successful, and to the evolving definition of the roles schools play in this society. In California by the middle of this decade, the student population will be multicultural to the extent that there will be no majority group. In an unprecedented fashion, educators are providing programs which respond to the needs of students with diverse language experiences.
At least three trends in California bear watching. First, the immigration of students from other countries is projected to continue unabated and will provide challenges and opportunities to schools and their communities. Third, the community relations role of school administrators, as a consequence of these and other pressures, is going to broaden. It has been reported by various sources that over 15 percent of California's student population was born in another country.
Projections are that this trend will continue and is likely to expand. Given the state's position on the Pacific Rim, it is no surprise that the bulk of immigration is from Mexico, Central America, and countries of Asia. Though the policy considerations for this demographic shift have implications at all levels of federal, state, and local government, the impact is most directly felt at the local school district level.
The challenge for the local school district is to assure access to the school system, provide a quality educational program by appropriately trained educators, provide English language instruction, and to provide for the special needs of immigrant children California Tomorrow, Given that many of the children are coming from war-ravaged countries, their special needs will often include responding to trauma caused by war. The issue of school choice is likely to preoccupy the attention of school administrators for the next generation.
It may become for administrators of today and tomorrow what school desegregation has been for the last generation, a political hot potato that fails to respond to the attainment of education for the historically lowest-achieving one-third of the population. While discussing the merits of AmericaPellicer and Stevenson note: Despite the fact that, to date, there is no real body of convincing research to suggest that choice will improve classroom instruction for a majority of youngsters, America will most likely propel choice to the forefront of the national educational agenda.
School choice provides options to conventional schools by creating a series of break-the-mold schools. They are to be designed to provide better options to existing, failing schools. Those opposed to America mainly focus on the issues of national standards as not insuring the educational needs of those currently being underserved in schools. Whatever the issues may be, the message for school administrators is clear: It is important to be well-versed on the text of America and any similar state level initiatives.
There is little doubt that the various communities each school serves will be coming down on all sides of these proposals. For the next few years, school administrators can be conduits for assuring that accurate information is disseminated.
Concurrently, it will be the wise administrator who keeps in touch with the opinions of both the formal and informal community leaders. Robison typifies the school-community relations-aware superintendent in her comment: If anyone tells you they have a strategy for working with the community, they have probably missed the mark. In any school or district, there are multiple communities and special interest groups. Each has its own agenda and communications should be tailored specifically to the needs of each.
In urban communities struggling against violence, unemployment, and deteriorating institutions, school- community relationship offers hope for those who may have given on the social institution in their neighbourhood and cities. Rural communities searching for opportunities to revitalize themselves in a technologically sophisticated society can discover ways to bring themselves into the information age by intertwining school and community improvement initiatives. Community participation in school activities helps community membershave a more positive view of the school.
It helps children have better attendance, better behaviour and high academic achievement motivation. Community members need to be supportive by involving themselves in school programmes and activities such as Parent-Teacher Association PTA meetings, athletic events, plays, parties and other related engagements. Despite all the benefits associated with such involvement, many community members do not regard engagement in school programmes with all seriousness Okubanjo, Nieto 7 contends that student achievement is positively associated with parent involvement in school and that, school which encourage high levels of parent involvement outperform their counterparts where there are lower levels of involvement.
According to Idaho Falls School District school community relationship helps to improve the quality of education for all children. The school noted the following as some of the importance of school community relationship: It helps parents and other citizens recognize their responsibility for the quality of education provided by their schools; 2.
It fosters community understanding of the need for constructive change and solicit community advice on how to achieve stated school goals; 3. It involves community members in the work of the schools and the solving of school problems. It helps identifies non-parent groups such as senior citizens and promote the involvement of these persons in school activities and programmes; 5.
It helps earn the good will, respect and confidence of the community with regard to school staff and services; 6. It promotes a genuine spirit of cooperation between the school and the community and sets up channels of sharing the leadership in improving community life; 7. It helps develop community understanding of all aspects of school operation; it ascertains community attitudes towards issues in school; it helps discover the community aspirations for the education of their children; 8.
It helps secure adequate financial support for a sound school programme. Partnering according to Michigan State University requires give and-take conversation, goal setting for future, and regular follow-up interaction.
School community partnership should be considered as connections between school and community resources. The area of this partnership according to Yelena Mitrofanova Extension Education n. Use of School or Neighbourhood Facilities: Schools and Communities can partner with each other in the use of different facilities.
These kinds of partnerships are forged between schools and organisations. The partnerships are often made between local business and schools. The aims of these partnerships focused on exposing students to careers and work skills, with the sponsoring organisation benefiting from free or cheap labour.
Collaborative Fund Raising and Grant Application: The school and community collaborate in raising funds needed for educational process. They develop a written plant that includes measurable goals and accountability for how funds are used and what results are expected.
They will use a strength based planning process to identify assets, assess needs and gaps programmes, resources and other partners. Another important area of school community relationship is area of volunteering.
While most of the volunteers are likely to be parents, such a volunteer service or programme need not be restricted to parents. According to Lucas and Thomspson n. Mention at home and school meetings, articles in the school newsletter or local newspaper, mention in the annual report or an annual social event especially for volunteers are all ways of honouring volunteers.
They suggest a number of activities which might be carried out by volunteers. Schools are often offered technical support from outside consultants. The effectiveness of these consultants varies. In some cases, experts are brought into the school to give a workshop. On improving or building content in a certain area, when what is needed is more proves-oriented work geared toward overcoming organizational interpersonal, or philosophical barriers. Information Sharing and Dissemination: Schools and Communities share and disseminate information through communication with each other.
Communication involves sharing and transmitting message ideas or attitudes among administrators, teachers, students, parents and other interested constituents. Information sharing and dissemination is a give-and-take process that requires perfect partnership between schools and communities for a better result. Communication as a factor that influences school community relation is a very important tool to achieve or accomplish the aims, goals, and aspiration of the school.
Communication is the complex techniques under the control of management, which may be used to relate directly with people outside the school and potential students Oguntunde, Yet, most parents typically hear from the school only when their child is in trouble. Ijaiya identifies five 10 method of communication: Written type as in reports, letters, memos, minutes of meetings, email, telex; oral type as in conversations, oral interview,meetings, telephone, conference; visual type as in charts, television, videos, graphs, diagrams and body language; electronic type as in telephone and computer network; and Audio visual as in television and videos.
Communicating with parents is a necessity if a school principal expects them to support the school. But there are other community members who might benefit from receiving accurate information from a school and who should be given opportunities to communicate with a school. Among those people are senior citizens, childless couples, newly married couples Pawlas, Members of the community can take active roles in facilitating the educational experiences of young people.
Getting to know you: The project was designed to encourage interactions between students and the elders in their community, through the sharing of different responsibility. Agencies for School Community Relationship An agency can simply be referred to as a government department, organization or business corporation that provides a particular service especially on behalf of community or other ognisations.
For many schoolsto succeed with their educational mission, they must have the support of community agencies such as family members, neighbourhood leaders, business groups, religious institutions, public and private agencies, libraries, recreation, community based 11 organisations, civic groups and local government.
Reciprocally, many community agencies can do their job better by working closely with schools Michigan State Board of Education, Lucas and Thompson n.
The following list reflects community agencies that could or currently partner with schools Yelena Mitrofanova Extension Educator n. Municipal Agencies and Bodies Courts, Civic event units.
Difference Between Inter- and Intra-
Community Based-Organizations Farmers clubs, Economic development groups, Community development corporations, Civic associations, etc. Role of Community Agencies in School Community Relationship There are many community agencies that play very important roles in school community relationship. These agencies according to Bakwai include the following: For a good school community relationship to be established, schools need the support of traditional rulers for community mobilization.
School can also work in collaboration with traditional rulers by giving them some incentives. This will make the rulers call the attention of their followers towards co-operating and supporting the programmes of the school.
Traditional rulers can also be used for dissemination of information. All religious leaders are answerable to traditional rulers and can be directed to sell any good idea about school and education to their followers.
Traditional rulers play another important role in bringing parents into the school by summoning them to the king palace where important school issues and problems can be discussed. Traditional rulers can also do a good work in bringing community into school by acting as official in P. A or a special member in school boards and school committees. Police and vigilante groups could be resorted to when it comes to issue of security.
In terms of security of the school and its facilities, school when related well with police and vigilante groups, it can enjoy a great deal of security. Working in co-operation 13 with police command, and providing some little allowances to patrol teams, school can enjoy the support of security agencies in the community. Power Holding Company of Nigeria: Power Holding Company of Nigeria can decide to subsidize school bill for power consumption.
It can volunteer for the repairs and installation of the school electrical fittings and equipment. State Water Board on its side, can help in providing additional piping or introducing the piping in case of a school that does not have the pipe line before.
The Water Board can also help in fixing some spoiled pipes and pumps in the school. With good relationship, media housescould help promote the school relationship with the communities through information dissemination. Hospitals, clinics and dispensaries could relate with the school for health care delivery. Other important communityagencies which schools need are sister schools for exchange of ideas and mutual support and parents for volunteer services, moral support and discipline of students.
Senior citizens also can help solicit community support for the school as some of them are respected members in political parties, forums associations, ministries, business corporations and traditional councils. When these citizens are involved into school affairs, they can help in soliciting financial support from the community for the school and its programmes. They can lobby government to approve some of the proposed school programmes.
On the other hand, the school can contribute so much to the community. The community depends on the school for the provision of manpower needed for its continued existence as the students go back to the community when they schooled. Most of school employees are hired from the communities and live in the community. The community also depends on the school hall for their meetings, playground for their cultural activities and the school building, can also be put to use in times of emergency.
Agabi and Okorie in Agabi, Okorosaye-orubite, Ezekiel-Hart and Egbezor noted that the classrooms are used for adult literacy activities nationwide, for public health activities like immunizations and public enlightenment exercises and in emergency epidemic situations, school building are converted into makeshift hospitals.
School buildings are also put into use during voting exercises. Importance of School Resources in Promoting School Community Relationship School resources are very important in promoting school community relationship.
According to Bakwai some of these resources which can be used in promoting school community relationship include the following: Classrooms can be used to earn community support. They can be allowed to be used by the communities when school closes or is on holidays. This will help establish good relationship with the community.
School library can equip a room with books that parents can come to read and borrow. The books to be provided should be of interest to the parents such as books on child psychology, married life, current affairs, health care, etc.
Community agencies can be allowed to use school theatres and for social events, meetings, games and festivals. This will make community agencies be concerned with whatever would be happening to the school. School parks, farms, gardens are all good resources which can be used to establish everlasting school relationship with communities. This will be intended to serve both the school and the neighbouring community. This will always bring the school closer to the community members and they will be most concerned with anything that will affect the school.
Challenges of Managing School Community Relationship It is increasingly clear that poor school community relationship is risky. School community relation cannot be free from general school administrative problems. School administration has so many problems. This is because the demands on school administration are many. There are numerous challenges before the general education and before the agencies of school administration. According to Sidhu these challenges are: Lack of Credibility The school administrative agencies in general suffer from lack of credibility.
School community relationship is no exception. The agencies of school administration have lost their 16 grip over the areas school community relationship.
Consequently it is found school community relationship getting loose day by day. When the principals have lost their credibility, the teachers would not care to take them seriously. Poor Facilities Lack of urgent facilities, lead to much complication for the principals. Efficiency and control in school community relationship cannot be ensured in the absence of required equipment and provisions.
Poor facility is a big excuse for manyadministrators and teachers to be slack, irresponsible and negligent in carrying out effective school community relationship.
It may be genuinely difficult to carry out effective school community relationship in the absence of relevant facilities.
School administrators are used to taking shelter behind every available excuse. They cannot get things done in the absence of the things proper. One missing facility can stops a good school community relationship activity even if all other facilities may be present. Unrest There is a perpetual unrest in every segment of our society. The teachers, parents and students suffer from unrest for the reason of their own. This inherent unrest needs only a little provocation to come into the open and cause a big problem for school community relationship.
Trade unionism among parent and students further aggravates the situation and exploits every cause for grievance. The administrators fail to observe the prescribed schedule of school community relationship when the students observe protest days every now and then. Grievances are concocted even if there exists none.
It has become very difficult to maintain good school community relationship in schools these days. External forces always snatch every opportunity for creating trouble between schools and communities.
Lack of Cooperation Collective thinking and action have become very rare in the spheres of school community relationship. All the headaches are passed on to the principals and everybody else keeps aloof and enjoys at a distance. School administrators have not been able to make school community relationship a cooperative affair.
Chapter on School Community Relationship | Bala B Kwashabawa - misjon.info
Teachers do not try to join their heads and hands towards the common goals of school community relationship. School administrators find themselves all alone to look after all aspects of school community relationship. Others do not come forward to share the burden or to shoulder the responsibilities. Instead, the junior teaching staffs is often in the habit of creating difficulties and problem for the school administrators.
Non performance The function of the traditional school was to transmit the social heritage of the community. The modern sociological view of education lay down that the school constantly draws upon social life and activities for its subject matter, its methods of teaching and its methods of work. Non-performance has become order of the day in every walk of life. People take pride in drawing fat salaries for doing nothing.
It is a fashion to remain idle during working hours. Leave aside tangible contribution, the school teachers are not prepared to make any contribution whatsoever in the development of school community relationship.
No teacher is ashamed to shirk work and responsibility towards making school community relationship a success. School administratorshave not been able to make their school community relationship result-oriented.
There is no provision to take any body to task for 18 poor school community relationship. There are no norms to judge between a poor and good performance. The routines and formalities are observed to throw dust into the eyes of the school administratorsor community members, although the net result may be nothing.
Sycophancy thrives in spite of nonperformance. Lack of Devotion In school community relationship duties can be adequately done only if there is sense of devotion.
What to talk of devotion, most of our principals show lack of concern. They do not work with any commitment. There is no zeal in them. They simply handle school community relationship as formalities. They are administratorswithout any involvement in school community relationship. They have never felt inspired and have never further inspired anybody when it comes to issues of school community relationship. They will work only to the extent that they do not invite any punishment. There is no urge in them to work for self-satisfaction or to earn gratitude of the students and the community.
Extra attention or extra time for the student is no more in sight. Out-Date Expertise The expertise in spheres school community relationship is no more equal to the task.
Innovation are nowhere in sight. Outmoded methods are only devices available to the school administratorsand teachers. The requirements for a good school community relationship have markedly changed over the years but our experts continue to cling to conservative approaches. School community relationship of the modern era, have become complicated and sophisticated but our methods to deal with them are the same which are unscientific and arbitrary in nature.
School administrators have failed to evolve matching strategies to combat emerging 19 complications of school community relationship and thus situation is going out of control day by day. Wastage The entire secondary school structures, programmes and actions suffer from acute wastage. This wastage is visible in the area of efficiency, speed, resources, time and outputs of school community relationship programmes.
Red tapism is a wasteful phenomenon. Too much time is needed to take decisions and to translate them into action. Schools suffer from irrational distribution of theirmeagre resources.
There is a haphazard approach in dealing with urgent matters and problems concerning school community relationship. Efficiency in school community relationship is almost missing. There is no stress on striking a balance between school community relationship inputs and outputs.
Placement of human material in school community relationship is also haphazard. There are too many square pegs in round holes resulting into sheer wastage of many types. Poor Planning We hold this wrong impression that we are good at planning but poor at action. School community relationship planning and execution both lack much to be desired. The plans are generally over ambitious which cannot possibly be put into practice.
Most of the school community relationship functions are unplanned adventures. The future of schools and the community remains uncertain in the absence of planned school community relation programmes. There is no serious effort at planning school community relation programmes and events. The school community relations agencies in schools are moving in a blind alley in the absence of long term and shot term planning. To be effective, school administrator should have a well-developed school community relationship plans.
The 10 components of such a plan according to Pawlas are as follows: Provide the community with information about the school. The community should be informed on the goals and objectives of the school.
The community should know all the programmes and general activities of the school.
Difference Between Inter- and Intra- | Difference Between | Inter- vs Intra-
No any change or innovation that will take place in the school without the prior knowledge of the community which the school serves. Provide the school with information about the community. The school should have information about the composition of the community, such as the income and the educational level and occupation of the majority of the residents.
The school should also know what community opinion is, regarding both broad education issues and the day to day operation of the school itself. The school should also have some familiarity with the educational resources available in the community in order that they can be utilized to enrich and enhance the school programmes. Establish and maintain public confidence in the school.
Activities Such as Coffee Parties at predetermined times can be used. At these meetings, members of the local community are encouraged to give their opinions regarding the school and specific educational issues.
This can provide an opportunity to establish public confidence 4. Secure community support for the school and its programme. Invite the community to participate as volunteers in many of the school activities such as teaching local history, 21 serving in advisory committee, acting as volunteers in library, laboratory, and clinic for the school, kitchen, etc.
Develop a community of purpose, effort and achievement.
Let the community understand that when the school fails the community also fails, and that the survival of the school depends heavily on the community. This will make the community have some feelings of purpose and hope to support the school and its programmes. This could make the community exert serious efforts for the achievement of the school goals. Develop in the community recognition of the vital importance of education in our social and economic life. Let the student use skills acquired at school to entertain and serve members of the community.
Students of technical education on vocational experience can be send to work on the homes of some identified community members such as volunteer groups, senior citizens or on building of some religious or social institutions such as mosques, churches, orphanages, recreational centre, etc. Keep the community informed of new trends and developments in education.
The community should be informed of any change in the curriculum or programmes of the school. For instance, on the introduction of Universal Basic Education UBEthe community should be informed of the aims and objectives of the programme, success so far recorded and challenge to be faced by both the school and the community it serves. Develop an atmosphere of cooperation between the school and other social institution of the community. A variety of school activities that requires use of community resources by the school is introduced.
Students of technical education on vocational experience can 22 be send to work on the homes of some identified community members such as volunteer groups, senior citizens or on building of some religious or social institutions such as mosques, churches, orphanages, recreational centre, etc.
Develop public goodwill towards the school. The school can invite community organizations to use schools facilities such as classroom, library, laboratory, gym, halls fields, pools, theatre, auditorium, etc. This will create in the community a sense of belonging to whatever success or failure of the school. Activitiesthat Promote EffectiveSchool Community Relationship School community relationship can interconnect together many activities to enhance communities that support all youth and their families US Department of Health and Human Services According to the Department, researches have shown that there is variety of activities in which schools can become involved to build and improve school community relationship; these include: Encourage Community use of School Facilities: Often the school building sit empty after the end of the normal school day.
Encouraging non-profit community groups to use the facilities is not only good use of resources but also provides opportunities for the schools to get involved in community projects.