EDLD+5326+Activity+Reflection


 * //This class was taken in place of EDLD 5368-Instructional Design in order to prepare for Principal Certification. //**


 * Course-Embedded Activity **


 * 1) //Develop a plan for a family-school-community partnership(s) to increase student achievement. //
 * 2) //Develop a presentation to be given to key stakeholders in your school that emphasizes the importance of parental-community involvement to student achievement. -- 12 hours //


 * Reflection **

**Self-Assessment**

In this course I realized that parent and community involvement in schools makes an impact on the student’s academic success, attendance, and attitude about education (Comuntzis-Page, 1996). I was always aware that communication with parents was a positive influence on students’ success, but combined with involvement in the school activities, the results seem to be longer lasting. When creating my plan and presentation to improve student achievement, I wanted to ensure all stakeholders had a part to play in its success.

**Learn as a Learner**

Improving the academic success of our students has become a primary concern. Though the students’ scores on the state test have improved, the failure rate of students in one or more classes has stayed the same. My plan was to improve the current one-on-one tutoring program which showing promise in helping students, who are in danger of failing, become more successful academically (Center for Prevention Research and Development [CPRD], 2009). I wanted to provide professional development for the tutors in effective tutoring and study skill strategies and carefully pair tutors with students. These are the two main factors that have the greatest impact in a successful tutoring program (Fager, 1996). As I researched best practices for effective tutoring, I had to evaluate which one would be the best fit for ensuring student success. When looking to provide tutoring for our students, there are three tutoring models to choose from: instructional, assignment-assistance and strategic tutoring (Hock, Pulvers, Deshler & Schumaker, 2001). Since our teachers currently use the assignment-assistance model for their classes, I chose to use this as a basis and expand it to include parents and community members. Discussions with my colleagues in the forums provided ideas on how to implement different versions of this type of tutoring model.

**Lifelong Learning Skills**

Successful parent and community involvement at the high school requires leaders to “prioritize process, permit time, and promote community ownership” (Sanders & Lewis, 2005, p. 8)**.** As a leader I need to look at the long-term success when planning for parent and community involvement in student academic achievement and not for the quick fix. Continuing the collaboration process with colleagues allows us to share our knowledge of what worked or did not work in a variety of other campuses, thus, preventing us from having to reinvent-the-wheel. As an educational technology leader, I wonder what would happen if we included online tutoring as part of the student achievement I designed? Will the same tutoring strategies be effective online?

Center for Prevention Research and Development. (2009). //Background Research: Tutoring Programs//. Champaign, IL: Center for Prevention Research and Development, Institute of Government and Public Affairs, University of Illinois.

Comuntzis-Page, G. (1996). //Critical issue: Creating the school climate and structures to support parent and family involvement//. Appalachia Educational Laboratory/North Central Regional Educational Laboratory. Washington, DC: Learning Points Associates. Retrieved August 31, 2011, from [|http://www.ncrel.org/sdrs/areas/issues/envrnmnt/famncomm/pa300.htm.]

Fager, J. (1996, October). //Tutoring: Strategies for successful learning//. Portland, OR: Northwest Regional Educational Laboratory.

Ferguson, C. (2005). //Developing a collaborative team approach to support family and community connections with schools: What can school leaders do?// Austin, TX: Southwest Educational Development Laboratory. Retrieved August 31, 2011, from: [|http://www.sedl.org/connections/resources/rb/research-brief3.pdf.]

Hock, M., Pulvers, K., Deshler, D., & Schumaker, J. (2001). The effects of an after-school tutoring program on the academic performance of at-risk students and students with LD. //Remedial and Special Education//. 22(3), 172-186.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Sanders, M., & Lewis, K. (2005). Building bridges toward excellence: Community involvement in high schools. //The High School Journal//, 88(3) 1-10.