Course Two Final Assignment

Due: 19 January, 2020

Time: 9:00 PM

I. Report / Design

School: Carmelita Government School Leadership Candidates:

Keith Augustine

Date: 15 January 2020 Time: 4:00 Pm Duration: 2hrs.

Location:

Number of Parents Invited: Number of Parents Attended: 40

45

Option Chosen (1,2,3, or 4) Three

CONTENT:

“Lesson Plan” for Parent Event

Learning Goal/s Goal

1. Provide an opportunity for the school community to participate in
critical communication self-assessment.
2. Decide on a clear Communication Pathway between school and
parents.
3. Outline the role and input of managers, administrators, teachers,
students, parents, and the wider community for effective
communication in sharing, giving and receiving-of information.

Time Description of Activity/Task Materials Assessment

4:20 Parents and community participates will be Handout Upon presentation
place into 5 groups. Each group will be given Marker shop of report a rubric
a handout on a specific role of a partner in paper tape will be use to asses
the school management to discuss. information
reported.
Discussion will be lead by a parent chosen as
the group leader. A scribe will also be Given guided
selected. discussion
 questions.
Important points of learning/concerns will be
written down on the shop paper provided

30 min.

Each group will do a presentation report on

what they have understood of the roles
4:50 presented. (5min each group)

4:55 Principal will summarize roles and

responsibilities (5min)
Next will present a communication path way
and together do a communication survey of
the Ministry of Education. How to
communicate with the school. (20min)
“Getting everyone to work in harmony”
5:15
Summarizing Critical communication Path.
(10Min)

5:30 Exit Cards Gather data to use

for next meeting.

GROUP DISCUSSION

HANDOUT #1
STUDENT ROLE:
Each student has the right to receive education in an effective learning environment. He/she is
expected to:
 Attend school regularly, to arrive on time and to learn and work to the best of his/her ability.
 Understand and follow the rules and procedures of the school.
 Recognize that there are ways through which rules or policies can be studied or questioned,
and realize that he/she must use those channels.
 Participate in the development of classroom rules.
 Respect all staff, peers, self, school visitors, parents/guardians, and personal property of
others and of the school.
.
HANDOUT #2
STAFF:
Each school staff member has the right to work in an atmosphere which fosters respect for
each person’s work with the support and guidance of the administration in maintaining high
professional standards. Each school staff member is expected to:
 Work with students so that they understand the objectives of the subject and what they are
expected to learn.
 Help the students realize that as an individual, he/she is important and that, as a group
member, he/she should act in a responsible and collaborative way.
 Encourage and help the student to understand and support the rules of the school and to
participate in formulating rules relating to him/her and his/her role in the school.
 Know and enforce consistently and fairly the rules, procedures and policies of the school.
 Make decisions regarding corrective action based on individual differences of children and
the degree of severity of violations.
 Seek conferences with parents/guardians and other school personnel in an effort to help
students who demonstrate behaviors contrary to expected school standards.

HANDOUT #2
PRINCIPAL:
The principal has the right to expect the cooperation of staff, students and parents/guardians
when seeking to facilitate the fulfillment of the school's role as an educational institution. The
principal is expected to:
 Make known and interpret to students, parents/guardians and staff the Hummingbird
Elementary School Discipline Policy.
 Monitor the performance of students and teachers
 Encourage personnel to maintain appropriate and effective discipline.
 Be available for conferences with staff, students, parents, and others on discipline matters.
 Provide support and training to teachers as needed or when challenges arise.
 Inform students, teachers and parents of administrative disciplinary actions.
 Identify the line of authority in the building so that discipline matters may be handled as
expeditiously as possible.

HANDOUT #3
PARENTS/GUARDIANS:
Every parent/guardian has the right to expect that the school will address the learning needs of
his/her child in an equitable way, respecting the individual differences of children. Every
parent/guardian has the right to be informed of his/her child’s progress and of areas where
closer home/school cooperation is needed. Every parent/guardian is expected to:
 Send his/her child to school regularly, on time and prepared to learn and work.
 Respond to communications from the school pertaining to their child.
 Cooperate with the school staff in solving behavioral problems.
 Develop in his/her children the respect for the rights and property of other people.
 Understand and support the fair, consistent administration of school rules, procedures and
policies.
 Voice concerns and/or complaints in a timely, non-adversarial manner with the school staff

ENFORCEMENT OF THE PARENTAL COMPLIANCE POLICY

Achievement of the optimal academic experience at Hummingbird Elementary School is as
much the responsibility of the students, teachers and administration as it is the
parents/guardians. While we recognize that these days, parents/guardians have to contend
with busy schedules, from time to time we reserve the right to issue notification slips to
parents/guardians if a student:
 Is not completing class assignments.
 Is not wearing the appropriate uniform.
 Does not bring his/her lunch.
 Is arriving to school late
 Is consistently being picked up late from school.
 Has not covered all his/her schoolbooks.
 Is not taking care of his/her schoolbooks.
 Is not bringing his/her schoolbooks to school.
 Has lost his/her schoolbooks.
 Needs more supervision with homework.
 Is not attending scheduled school events

In addition, parents may be asked to come in to the classroom and supervise children who
exhibit behavior contrary to the school’s standards. Parents may also be required to meet with
class teachers on a weekly basis in these instances.

HANDOUT #4

Role of Managing Authorities from Hand Book of Policies and Procedure

2010.

(1) Managing Authorities shall recruit, interview and select persons to fill vacancies for
principals, vice-principals and teachers and shall offer employment to the selected persons
in accordance with sections 28 and 29 and subject to section 17
(a) of this Act and Rules made under this Act.
 (2) Managing Authorities may, with the approval of the Commisson,
appoint teachers who have successfully completed the required
probationary period under their management pursuant to section 29.

(3) Managing Authorities are empowered to

(a) grant release to teachers who have so requested in accordance

with Rules made under this Act;

(b) transfer teachers within their management in accordance with

section 31 (1);

(c) grant leave of less than ten days such as sick, professional
development, compassionate, urgent personal, paternity, and
special leave in accordance with Rules made under this Act;

(d) indicate support or otherwise, with justification, on applications

for extended study leave, secondment or for posting as itinerant
resource officer.

(e) take disciplinary action for minor offences against teachers under
their management in respect of oral and written warnings or
reprimands; and

(f) with the approval of the Commission, take disciplinary action

against teachers under their respective managment for major
offences in accordance with this Act and the Rules made
thereunder.

(4) The Minister shall by Rules made under this Act specify minor offences
and major offences for the purpose of subsection (3) and prescribe the
procedure for the making and investigation of complaints.

(5) Nothing in subsection (3) (f) [relating to major offences] shall preclude
a Managing Authority from suspending a teacher accused of a major
offence pending a reference to the Commission as required by the said
subsection.

(6) A teacher aggrieved by disciplinary action taken against him by the

Managing Authority may within 21 days proffer an appeal to the
Tribunal in accordance with section 20.
 (7) In determining whether to approve a Code of Conduct proposed by a
managing authority under subsection (2), the Minister may seek the
advice of the Ministry, the Education Council or the TVET Council, as
the case may be.

Principal Presentation of school communication Path way.

Carmelita School Communication network.

Figure 1:

1. Carmelita SCHOOL COMMUNICATION

The school communicates with parents/guardians on a regular basis via email and through class
websites hosted by Facebook, WhatsApp, messenger and yahoo. All parents and students in
classes Standard I to VI are forwarded an activation code which will enable them to access class
websites. Parents are responsible to check school and class websites regularly for updates.
Communications include messages and letters informing parents of upcoming events and
schedules, permission slips for school trips. These will be forwarded to you via email therefore;
it is extremely important that parents check their email daily and also advise the school if there
is any change in the email address so we may update our data. School fee vouchers will be
forwarded to parents via students or forwarded directly to parent. Disciplinary warning slips are
issued to students who exhibit behavior contrary to the school’s standards. These slips must be
signed by the parent/guardian, as a verification of receipt, and returned to the school. Parental
compliance notices are issued to parents/guardians who are not compliant with the school’s
standards. These slips must also be signed by the parent/guardian and returned to the school
the next day. At times, these communications may be secured into the child’s assignment book
to ensure delivery.
**It is the absolute responsibility of parents/guardians to communicate with each other
regarding school matters
** Hummingbird Elementary School does not accept responsibility for communicating with
each parent/guardian of the same family. Once communications are issued from the school to a
parent it will be assumed that both parents are informed unless otherwise advised by parents.

RAISING CONCERNS AND RESOLVING COMPLAINTS/ COMMUNICATION PATHWAYS

From time to time, parents/guardians and others connected with the school, may become
aware of matters that cause them concern. To encourage resolution of such situations, we offer
our “General Complaints Procedure”. The procedure is devised with the intention that it will:
 Usually be possible to resolve problems by informal means.
 Allow problems to be handled swiftly.
 Be simple to use and understand.
 Be non adversarial.
 Provide confidentiality.
 Address all the points of the issue.
 Inform future practice so that the problem is unlikely to recur. The General Complaints
Procedure is as follows:
 Every effort should be made to raise concerns/complaints with the class teacher as soon as
the incident has occurred. In this way, larger problems may be averted by dealing with smaller
issues at hand. We understand that parents have busy schedules. Emails or notes may be used
to alert the class teacher of an incident, however, in order to foster dialogue between the
school and 24 parents/guardians, it is best to meet with the class teacher as soon as is
convenient. Depending on the severity of the incident, the class teacher will inform the
principal of the complaint or concern and the proposed resolution, and will follow-up
accordingly.
 If the incident re-occurs or is not adequately resolved, the parent/guardian is welcome to
discuss the matter with the principal during school hours.
 All concerns and complaints will be kept confidential; discussions will take place between
those parties involved in the incident, and between school staff only.
 Complaints and concerns brought to the attention of the school may be used as learning tools
to influence continuous value improvements within the school.
B. Present Communication Paths to evaluate. Whole group activity.

Communication Component Yes No Details or Comments

1. Communication Strategy   Comprehensive updated disseminated

2. Notice Boards   maintained adequate

3. Newsletters   Scheduled appropriate disseminated

4. Brochures   available adequate purposeful

5. Video Clips   available adequate purposeful

6. Meetings   adequate efficient effective

Community Member Questionnaire to be done as a group. Quality Child

friendly schools
Instructions:

1. Complete the questionnaire by placing the number at the top of the column in the box to the right of
each statement that best describes how you view the school.
2. Use the following key in responding to each statement:
1 = Focusing: If you think that the indicator is seldom or never found or displayed. It is not an
impression that people would take away from a visit to this school.
2 = Developing: If you think that the indicator is found or displayed but is not regular or frequent.
It is the exception, not the norm. A visitor would be unlikely to get this impression of the school
3 = Achieving: If you think that the indicator is found or displayed and is the norm in the school –
not the exception.
4 = Enhancing: If you think that this indicator is found and displayed at all levels and at all times.
Any visitor to the school will recognize this quality. (Always, everyone,)

3. The last column – headed Total – has seven boxes. Add the numbers you have written (your responses
to the statements) and write their sums in the boxes (KA1, KA2, KA3 … KA7) for each set of statements.
4. Return the completed questionnaire to __________________________
 Total
Indicators 1 2 3 4

1. I know the vision and mission of the school my child/ KA1(3)

children attend.
2. I am recognized as an important member of my
child’s/children’s school community.
3. I am fully involved in every activity undertaken by
my child’s/ children’s school.
4. The school leadership team is accountable to all key KA2 (3)
stakeholders (teachers, students, parents and
community members) and its actions are
transparent.
5. The principal and teachers go to workshops on a
regular basis.
6. The principal visits the classroom of my child to
observe what is happening
7. The principal and teachers plan and teach KA3(3)
interesting lessons that cater to the learning style
of my child.
8. The principal and teachers show respect for my
child and gives him the care and attention he needs.
Total
Indicators 1 2 3 4

9. The principal and teachers show me respect and

encourage me to come to school to check on my
child and help him/her with homework and
studying.
10. I have regular opportunities to help make the KA4 (3)
school’s curriculum relevant through meetings and
work groups with teachers
11. My child’s grades are based on a variety of
assignments given.
12. My child participates in after school programs and
other activities available for students of the school.
13. I assist in organizing safety drills at my KA5 (3)
child’s/children’s school
14. The school my child attends is clean; only healthy
snacks / food are available on the school
compound.
15. The school provides learning opportunities in a safe
environment for all stakeholders.
 16. I feel welcome at the school and am able to develop KA6 (3)
strong working relationships with the staff.
17. The school welcomes community participation in
the affairs of the school.
18. The school is able to get community resources to
help them accomplish their mission.
19. Principal and teachers are open to suggestions for KA7 (3)
improving their performance at school.
20. Parents are asked for their views on how well the
school is performing and selecting ways for
improving the school’s performance
21. Parents are informed of the results of external
evaluation of the school

ASSESSMENT:
Upon presentation of report a rubric will be use to asses information reported.

Rubric for presentation/discussion (Adopted) to guide assessment

outcome of grouped participants.
Task Description: How accurate Presentation of information given.

Criteria Exemplary Effective Minimal Unsatisfactory

Level of  Contributes to  Contributes to  Occasionally  Fails to contribute

Engagement groups groups contributes to to groups activities
activities by activities by groups activities  Fails to invite
offering quality offering ideas by offering comment/opinions
ideas and and asking ideas and from other Parents
asking questions on a asking  Demonstrates little
appropriate regular basis questions understanding of
questions on a  Often engages  Sometimes main points
regular basis others in engages others  Does not identify or
 Actively discussions by in discussions summarize main
engages others inviting their  Sometimes has points
in discussions comments an
by inviting their  Challenges the understanding
comments accuracy and of main points
 Constructively relevance of  Identifies and
challenges the statements summarizes
accuracy and made some of the
relevance of  Identifies and main points
 statements summarizes
made main points
 Effectively
identifies and
summarizes
main points
 Accurately  Expresses  Expresses  Expresses no
expresses basic limited relevant
foundational foundational foundational foundational
knowledge knowledge knowledge knowledge
Preparedness pertaining to pertaining to pertaining to
issues raised class class
during the discussions discussions
discussion
 Consistently  Usually  Seldom actively  Rarely if ever
positive, positive and participated participates in
cooperative cooperative discussions discussions
attitude during with  Sometimes  Occasional
Attitude session discussions supportive of disruptive behavior
 Always  Often other parents’
supportive of supportive of ideas
other students’ other parent
ideas ideas

Parents were not use to this type of interaction. Participation was slow. I had to walk around to
keep parents within discussion topic. The parents also enjoyed choosing a leader. It made
them reflect on issues and things principal go through every day in keeping the group working
together. Selecting a scribe was a little bit difficult. I realized a lot of parent are unable to
write and spell. Two teachers had to intervene.

Going over the handout they manage to understand the role all partners played in making the
school a success. My biggest task was to demonstrate how administration has to allow room
and make connections with all stakeholders. They saw steps to take in creating effective
communication and made amendments to the one presented.

POSSIBLE NEXT STEPS:

1. We concluded that there is the need to have a meeting with all stake holders in one
room. Go over rules of engagement. And a new PTA would need to be elected since the
one present is not functioning.
2. Also meeting date is preferred on a Friday.
3. Need to get a English to Spanish interpreter. More than 40 percent of parents only
speak Spanish
4. Parent are willing to participate
5. Adult literacy program need to be promoted
6. Revise communication path ways.
II. Parent Activity Agenda
Agenda for Parent Event on Roles and communication Path.

Time Item Comments

4:00pm prayer Teacher Elsa
4:05 Welcome remarks Vice Principal
4:15 Presentation of agenda Principal
4:20 Roles of
a. management
b. administration
c. staff
d. students
e. parent
f. community

4:50 Presentation and Report on roles Teacher

5:10 Critical Communication paths principal
5:40 Exit Cards staff

III. Exit Card / Slip (Blank)

At the end of my Parent meeting each parent will receive a card with the following eight
questions.
Exit Card

1. Do you enjoy coming to parent meetings? Yes/no

2. How long should a meeting last? ______ Hrs.

3. What days would you prefer to come to a meeting? ___________

4. What items on the agenda needs to be explained or expanded further? __________

5. Good communication between parents and teachers has many benefits. When parents
and teachers share information, children learn more and parents and teachers feel more
supported. Good communication can help creates positive feelings.

Do you agree with the above statement? YES/NO

6. Is the school communication method/strategy clearly understood?

7. List two of your favorite way you plan to support the school.

a. _______________________________
b. ________________________________

8. List the least favorite topics of interest covered today.

a.__________________________
b.__________________________
c.__________________________