" I made a difference to that one." Eisley (1979)
Community Relations
a. Articulate organizational purpose and priorities to community and media
b. Request and respond to community feedback
c. Demonstrate the ability to build community consensus
d. Relate political initiatives to stakeholders - including parental involvement programs
e. Identify and interact with internal and external publics
f. Understand and respond to news media
g. Promote positive image of schools and the school district
h. Monitor and address perceptions about school-community issues
i. Demonstrate the ability to identify and articulate community issues that impact local education
Reflection:7- Community Relations
Building a positive image of the school district is required by the school leader to promote the belief that schools make a difference in the achievement of children as well as a difference in the success of the community itself. The leader is as much outreach worker as advocate for the partnerships between school and the greater community of stakeholders that are necessary to the goal of student social and academic success.
The school district I work in, Special School District #6 South St Paul, is unique. Being a special school district means that district boundaries are defined by city boundaries. All schools are physically located in single family neighborhoods resulting in visibility and a keen sense of community ownership. The community is very involved in the schools, seeking information, voicing opinion and participating in school/community events. Attendance at sporting events, school reunions and retired teacher events is strong and of value to the community. Partnerships with families, students and the community are extremely valuable to me as we work together to deliver education. I deliberately involve myself in committees and community events because of my strong desire to promote a positive image of our schools. This carries over to my leadership style as I enjoy the resulting interaction between internal and external publics.
Fostering parent participation opens communication between school and families impacting the success rate of students. As illustrated in my SEAC artifact, I have experience with parent advisory groups. I presented behavior and crisis training information to the SEAC group building trust and support between parents and staff for the safety of children. Stakeholder support is needed and I recognize the importance of involving these groups in programs that support student success. Supporting parent groups by offering resources, actively seeking input and listening to concerns and ideas builds a sense of common purpose in student achievement.
When a technology levy referendum was recently presented, I was easily able to offer information to the parents at SEAC because of my membership in the group. I was also a member of the community/school technology levy referendum committee and able to bridge the gap between the two groups as a resource to both. I presented information to parents at SEAC about technology in relationship to its’ impact on students. I also interacted with the public during events throughout the community, including school events and a Halloween children’s event where I dispersed information and answered questions. I also participated in phone bank sessions making contact with prospective voters.
The budget advisory committee artifacts demonstrate my experience working with educators and community members to address the issue of budget reductions in regard to the projected impact decreased state funding was going to have on the district. This group engaged in collaborative discussions to identify the shared values of the community and school as they pertained to programming and student opportunities. This group recommended proposed budget reductions for the 2010/2011 school year based on community and school input. The special education director also participated in this group giving me the opportunity to observe administrative involvement in a community/school committee.
I promote a positive image of the school at IEP and student placement meetings both within and outside of the district. As a representative of the district I provide teams with information and resources needed for student success. When I place a student in a program outside of the district, my timely follow through on scheduling transportation conveys to the team the value District #6 places on student attendance. My attendance at IEP meetings and conferences for students outside of the district also conveys to families and staff that the district values the achievement and success of all students regardless of physical location of programming. Visibility and the participation of a district representative at these meetings will be a priority for me as a leader.
As illustrated in my TESA graduation artifact, I attended this ceremony as a part of my fieldwork hours. I represented the district making contact with District #6 families and graduates. I also attended the Community Learning Center graduation and the TESA prom as a representative. All student events are important and offer opportunities to interact with diverse stakeholders to build consensus and promote a positive school/community image of shared purpose.
As a special education director I will actively promote a positive image of the school community. This will occur through visibility, availability and participation in school/community events. The school community extends beyond the physical boundaries of buildings and into the surrounding community. This shared community needs to be bound not only by location but by the social cohesion of shared values and common goals in relationship to student achievement. As a leader I continue to be a part of maintaining this shared sense of community.
Artifacts
Budget Advisory Committee.jpg (93,7 kB) BA page 2.jpg (105,5 kB) BA page 3.jpg (154 kB)
