School Community and Relationships

Area of Focus 3

Goal

 

As an administrator I review existing community partnerships to determine if they reflect the diversity of the broader school community.


As an administrator I identify gaps in community partnerships.

Intended Outcome

 

An inclusive school community is committed to establishing and maintaining diverse partnerships so that the perspective and experiences of all members are recognized and their needs are met.

First Phase : Emerging Practice

Indicator

The administrator :

  • carries out audits of existing community partnerships;

  • completes a gap analysis of community partnerships with regard to alignment with school demographics (e.g. school council members, safe schools members).

Second Phase : Embedded Practice

Goal

 

As an administrator I create opportunities to welcome, include and invite involvement from diverse community partnerships.


As an administrator I address gaps in community partnerships by actively reaching out to and pursuing the involvement of these groups.

Indicator

The administrator, with consultation from the school team and the community:

  • facilitates open, ongoing and reciprocal communication with community members (e.g. invitations to participate in surveys, feedback, exit tickets);

  • provides opportunities for community members to contribute to and participate in decision making.

Third phase : Integration and Renewal

Goal

The school culture is established in which all community partners feel welcome and valued.


The school culture is established in which there are structures in place to ensure the that community advocacy is assured.

Indicator

The administrator, with consultation from the school team :

  • encourages culturally responsive involvement of school community partnerships;

  • ensures multiple entry points for the involvement of community agencies (i.e. determine what services they can offer).

Resources
Promising Practice

1. Through Multi-cultural Clubs and weekly activities, all students are invited to highlight their personal, family backgrounds through sharing of customs, food, dress, music, games, and other activities.

 

2. School groups make an annual visit to a local First Nations Reserve and participate in sporting events and engage with the members of the community.

 

3. Junior students sing at school liturgies and celebrations, as well as at community locations such as retirement homes and baseball games.

Reflective Questions
Ontario Leadership Framework (OLF)

Alignment with the Ontario Leadership Framework (OLF) :

  1. Building Relationships and Developing People (Modelling the school’s values and practices);

  2. Developing the Organization (Building productive relationships with families and the community);

  3. Personal Leadership Resources (Perceiving emotions).

 
 
 
 
 
 
 
 

3.1 Are we effectively using a whole-school approach to enhance student engagement and learning? What are we doing to ensure that the perspectives of various individuals and groups in the school community and the broader community are included?

3.2 In what ways is our school supporting the board’s strategy for parent engagement?

3.5 To what degree has representation across diverse groups increased on board and school committees?

3.4 How do we know which outreach initiatives are effective in building school–parent–community partnerships to support children’s learning at home and at school?

3.6 How can we work more effectively with our school committees and clubs, school council, and the board’s Parent Involvement Committee (PIC) to support EIE principles and implementation of the board’s EIE policy?

3.3 What strategies do we use to create a welcoming environment where parents, visitors, and community members are respected and valued?

© 2017 CRRIDEC