The help by kathryn stockett essay
The principal anticipated that the four-yearly review that occurred midway in 2011 would provide the school with a licence for change. Throughout 2011, the principal engaged an external consultant to guide the leadership team in capacity building and problem solving.
Many of teachers had worked at the school for a long time, were reluctant to change their pedagogy, and had low expectations of the students.
Approach to engagement In the past the school had a strong connection with its community and attempted to maintain contact with agencies in the immediate environment to garner support for parents and children. Staff from the school met every four to six weeks with agencies, such as Community Police and Maternal and Child Health Care to share information. Find the school aimed to provide as many different learning experiences for its students as possible through its connections with these outside agencies. The families tended to remain in their language groups and visit doctors and dentists who spoke their language. The school recognised that to make any progress with engaging children in education, they needed to engage the parents in helping to provide a foundation for learning. The synergistic map on the opposite page identifies six key engagement initiatives and their offshoots. Synergy of Linked Initiatives A The Smith Family support A Secondary mentoring program A English classes for parents A Book making for parents 131 Research and Mapping for MCEECDYA Project: Student Academic Engagement Engagement Initiatives 1. Family Partnerships The school viewed the development of family partnerships as the foundation for engaging students in learning, working on the principle that a supportive relationship with the parent group would benefit the children. In 2010 the school employed a full-time family partnerships coordinator through National Partnerships funding to work with families on early intervention strategies (details below), recognising that the current toddlers in the flats would soon become part of the student body. Therefore, the school had the philosophy that family engagement and student engagement were closely entwined. The school was a crucial part of inter-agency meetings held every four to six weeks for the participants to discuss and try to develop strategies for addressing local family issues. Through their participation in these meetings, the two school people were able to contribute to joint planning and, incidentally, become better informed about what was available and thereby more able to put families in touch with the relevant agencies for help. The school acknowledged that the development of such an embedded network of support was necessarily a slow process. On the one hand, there was recognition from the school that some agencies were providing advice that was not necessarily culturally informed. On the other hand, the networking at meetings provided the school with the opportunity to develop partnerships with other agencies to support the implementation of school-based the help by kathryn stockett essay strategies to engage parents in the learning process (more on these below).
But in the new, less stable, situation, the principal thought this might be problematic and made available a room at the school for this purpose (more on the Smith Family below).
Understandably, the mothers enjoyed the company of other adults and the break the help by kathryn stockett essay from their children because they usually lived an isolated existence in the flats. Learning from its experience, the school implemented the strategy again in 2011 with modifications that increased engagement. In 2011 the family relationship, coordinator worked side by side with the mothers and also facilitated some strategies that helped engage the adults with each other. This project was considered to be more successful because mothers were attending and bringing their children with them to the sessions. There were plans for the project to be continued in 2012. Literacy Intervention Upon examination of 2009 NAPLAN results, the principal observed that half of the students ujho had been in the school since preparatory year had made little progress in literacy, and the literacy levels of some students had declined. As a result, the school uuas provided uuith some literacy support through National Partnerships funds and, using further National Partnerships funds, the principal appointed a member of staff to the position of literacy coordinator (LC). In early 2010, staff uuere informed of the seriousness of the literacy problem and of the critical need for uuhole- school literacy intervention. The role of the LC included: o developing a consistent P-6 approach o building teacher capacity to improve student outcomes o engaging teachers in reflective teaching, professional dialogues, and collaborative planning The LC employed a curriculum development approach uuith teachers, commencing uuith key questions to be ansuuered regarding uuork in classrooms, such as: UUhat are you doing 7 Houu is it going 7 Houu do you knouu 7 These focus questions underpinned an explicit approach to teaching literacy strategies linked uuith associated data indicating their impact on outcomes. The curriculum development approach uuas adopted at a uuhole-class level as uuell as at an individual student level. For example, in reading, the teachers uuere asked to design an action plan for each student: uuhat they uuanted the student to stop doing and uuhat they uuanted the student to start doing, and to implement strategies to effect this change. Running records uuere used to collect data the help by kathryn stockett essay to monitor change and teachers claimed there uuere improvements. By 2011, feedback from teachers to the principal in performance management meetings indicated that they had become more strategic planners, had changed their approaches in the classroom, and felt more supported.