Business and community relationship with schools

business and community relationship with schools

Schools, businesses, and communities form partnerships because they wish The guiding principles for school–business relationships were. A good school-community relations transcends into sponsorship of school projects .. been associated via Teach for India and Indian School Finance Company. community partnerships: business partnerships, university partnerships, service RQ1: Is there a significant relationship between business- school community .

Easy Ways to Encourage Community Engagement in Your School Volunteering is one of the most common and popular ways to encourage community involvement in schools. Connect with local businesses, civic organizations, charities, nonprofit foundations, and other groups in your community to enlist volunteers to come in before, during, or after the school day.

Volunteering can come in many different shapes and forms. Invite local leaders and individuals in the community to visit classes and speak about their chosen profession for Career Day. Encourage community members to get involved by volunteering with enrichment opportunities before and after school, such as tutoring, fine arts clubs, and athletic teams.

Not every organization, business, family, or individual in your community is going to have the time or capacity to participate in in-person and on-premise volunteer opportunities. The informal communication process can begin with how the public is greeted on the school telephone, how the school grounds appear, how the parent is greeted by school personnel, how students regard the contiguous community, or the extent to which school personnel are aware of the unique needs of a particular community.

It is through these often unrecognized acts of awareness and courtesy that schools may often determine the effectiveness of their relationships with their communities. For example, if a local businessperson telephones the school and is inadvertently disconnected several times, it may lead to frustration and a poor evaluation of the school.

Or, if a concerned parent visits the district office unannounced to voice a concern over a new curricular unit and leaves feeling listened to, it may lead to a good evaluation of the school.

Or, lastly, if a neighborhood-watch organization has targeted gang intervention efforts as a high priority item and is rebuffed by the school administrator in trying to establish a liaison relationship with the school because the school has its own program, it may lead to strained relationships.

business and community relationship with schools

The magic in the informal process is that the image the school projects becomes the medium of communication. Through inadvertent efforts schools can either enhance or retard effective communication with their diverse communities. The role of the administrator becomes crucial in helping the school staff project an image based on true regard for the total environment of the school.

The administrators' role is to project an image of treating others as we want to be treated and of treating the environment as if it were pridefully theirs. School-Community Relations in California School-community relations in California, similar to national efforts, are illustrated in four types of formal programs and numerous informal processes.

Formal programs include federal and state legislated programs, adopt-a-school programs, shared decision-making programs, and locally created programs. The School Based Coordinated Program SBCP is a state effort to coordinate limited-English proficient, gifted and talented, special education, and school improvement programs.

Each district is required to have a broad-based site council which represents each of the constituent areas, the parents and community members, teachers, other school personnel, and the principal.

Members of the council are selected by their peers. The major responsibility of the councils is to oversee the programs. This program is a good example of how schools respond to designated constituent communities.

The most recent legislated effort is Assembly Bill ABeffective January 1,requiring all school districts' governing boards to adopt a policy on parent involvement. Engage parents positively in their children's education by helping parents develop skills to use at home that support their children's academic efforts at school and their children's development as responsible future members of our society.

Inform parents that they can directly affect the success of their children's learning by providing parents with techniques and strategies that they can use to improve their children's academic success and to assist their children in learning at home. Build consistent and effective communication between the home and the school so that parents know when and how to assist their children in support of classroom learning and activities.

Train teachers and administrators to communicate effectively with parents. Integrate parent involvement programs into the school's master plan for academic accountability. Jenkins acknowledges the issue of choice and extends it to a discussion of the taxonomy of communities by posing questions like: Is it the school plan for parent involvement sensitive to the different educational backgrounds of the parents and does it take into consideration the different learning styles that all individuals have?

Is it sensitive to the different ethnic and cultural heritages of families in the school community? With the changing family structure, are all caregivers taken into consideration - parents, grandparents, relatives, and foster parents? Are the schedules of working parents given consideration? First, the recognition that education should be a client-based business, one which responds to a remarkably diverse client community. Second, that schools exist in a political milieu, one in which either schools are to be responsive to political pressures or the political systems will redefine them.

The second type of community-school relations program widely evident in California is the adopt-a-school program. From the smallest rural districts to the largest urban systems, adopt-a-school programs proliferated during the last decade. The programs vary in scope and breadth and most often provide the stimulus for extra assistance in the forms of tutors, funds for equipment and materials, and funds for participation in community events like professional and collegiate athletic events, visits to museums, and field trips.

Typically these programs afford the school the opportunity to offer incentives and programs that would not be possible with district revenues. Benefits for the businesses to be involved are in addressing pressing educational issues at the school site and to be apprised of the remarkable diversity of local schools. The third type of school-community relations program evolving in California is the shared decision-making program which is spreading throughout the state.

The program which has received the most regional and national attention has been the program negotiated between the Los Angeles Unified School District and the United Teachers of Los Angeles. The district and the teachers' union have negotiated a process for involving administrators, teachers, classified staff, community members, and sometimes students, into making decisions on topics derived through the collective bargaining process.

In terms of school-community relations, shared decision-making gives schools the opportunity to improve not only these formal processes, but the informal processes which, when properly constituted, can positively affect the interaction between schools and their diverse communities. The fourth category of school-community relations programs, the locally derived program, is in evidence throughout the state.

Whether through offices like the Public Information Office or as a designated responsibility of traditional school personnel, virtually every district has some type of formal school-community relations program.

The Roles of Administrators The differentiated roles of the administrative hierarchy are as evident in school-community relations functions as they are in any other aspect of school organization. The recognition of these roles and forces is central to administrator effectiveness. The Board of Education The major school-community relations function of boards of education was put succinctly by Kimbrough and Burkettp.

Successful school-community relations programs are the result of detailed planning. The educational organization should commit to writing a clear and concise policy statement with respect to its public information program. The policy statement should be approved through formal action by the governing board of the organization, should be published in its policy manual, and should be reviewed by the governing board annually.

The policy statement should express the purposes of the organization's public information program and provide the delegation of such authority to the executives of the organization as necessary to achieve the objectives.

business and community relationship with schools

The provisions of the policy statement should be made known to the entire staff or membership of the organization through all appropriate means. Commitment to the achievement of the purposes of the organization's public information policy should be demonstrated through the allocation of adequate human and financial resources to the public information program.

From the base of a well-crafted policy statement, it becomes the province of the superintendent and his or her immediate support staff to design the procedures of a school-community relations program. The Superintendent and District Staff The superintendent and his or her staff have responsibilities which are two-way in nature.

They have the responsibility to see that clear communications flow from the school to the community and, conversely, to see that effective communications flow from the community to the school.

Schools traditionally have performed the former role of informer to the community in adequate terms. The difference between less than adequate and exemplary programs appears to be the degree of well-planned school-community relations programs, as opposed to those which just happen. The administrative role of listening to communities is one which has emerged rapidly in the last forty years.

It represents the formal and informal ways in which schools elicit communities' perceptions of schools and the unique community needs which the schools must address. A selected list of those functions are: Assuming initiative in the planning of processes and procedures for keeping the board, staff, and public well-informed on school matters.

Helping all personnel connected with the school system become sensitive to the meaning and importance of their contacts in the community. Working with key groups and influential individuals in the community on significant educational policies and problems. Taking leadership to providing the opportunities required for district-wide involvement of citizens in programs for educational improvement. Community relations means relating, and relationships are ongoing.

A well-designed school-community relations plan at the district level sends a clear message to the school sites as to the value placed on this mode of communication. Possibly the most important school-community relations function of the superintendent and his or her district office staff is to develop procedures for relating with the media.

Well-developed procedures are important as a vehicle for dispensing information to the community and for responding to queries from the media. Secondarily, well-developed procedures identify primary responsibilities for those who respond to inquiries from the media and guidelines for that relationship. This process is of particular importance to site level administrators because they often will not have immediate access to district level administrators. When inquiries come from members of the media, they should appear informed and responsive.

The media represent the open access of the community to schools. A relationship built on openness and accessibility is crucial. A second level of responsibility of the superintendent and his or her staff is the communication with the employees and students within the district.

This includes coordinating internal publications, coordinating formal committee structures to address professional issues, developing and disseminating procedures for use in emergency situations, and keeping the focus of schools on students.

The successful implementation of clear communication procedures with teachers, classified employees, and students provides a positive support for communication with the community at large. The Principal and the School Site The roles and responsibilities of school site personnel closely parallel those of the superintendent and district level administrators.

Site level personnel are also responsible for communication to and from their communities. They are responsible for having well-designed procedures for communicating with their communities, and for having systems of communicating with school personnel and students. Each of these is an important category of events which can be orchestrated at the school site.

Too often publicity about school site events lacks a professional touch. Both printed materials and direct personal contact must be of the highest professional order. Publications should carry with them the recognition that the media are a powerful source of public opinion about schools.

Why Community Involvement in Schools is Important |

Similarly, highly professional presentations to community and parent groups can be a way of engendering support for schools. In addition to the caution to insure that all printed materials are technically accurate and professionally organized, it is equally important that they be free of educational jargon.

Finally, special school events, whether they are curricular or co-curricular, provide a way for the school to put its best foot forward. Our various communities enjoy seeing their children performing at their best and are more likely to be supportive of schools when they participate in well- organized student-centered activities. The principal's role in crises is one of the realities of the modern age. Twineham and Jay have described the crisis situations faced by principals as being an opportunity.

In addition to the aforementioned need for a well-designed media relations process, is the recognition that in times of crises it is important to have accessible spokespersons who are credible, well-prepared, and articulate.

With these two factors in place, the responsible communication of the facts of a crisis are more likely to occur. Well-designed media relations processes and well-versed spokespeople should counter the negative effects of any emerging rumor mills.

Future Trends The roles of school administrators and teachers have become increasingly complex over the last two generations. No longer are administrators and teachers living and working in an environment isolated from the community.

Today's schools exist in a complex environment of strong political overtones. The principal, superintendent, and teacher of the s are seeing the community take a forthright role in school processes. It will be the effective school leader who knows how to orchestrate linkages between the school and its communities. The recognition of the complexities of the community is vitally important to school personnel being effective in their jobs, to students being socially and academically successful, and to the evolving definition of the roles schools play in this society.

Therefore, the only solution is to urge communities to come for the rescue of their schools and for the education of their children. School is a training centre helps develop pupils into efficient social being and to train them to further educate the backwardmembers of their society. School interacts with people of the community and is linked with the larger society.

The function of the traditional school was to transmit the social heritage of the community. Its role was too academic in nature. The modern sociological view of education lay down that school constantly draw upon social life and activities for its subject matter, its methods of teaching and its methods of work.

The school will serve as a society in miniature-a small but ideal community. It will be a model for the society around. It will act as a watch dog against social degeneration. By enhancing its own status and contribution it will enhance the status of the community as a whole Sidhu, There must be a conscious and continuous intercourse, a free give and take between the little world of the school and bigger one outside. The school has to arrange for the students opportunities to participate in social services, health campaigns, development plans, and other public activities.

The divorce between school and community is likely to make teaching artificial. Community according to Jones and George refers to physical location like towns or cities or to social milieus like ethnic neighbourhoods in which an organization is located.

A 2 community provides an organization with the physical and social infrastructure that allows it to operate; it utilities and labour force; the homes in which its managers and employees live; other organization such as hospital, town services, carriers and theatres that service their needs and so on.

The above definition clearly describes school community. The school community physical locations are the towns or cities in which it is located. The schools source their physical and social infrastructure from its communities.

To Hornbycommunity refers to "a group of people of the same religion, race, occupation, etc or with shared interest". To Omolayolein the urban centre, "community will normally refer to all those with common interest living in a given ideographical space not considered too large to make it unwieldy whereas in the rural areas, the community will strictly comprise people with the same origin".

Strictly speaking and for the purpose of the paper the definition on rural area is adopted for the concept of local community. School Community Relationship The processes of social interaction are the bases for creating social relationship. According to Calhoun, Light and Keller social relationship is relatively enduring patterns of interaction between two or more people. Most people have many social relationships, from casual acquaintance to intimate friendships and close family bond.

School community relationship is a two-way symbiotic arrangement through which the school and the community co-operate with each other for the realization of goals of the community and vice versa. School as an open system and a social organization thrives on the effective interrelationship within it and with its relevant communities. This means that community builds its schools and the schools build their community Sidhu, Therefore, school community interdependence is unbreakable. There is a reciprocal relationship.

The two works for one another and the two have direct impact on one another. This means that the school cannot exist in isolation but in co-operation with the community in which it finds itself Ihebereme, This school is not a place where only the children are educated by the whole community. The school building, furniture, equipment, human resources, etc. They should be unhesitatingly placed at the disposal of the community after school hours.

The school teachers should also come forward and place their knowledge and experience at the disposal of community and assume the role of guides and leaders of the social group. The school library and play grounds can especially be of significant service to the community Ihebereme, Nieto contends that student achievement is positively associated with parent involvement in school and that, school which encourage high levels of parent involvement outperform their counterparts where there are lower levels of involvement.

AccordingPawlas identified six types of school community relationship: Schools and communities relate as parents of a student. Families must provide for the health and safety of children, and maintain a home environment that encourages learning and good behaviour in school. Schools provide training and information to help families understand their children development and how to support the changes they undergo.

School and Community Relations

School must reach out to families with information about the school programmes and student reports, as well as new information on topics such as school choice and making the transition from elementary school to higher grades.

Communication must be in forms that families find it understandable and useful. Parents can make significant contribution to the environment and functions of a school.

School can get the most out of this process by creating flexible schedules, so more parents can participate, and by working to match the talents and interest of parent to the needs of students, teachers, and administrators. With the guidance and support of teachers, family members can supervise and assist their children at home with homework assignment and other school related activities.

School can give parents meaningful roles in the school decision making process, and provide parents, with training and information so they can make the most of 5 those opportunities. This opportunity should be open to all segments of the community, not just people who have the most time and energy to spend on school affairs. Collaboration with the Community: Schools can help families gain access to support services offered by other agencies such as health care, cultural events, tutoring service, and after school child care programmes.

They also can help families and community groups provide services to the community, such as recycling programmes and food pantries. Importance of School Community Relationship School community relationship is today gaining more grounds than ever before.

School administrators all over the world are paying more attention to the role of communities in managing schools. Hence the idea school based management is always on promotion. According to Fiore when families, schools and community institutions e. He identifies the followings as the importance of school community relationship: Schools enjoy the informed support of families and community members. Benefits accrue to the staff of schools and community agencies as well: Communities can provide schools with a context and environment that can either complement and reinforce the values, culture, and learning the school provide for their students or negates everything the school strive to accomplish.

Communities can furnish schools and students in them with crucial financial support system as well as the social and cultural values necessary for success and survival in contemporary society. Communities have the potential to extend a variety of opportunities to students and to their families-social, cultural and vocational. Schools, in turn, offer communities a focal point of educational services for children.

Schools have the potential to build well-educated citizens ready to take on responsibilities as contributing community members. By working together, schools, families, and communities can prepare for a more promising future. In urban communities struggling against violence, unemployment, and deteriorating institutions, school- community relationship offers hope for those who may have given on the social institution in their neighbourhood and cities.

Rural communities searching for opportunities to revitalize themselves in a technologically sophisticated society can discover ways to bring themselves into the information age by intertwining school and community improvement initiatives. Community participation in school activities helps community membershave a more positive view of the school.

It helps children have better attendance, better behaviour and high academic achievement motivation. Community members need to be supportive by involving themselves in school programmes and activities such as Parent-Teacher Association PTA meetings, athletic events, plays, parties and other related engagements.

Despite all the benefits associated with such involvement, many community members do not regard engagement in school programmes with all seriousness Okubanjo, Nieto 7 contends that student achievement is positively associated with parent involvement in school and that, school which encourage high levels of parent involvement outperform their counterparts where there are lower levels of involvement.

According to Idaho Falls School District school community relationship helps to improve the quality of education for all children. The school noted the following as some of the importance of school community relationship: It helps parents and other citizens recognize their responsibility for the quality of education provided by their schools; 2. It fosters community understanding of the need for constructive change and solicit community advice on how to achieve stated school goals; 3.

It involves community members in the work of the schools and the solving of school problems. It helps identifies non-parent groups such as senior citizens and promote the involvement of these persons in school activities and programmes; 5.

It helps earn the good will, respect and confidence of the community with regard to school staff and services; 6.

business and community relationship with schools

It promotes a genuine spirit of cooperation between the school and the community and sets up channels of sharing the leadership in improving community life; 7. It helps develop community understanding of all aspects of school operation; it ascertains community attitudes towards issues in school; it helps discover the community aspirations for the education of their children; 8.

It helps secure adequate financial support for a sound school programme. Partnering according to Michigan State University requires give and-take conversation, goal setting for future, and regular follow-up interaction.

business and community relationship with schools

School community partnership should be considered as connections between school and community resources. The area of this partnership according to Yelena Mitrofanova Extension Education n. Use of School or Neighbourhood Facilities: Schools and Communities can partner with each other in the use of different facilities.

These kinds of partnerships are forged between schools and organisations. The partnerships are often made between local business and schools. The aims of these partnerships focused on exposing students to careers and work skills, with the sponsoring organisation benefiting from free or cheap labour. Collaborative Fund Raising and Grant Application: The school and community collaborate in raising funds needed for educational process. They develop a written plant that includes measurable goals and accountability for how funds are used and what results are expected.

They will use a strength based planning process to identify assets, assess needs and gaps programmes, resources and other partners. Another important area of school community relationship is area of volunteering.

While most of the volunteers are likely to be parents, such a volunteer service or programme need not be restricted to parents. According to Lucas and Thomspson n. Mention at home and school meetings, articles in the school newsletter or local newspaper, mention in the annual report or an annual social event especially for volunteers are all ways of honouring volunteers.

They suggest a number of activities which might be carried out by volunteers. Schools are often offered technical support from outside consultants. The effectiveness of these consultants varies. In some cases, experts are brought into the school to give a workshop. On improving or building content in a certain area, when what is needed is more proves-oriented work geared toward overcoming organizational interpersonal, or philosophical barriers. Information Sharing and Dissemination: Schools and Communities share and disseminate information through communication with each other.

Building Community-Schools Relationships (communityschools)

Communication involves sharing and transmitting message ideas or attitudes among administrators, teachers, students, parents and other interested constituents. Information sharing and dissemination is a give-and-take process that requires perfect partnership between schools and communities for a better result.

Communication as a factor that influences school community relation is a very important tool to achieve or accomplish the aims, goals, and aspiration of the school.

Communication is the complex techniques under the control of management, which may be used to relate directly with people outside the school and potential students Oguntunde, Yet, most parents typically hear from the school only when their child is in trouble. Ijaiya identifies five 10 method of communication: Written type as in reports, letters, memos, minutes of meetings, email, telex; oral type as in conversations, oral interview,meetings, telephone, conference; visual type as in charts, television, videos, graphs, diagrams and body language; electronic type as in telephone and computer network; and Audio visual as in television and videos.

Communicating with parents is a necessity if a school principal expects them to support the school. But there are other community members who might benefit from receiving accurate information from a school and who should be given opportunities to communicate with a school.

Among those people are senior citizens, childless couples, newly married couples Pawlas, Members of the community can take active roles in facilitating the educational experiences of young people.

Getting to know you: The project was designed to encourage interactions between students and the elders in their community, through the sharing of different responsibility. Agencies for School Community Relationship An agency can simply be referred to as a government department, organization or business corporation that provides a particular service especially on behalf of community or other ognisations. For many schoolsto succeed with their educational mission, they must have the support of community agencies such as family members, neighbourhood leaders, business groups, religious institutions, public and private agencies, libraries, recreation, community based 11 organisations, civic groups and local government.

Reciprocally, many community agencies can do their job better by working closely with schools Michigan State Board of Education, Lucas and Thompson n. The following list reflects community agencies that could or currently partner with schools Yelena Mitrofanova Extension Educator n.

Municipal Agencies and Bodies Courts, Civic event units. Community Based-Organizations Farmers clubs, Economic development groups, Community development corporations, Civic associations, etc. Role of Community Agencies in School Community Relationship There are many community agencies that play very important roles in school community relationship. These agencies according to Bakwai include the following: For a good school community relationship to be established, schools need the support of traditional rulers for community mobilization.

School can also work in collaboration with traditional rulers by giving them some incentives. This will make the rulers call the attention of their followers towards co-operating and supporting the programmes of the school. Traditional rulers can also be used for dissemination of information. All religious leaders are answerable to traditional rulers and can be directed to sell any good idea about school and education to their followers. Traditional rulers play another important role in bringing parents into the school by summoning them to the king palace where important school issues and problems can be discussed.

Traditional rulers can also do a good work in bringing community into school by acting as official in P. A or a special member in school boards and school committees. Police and vigilante groups could be resorted to when it comes to issue of security.

In terms of security of the school and its facilities, school when related well with police and vigilante groups, it can enjoy a great deal of security. Working in co-operation 13 with police command, and providing some little allowances to patrol teams, school can enjoy the support of security agencies in the community.

Power Holding Company of Nigeria: Power Holding Company of Nigeria can decide to subsidize school bill for power consumption.

business and community relationship with schools

It can volunteer for the repairs and installation of the school electrical fittings and equipment. State Water Board on its side, can help in providing additional piping or introducing the piping in case of a school that does not have the pipe line before. The Water Board can also help in fixing some spoiled pipes and pumps in the school.

With good relationship, media housescould help promote the school relationship with the communities through information dissemination. Hospitals, clinics and dispensaries could relate with the school for health care delivery.