Standard 8: Meaningful Engagement of Families and Community

Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being

Performance Indicators:

• A) Are approachable, accessible, and welcoming to families and members of the community.

• B) Create and sustain positive, collaborative, and productive relationships with families and the community for the benefit of students.

• C) Engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments.

• D) Maintain a presence in the community to understand its strengths and needs, develop productive relationships, and engage its resources for the school.

• E) Create means for the school community to partner with families to support student learning in and out of school.

• F) Understand, value, and employ the community’s cultural, social, intellectual, and political resources to promote student learning and school improvement.

• G) Develop and provide the school as a resource for families and the community.

• H) Advocate for the school and district, and for the importance of education and student needs and priorities to families and the community.

• I) Advocate publicly for the needs and priorities of students, families, and the community.

• J) Build and sustain productive partnerships with public and private sectors to promote school improvement and student learning.

PSEL 8 Summary:

This standard values the impact of community outreach and engagement. Effective leaders tap into their community networks and actively involve them in school initiatives and programs. Standard 8 emphasizes the need for leaders to be present, accessible, and available to the constituents that they serve. The artifacts that I've listed below demonstrate my role as a servant-leader and a steward over community resources. The Concession Stand Fundraiser exhibited my desire to be welcoming and approachable to our parents (8A), but also demonstrated my role as an advocate for our Mathematics Department (8I). The Virtual Nanotechnology Field Trip indicates my desire to build and sustain productive partnerships with local organizations (8J) and the Parent-Teacher Curriculum Night Presentation expresses my willingness to engage in open, two-way communication with our community stakeholders (8C). Lastly, the Twitter Post shows the relevance of GSU coursework by connecting our current Pandemic realities to similar situations and events that happened over a century ago. The required reading for the Twitter Chat exposed me to the need of wraparound services and helped me become a stronger proponent of prioritizing learning inside AND outside of the school (8E).

PSEL 8 Artifacts