Standard Eight

Alice Paul, 3 strategies-Be strategic, cameras rolling, find partners EDU 681, F, H, I 

In the context of how a school administrator plans meaningful engagement of families and the community, the "what" involves the school administrator's understanding, valuation, and utilization of the community's cultural, social, intellectual, and political resources to enhance student learning and drive school improvement. This includes recognizing the richness of community assets that can be leveraged to support educational goals. The "so what" is that this approach fosters a reciprocal relationship between the school and its community, emphasizing that education is a collective effort. By advocating for the school and district, and by effectively communicating the importance of education and student needs to families and the community, the administrator strengthens the bonds between all stakeholders and ensures that education aligns with community values. Moreover, by publicly advocating for the needs and priorities of students, families, and the community, the administrator demonstrates a commitment to addressing societal challenges that impact education. Now, the "now what" requires the administrator to actively engage in community outreach initiatives, facilitate partnerships, and organize events that invite community participation in the educational process. It also involves clear and transparent communication channels to advocate for the school, district, and student needs while consistently considering the community's input to guide decision-making, ensuring that educational efforts are responsive and inclusive of all stakeholders. This approach promotes a harmonious and mutually beneficial relationship between the school and its community, ultimately enhancing the educational experience for all.

Day to Day Activities that Impact Servant Leadership-EDU 691-Practicum A, B, C, D, E 

In the context of how a school administrator plans meaningful engagement of families and the community, the "what" involves the school administrator being approachable, accessible, and welcoming to families and community members. This means creating and sustaining positive, collaborative, and productive relationships with these stakeholders for the benefit of students. The "so what" is that by fostering such an environment, administrators build trust and transparency, which are crucial for effective collaboration between the school, families, and the community. Engaging in regular and open two-way communication further strengthens these bonds, ensuring that everyone is informed about school-related matters, needs, challenges, and successes. Maintaining a presence in the community is vital for understanding its strengths and needs, cultivating productive relationships, and tapping into external resources to enrich the school's offerings. Now, the "now what" entails administrators proactively seeking opportunities for community involvement, hosting regular meetings and events that facilitate collaboration, and making themselves available for discussions and feedback from families and community members. By creating mechanisms for the school community to partner with families in supporting student learning both in and out of school, administrators can build a cohesive educational ecosystem where all stakeholders work together to benefit the students' growth and development. 

Brightworks partnership with community resources -EDU 684, G, J 

In the context of how a school administrator plans meaningful engagement of families and the community, the "what" involves the school administrator's responsibility to develop and provide the school as a valuable resource for families and the broader community. This means offering facilities, expertise, and educational opportunities beyond traditional school hours to benefit both students and the community. The "so what" is that this approach positions the school as a hub of knowledge and support, strengthening its ties with families and the community by demonstrating a commitment to their well-being and development. Furthermore, by building and sustaining productive partnerships with public and private sectors to promote school improvement and student learning, administrators can leverage external resources, expertise, and funding to enhance the educational experience. Now, the "now what" requires administrators to actively seek opportunities for collaboration and partnerships with local organizations, businesses, and government agencies. They should create programs and initiatives that make the school's resources accessible and valuable to families and community members, emphasizing shared benefits. Additionally, administrators should consistently explore avenues for collaboration with public and private sectors to secure additional support and expertise, thereby advancing school improvement and ensuring that students receive a well-rounded and enriched education that extends beyond the school's walls.