1. PARENT-SCHOOL PARTNERSHIP By-Mrs. Bhupinder Kaur Bhamra (Principal SPS,Patiala)

2. Whose child is this?

3. 'Whose child is this? ' I asked one day Seeing a little one out at play 'Mine', said the parent with a tender smile 'Mine to keep a little while To bathe his hands and comb his hair To tell him what he is to wear To prepare him that he may always be good And each day do the things he should' 'Whose child is this? ' I asked again As the door opened and someone came in 'Mine', said the teacher with the same tender smile 'Mine, to keep just for a little while To teach him how to be gentle and kind To train and direct his dear little mind To help him live by every rule And get the best he can from school' 'Whose child is this? ' I ask once more Just as the little one entered the door 'Ours' said the parent and the teacher as they smiled And each took the hand of the little child 'Ours to love and train together Ours this blessed task forever.'

4. THREE CONTEXTS IN WHICH A CHILD GROWS The student cannot be viewed in isolation. The 3 contexts in which a child grows are: 1.THE HOME 2.THE SCHOOL 3.THE COMMUNITY The model of the HOME-SCHOOL-COMMUNITY PARTNERSHIP views the child at the centre and works to create opportunities to enhance the growth and development of the child.

5. LEVELS OF HOME-SCHOOL- COMMUNITY PARTNERSHIP There are two levels: 1.THE INTERNAL-it seeks to foster the interaction between 3 spheres of influence. This is done by creating better interpersonal relations between individuals at home, school and the community. 2.THE EXTERNAL-the partnership may draw the 3 spheres of influence closer or push them apart.

6. EPSTEIN’S STUDY POINTS TO 6 TYPES OF PARENTAL INVOLVEMENTS 1.Parenting 2.Communication( between school and home) 3.Volunteering 4.Learning at home 5.Decision making 6.Collaborating with the community. *Research has shown that parental involvement in all or one of the above listed has resulted in gains in student achievements.

7. IN SCHOOL COMMUNITY, THE PYRAMID OF PARENT-SCHOOL PARTNERSHIP AMBASSADORS C0-DECISION MAKERS COLLABORATORS SUPPORTERS AUDIENCE PARTNERS

8. PARENTS AS PARTNERS The base of the pyramid is made up of large group of parents and involves the most vital parent involvement as providers of safe environs, nutrition,space shelter and security.

9. PARENTS AS AUDIENCE The role of parents as spectators for school events, functions, conferences, talks, carnivals,etc indicates their partnership with schools at an important level. Parents coming in as audience also contribute to the child’s confidence as they applaud his/her involvement in the event.

10. PARENTS AS SUPPORTERS Parents may volunteer time at home to help prepare props/sets/costumes for school events and help supervise assignments, worksheets.

11. PARENTS AS COLLABORATORS In this the school invites parents who have achieved some degree of success in their chosen field to address and motivate students eg. Doctor, engineer parents could share their experiences, pitfalls and challenges with science students.

12. PARENTS AS CO-DECISION MAKERS A small minority of parents build a partnership with school as co-decision makers. These are the members of the PARENT-TEACHERS- ASSOCIATION. This group offers to work with the school framework and helps to decide and support school policies.eg. discipline committee or a foreign exchange programme committee.

13. PARENTS AS AMBASSADORS

14. SOME WAYS TO ENSURE AND SUSTAIN PARENT -SCHOOL PARTNERSHIP To draft written policies which lay down, regulate and legitimate parent participation. To work together as partners with a common aim to enhance student learning. Through informal meetings(not PTMs); sharing/reading articles/poems on collaborations; sharing news about school. To have frequent and regular two way communication. An assessment/evaluation must be carried out to see the effectiveness of this partnership.

15. THE IMPORTANCE OF PARTNERSHIP I dreamed I stood in a studio And watched two sculptors there. The clay they worked was a young child’s mind, And they fashioned it with care. One was a teacher, the tools she used Were books and music and art; One a parent with a guiding hand, And a gentle, loving heart. Day after day the teacher worked, With a touch that was deft and sure, While the family also did their part, And polished and smoothed it o’er. Continued.

16. And when at the last the task was done, They were proud of what they had wrought, For the things they had moulded into the child Could neither be sold nor bought. And each agreed they may have failed If each had worked alone, For behind the teacher stood the school, And behind the parent,the home.

17. THANK YOU..!!