Why Did the School Get Very Few Parents to Attend an Information Night Case Study - Management Assignment Help

Assignment Task:

Task:
 

Scenario 1
The teachers at Tyne Park Primary School said that they try very hard to engage the children’s parents as partners in their education and learning. They have scheduled a number of parent information evenings on topics of children’s mental health and wellbeing, however only 10 or 15 families, out of the school’s 300 children, usually attend. The teachers believed that the lack of parent attendance for the information nights meant parents were not interested in being involved in curriculum areas outside of literacy and numeracy. However, later in the term, the teachers organised a family art show fundraiser promoting the children’s artwork. More than half of the parents and children attended the fundraiser.
 

Questions:

• Why did the school get very few parents to attend an information night, but had an overwhelming response to the art fundraiser? Reflect on the contextual issues of partnerships.
• Discuss at least 2 components in which make a ‘good’ partnership and how these could be used by the teachers/school to improve their information nights.
   

Scenario 2
Daisy had been attending a long day care centre since she was 6 months old. She is now 4 years old and attends the centre one day a week. The other four days she attends her local kindergarten. Her mother has a good partnership with the educators in the kindergarten as they were also the primary educators for Daisy’s older sister. However, on the day Daisy attends the long day care centre she is dropped off and picked up by her nanny. Her mother rarely comes into the centre, as her work is in the opposite direction and she does not feel the same sense of connection to the centre. Daisy’s mother has also expressed that she feels Daisy’s education needs are not being met at long day care.
 

Questions:
Discuss two factors that may be impacting the development of a partnership between parent and educator within the long day care.
How will Daisy benefit from the communication between parent and educator?
 

Scenario 3
A casual conversation between an educator and a family about the weekend’s events reveals that the family attended a farmer’s market at the Collingwood Children’s Farm, and the child was particularly interested in the animals, farmers and farm equipment. In response to the child’s recent experience, the teacher would like to incorporate and extend upon the knowledge learned at the farm.
 

Questions:

• Please provide three teaching strategies that would assist in incorporating this knowledge of the child’s interests into your program.
• Discuss how this would benefit the child and the other children within the classroom.
   

Scenario 4
Alfie has just transitioned from the toddler room to the kinder room within a long day care service. He has a speech delay, struggles to concentrate on tasks and interact with peers. Alfie has been visiting a speech therapist since he was in the toddler room.
You are the lead kindergarten teacher in Alfie’s new room and have not received much information from his previous teacher. You have little information about the strategies being used to support Alfie with the challenges he experiences, nor have you spoken to his speech therapist. Alfie’s parents have provided some information however you are wanting more.
 

Questions:

• As an educator what could you do to get more information?
• What is the importance of transdisciplinary practice for Alfie?
• What steps could you make as teacher to develop a community of practice?

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