Moyer (2012, p. 285) surveyed more than 700 Heads of schools and 138teachers and community members. He said that the most responsible person for communityinvolvement was a school Head. He found that for effective involvement of acommunity, a Head teacher should plan four steps as the condition to successfor effective community participation. These steps were (i) readiness to acceptcredit and use community resources, (ii) suitable selection of communityvolunteers inclusive of all the sections of a community (iii) assigning ofobjectives and responsibilities to each community worker, and (iv) training ofcommunity volunteers. He said that community involvement was a high-riskphenomenon with no guarantee of success; different schools can producedifferent outcomes. It was, therefore, necessary to involve a rationalproportion of community. He incorporated an important table in his article, which showed (i) type of community involvement, (ii) probable assignments forthat community, (iii) criteria for effectiveness of its involvement, (iv)possibleoutcomes of its involvement and (v) performance evaluation of itscontributions.
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Benedetto et al(2002, pp. 1-5) said that a Principal must develop a strategy for school-community relations which should consider community’s value and power hierarchy. According to them a Principal can (i) interpret school programs for the community,(ii) communicate with parents, (iii) arrange visit for parents, and (iv) coordinatewith parent’s associations. They said that a Principal can recruit community-mindedteachers and select such teachers who should be beneficial for theircommunities. They advised Principals to participate in civic activities outsidetheir schools. They said that a Head teacher might encounter some problems like(i) losing control over their administration, (ii) differences in opinions withcommunity members, and (iii) teacher’s hesitation to cooperate with thecommunity. The article said that a Principal can evaluate school-communityrelations by (i) determining the needs of community for various programs, and(ii) by surveys of staff members in various public and social places.
According to the article a Headteacher can increase involvement of community by (i) inviting parents, (ii)development of a community file, (iii) career planning days, (iv) holdingparent’s conferences, (v) allowing school facilities for community use, (vi)recruitment of community volunteers (vii) mailing school newsletters, (viii) developinga volunteer program and (ix) arranging joint tours of school and community. According to areport of UNICEF, the decision of a Head teacher was like a barometer of aschool’s child-friendliness. A friendly admission policy of a school Head couldbe helpful in increasing enrollment; his struggles to develop and train his teacherscould improve class room standards. His adequate involvement could raise curriculumstandards. He should work with other government agencies and should promotelink between school and community.
According to the report, a successful Principalshould concentrate on the four broad goals (i) promotion of powerful teaching-learningtechniques to provide educational achievements (ii) cultivation of effective senseof community involvement, (iii) expansion of student’s social behaviour, and(iv)development of families’ educational culture (UNICEF, 2009).