Audit of School Community Resources and Supports - Assignment Example

? Audit of School Community Resources and Supports Audit of School Community Resources and Supports Introduction Social relations play an important role in enhancing optimal performance of educational institutions. Undoubtedly, schools require various resources to run their activities with ease. Respective resources are drawn from different stakeholders who assume varied roles in the school context. Indeed, the contribution that the respective stakeholders make to the school cannot be overstated. Understanding and appreciating the roles of each stakeholder is vitally important during decision making. This makes the school administration to document the resources that it has and identify the gaps and weaknesses. Using this information, it can devise viable ways through which it can source for important resources. It is against this background that this paper provides an audit of the school in light of the community services and supports. To ensure a coherent consideration, it analyses the relative strengths and gaps in a bid to underscore the extent of these inconsistencies to the performance of the school and improvement of student behavior. Activities Conducted During the Audit The researcher spoke to about 50 individuals to determine the type of resources and support systems that were in place as well as their importance to the school. This also sought to determine the resources that were missing and what would be done to ensure that they are sourced. Further, the researcher interviewed the students to determine the manner in which they benefit from the available resources. The interviews were aimed at establishing whether the students are comfortable with the available resources and what they think should be done to improve performance. The researcher then spoke with the key stakeholders in the industry and specifically, those that were directly involved in the support system. These ranged from the school administrators such as the superintendants, teachers, chief academic officers, parents and a host of other education officials. Further, the researcher conducted a survey of the fifth grade students to determine whether they feel both physically and emotionally supported, safe, challenged or connected. Underlying efforts in this regard were also geared towards underscoring the nature of the learning environment and to what extent it encourages, inhibits or and supports social responsibility. Finally, the researcher reviewed the reports that had been previously made regarding the current support systems, their impacts on the behavioral wellbeing of the students as well as their contribution to the academic performance of the students. The preceding activities had insightful views about the state of the support system and its contribution and influence on the overall performance of the students. They identified the support systems and services currently available and those that are missing. Most importantly, the findings underscored the strengths and weaknesses of each. At this point, it is worth noting that the preceding information is vitally important. Essentially, Scott and Hunter (2001) assert that it would act as a basement upon which critical decisions would be made. In particular, it would be important to positively emphasize the strength and eliminate or discourage the weaknesses. This way, the support systems and services would yield desirable outcomes. Critique of Strengths and Gaps One of the strengths that the institution has pertains to the active parent involvement in the education of the students. In this regard, the parents are well informed about their roles in the learning process. They attend all the meetings that are geared towards addressing the challenges that the students face. In addition, there is a cordial relationship between the teachers and the parents. In this respect, Lawson and Sailor (2000) assert that active involvement of the parent in the life of the student enables the former to understand the challenges being faced by the student and take necessary action in a timely manner. Relative efforts tend to yield better results especially when the parent liaises with the teacher. This is particularly so because the teachers understand the strengths and weaknesses of the students and can therefore provide important information to the parent for necessary action. The parents spend a significant period of time with teachers and generally relate closely with them. Thus the parents are able to give any information about any emergent anomalies. Also worth mentioning is the fact that the close relationship between the parents, teachers and students goes a long way in instilling confidence in the students. Although conflicts are bound to occur, these can be addressed accordingly to safeguard the wellbeing of the students. At this point, it cannot be disputed that this is elemental in providing a supportive environment for growth and development of the children. Another strength that has contributed to the positive behavioral performance of the students includes the current joint action groups that the institution has established with a host of other agencies. To begin with, the agencies provide the parents with the required guidance about parenting. This is attained through seminars and workshops that are organized periodically at the school. According to Sufran and Oswald (2003), the programs address various issues that both parents and teachers grapple with when dealing with the students. For example, education psychologists that attend the sessions provide vital information that guides the teachers and parents in dealing with the psychological problems that affect the students. This is important for strengthening the relationships between the parties and enhancing positive growth. The only shortcoming that limits the ability of relative initiatives to attain their goals pertains to limited resources. The audit report indicates that the institution uses a significant percent of resources in organizing the sessions. Notably, lack of sufficient resources in certain instances has made it difficult for the institution to host more informative professionals. Nonetheless, efforts are being made by the institution to attain relative services at subsidized prices. There are also various cluster groups whose services enhance quality performance. In this respect, the institution has established partnerships with other governmental agencies such as the police, health institutions, leisure communities and social work groups. They work in collaboration with each other to initiate and support projects that are geared towards enhancing the wellbeing of the students. In his research, Scott (2003) argues that learning institutions can benefit greatly from the resources government agencies. For instance, through community policing programs the school is able to work in conjunction with the police to ensure the security of the students. Government agencies such Social Work has also made instrumental contributions to the holistic wellbeing of the institution. Specifically, they have established and developed school community based initiatives as well as programs. According to Frankland, Edmonson and Tumbull (2001), these are vital in enhancing the teaching and learning experience. Reportedly, the initiatives also raise attainment, promote close involvement of parents and families, foster personal development and encourage community involvement in the learning process. Examples of activities that the school has benefited from in this case include children and family health programs, parenting activities, family and child learning, holiday activity programs and community participation and involvement amongst others. Apart from the strengths, there are certain gaps that need to be bridged in order for the school to benefit optimally from the support systems. Notably, some of the systems are in themselves deficient and need to be improved in order to benefit the students. One of the gaps that need to be reconciled pertains to the weak or poor conditions that exist in the school and lack of effective approaches to address these conditions. Although the school administration has established good relationships with the social support systems, the school lacks facilities that enhance effective learning. For instance, the library is poorly stocked; the technology in the school is wanting and so forth. Minimal efforts are being done by the school administration to address these problems currently. This is regardless of the recognition that the school has the chance to tap resources form the external partners. Another limiting factor that has had direct impact on the behavior of the students includes the inconsistent and harsh approaches that are employed in discipline. The audit reports asserted that the disciplinary approaches that are assumed by both parents and teachers are very harsh. From a psychological point of view, Miuke and Anderson (2005) posit that such practices encourage anti social behavior amongst students. In some instances, they exacerbate discipline related problems and culminate to incidences of dropping out of school. In this case, the instructors lack the skills to deal appropriately with disruptive students. The punitive and harsh approaches they adopt do not enhance and model desirable positive behavior. Another issue that has limited the effectiveness of social support systems pertains to safety. In this regard, most of the correspondences agreed that the safety of the school environment is problematic. In particular, the students apparently carry weapons to school. In addition, they have developed illegal gangs within the schools with which they claim are aimed at enhancing their safety. This problem has been further compounded by the unsafe environment that the school is situated in. According to Scott and Hunter (2001), the unsafe environment compromises the learning environment and makes it difficult for the teachers to deliver desirable results. In essence, a physically safe environment is critical in supporting positive behavior and effective learning processes. Conclusion In sum, the audit report underscored the strengths of the school support systems as well as the weaknesses of the same. As it has come out from the study, social support systems such as families, teachers, departmental support and other government agencies contribute significantly to the welfare of the students. Through the relative partnerships that they establish with the school, they provide a positive environment for growth of the students. Apart from the strong partnerships that the school has established with the support systems, its ability to tap from the resources of the respective agencies has enhanced its performance. On the other hand, certain gaps pertaining to poor disciplinary approaches employed by the teachers and unsafe work environments have compromised effective learning process. In conclusion, the gaps need to be reconciled in order to ensure effective performance and enhance positive growth with respect to academic and behavior of the students. References Frankland, H.C., Edmonson, H., & Turnbull, A. (2001). Family School and Community Partnerships. Positive Behavioral Support, Fall, 7-9 Lawson, H., & Sailor, W. (2000). Integrating Services, Collaborating, and Developing Connections with Schools Focus on Exceptional Children. 33(2). 1-22. Minke, K. & Anderson. K. (2005). Family School Collaboration and Positive Behaviour Support. Journal of Positive Behaviour Interventions 7, 181-186 Safran, S. P. & Oswald, K. (2003). Positive behavior supports: Can schools reshape disciplinary practices. Exceptional Children, 69, 361-373 Smith-Bird, E. & Turnbull, A. (2005). Linking positive behaviour support to family quality-of-life outcomes. Journal of Positive Behaviour Interventions, 7(3). 174-180 Scott, T. M., & Hunter, J. (2001). Initiative schoolwide support systems: An administrator’s guide to the process. Beyond Behavior, 11(1),13-15. Scott, T (2003) Making Behaviour Intervention Planning Decisions in a Schoolwide System of Positive Behaviour Support. Focus on Exceptional Children, 36,1-18 Read More