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Period of Development
My role
Rationale
Mesosystem of Functionality
Introduce the types of Involvement
Explaining the six Types of Involvement
Question
Sources
Adolescents Development
Helping adolescents at Higley High School to
build a brighter future. This PTO organization will
focus on ways teachers, parents and stakeholders
can work together , so that it will make a
difference in our teen`s education. With that
being said, these teens need every one support
to enhance their learning, growth and
development. However, one day these teens will
be our future leaders, therefore, having positive
people in their lives will produce productive
citizens.
Introduction
*PTO is an organization
designed to connect parents,
teachers and schools
together so that all
stakeholders are held
accountable for overall
student success.
My Role
My goal is to provide a safe and
nurturing environment, so that
every child will be successful and
reach their potential goals.
Students will need more than just
good teachers and smaller class
sizes to meet the challenges of
tomorrow. For students to get the
most out of school, we need to
promote a partnership between
parents, community leaders, and
teachersOnly through
partnerships can our schools keep
improving and stay on the right
track.
(Susan Castillo, 2003)
Our School
Strong farming community
1,500 students in 9th-12th
grade
Demographics: 63% White,
22% Hispanic, 5% Asian, 4%
Native American
According to the text, forming
smaller units within large
schools promotes closer
relations with both teachers
and peers and greater
extracurricular
involvement(Berk, 2013 p.
642).
Communication is key to
any well-developed
relationship;
communication makes
connections between
parents, students and
community possible.
Communication enhances
children language, and
social skills.
Communicating with
peers and others will
enhance learning.
Adams, K.S., & Christenson, S.L. (2000). Trust and the family-school relationship: Examination of
parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38(5),
477-497.
Berk, L. E. (2013).Child development. (9th ed.). Upper Saddle River, NJ: Pearson.
Christenson, S.L., & Sheridan, S.M. (2001). Schools and families: Creating essential connections for
learning: New York: Guilford Press.
Epstein, J. (n.d.). Epstein's framework of six types of involvement. Retrieved from
http://www.unicef.org/lac/Joyce_L._Epstein_s_Framework_of_Six_Types_of_Involvement(2).pdf
Sheridan, S. M.,Cowan, R. J., & Eagle, J. W. (2000). Partnering with parents in educational
pro-gramming for students with special needs. In C. Telzrow & M. Tankersley (Eds.),
IDEA Amendments of 1997: Practice guidelines for school-based teams (pp. 307-349). Silver Spring,
MD: National Association of School PsychologySusan Castillo, Oregon Superintendent of Public Instruction, Daily Astorian, June 12, 2003