Building Bridges of Home, School and Community

Where do children learn and grow? At home. At school. In the community. It is simply a social fact that youngsters learn from their families, teachers, peers, relatives and other adults in the community. Students develop in all three contexts simultaneously and continuously. Thus, the bridges of home, school, and community are inevitably interconnected. Students travel back and forth across these bridges for many years to learn who they are and where they are going.

The success or failure of all bridges – real or symbolic – is in their design. Bridges that connect home, school and community may be well or poorly designed. Therefore, it is important to learn about the most effective structures, processes and practices that will produce good connections and positive results.

Dr. Joyce L. Epstein
Centre on School, Family and Community Partnerships
Johns Hopkins University

PARENTAL PARTNERSHIP PROGRAMME

Maktab Nasional will embark on a Parental Partnership programme in 2015 that will see greater involvement by parents in their child’s education. Under the supervision of the School Improvement Team, an Action Team for Partnership (ATP) is formed to look into various programmes that will be carried out to bridge the connection between school, parents and the community.

ACTION TEAM FOR PARTNERSHIP

An Action Team for Partnerships (ATP) is formed to organize and sustain a program of school, family, and community partnerships. With an ATP, teachers, administrators, parents, community members, and others can work together to connect family and community involvement with school improvement goals. The ATP in each school aims to:

  • Create a welcoming school environment for families
  • Engage families and the community in ways that support student achievement and success

WHAT DOES AN ATP DO?

Write a One-Year Action Plan for Partnerships activities linked to selected goals in the School Improvement Plan

  • Integrate all family and community involvement activities conducted by teachers and school groups in the One-Year Action Plan for Partnerships
  • Recruit and recognizes other teachers, parents, community members for leadership and participation in family and community involvement activities
  • Implement, coordinate, publicize, and oversee the planned involvement activities
  • Monitor progress, assess the strengths and weaknesses of implemented involvement activities, document results, and resolve problems
  • Report progress to the School Improvement Team, local media, and other groups
  • Continue improving the school’s program of family and community involvement