FC: Donna Rivera EDL/500 Personal Leadership July 9, 2012 Jaime McClure | Capacity Building Analysis
1: What does capacity building mean in the educational setting? | "The United Nations Development Program (UNDP) has defined ‘capacity’ as ‘the ability of individuals, institutions and societies to perform functions, solve problems, and set and achieve objectives in a sustainable manner.”’ (One World, 2009). The term ‘capacity building’ describes the task of establishing human and institutional capacity. (One World, 2009) In an educational setting, capacity building is using multiple facets, such as structure, funding, diversity, and programming, working together to improve and strengthen the educational environment.
2: What may be done to increase the sense of kinship, neighborliness, and collegiality among the faculty? | Support, motivation, and direction through collaboration can increase the sense of kinship, neighborliness, and collegiality amongst the faculty. “Teachers are the central figures in education, the way in which they structure their work and their lives in schools have a profound impact on students’ learning environment. In addition, teachers’ levels of commitment and involvement are greatly affected” (Sikes, 2009). It is through collaboration which fosters a sense of community amongst the teachers.
3: How might the faculty become more of a professional community in which everyone cares about each other and helps each other to grow, learn, and lead together? | Every classroom teacher can be an expert, and share their expertise with others by leading professional development sessions, sharing new ideas, and challenging their peers to think in new ways (Educational World, 2011). This type of collaboration amongst the faculty will help others to grow, learn, and lead together to build a stronger professional community.
4: What kinds of school and parent relationships must be cultivated to enable parents to be included in this emerging community?
5: Clarity and agreement between the school and parent are essential in cultivating an emerging community. Parent-Teacher Organizations (PTOs) and school events are a starting point. However, home and school communication and interaction begin with parent-teacher contacts in addition to general communications via a school newspaper and telephone recorded messages. Schools and parents can take it a step further through homework assistance and a supportive home environment.
6: Teaching, Learning, & Sharing | How may teaching and learning settings be arranged so they are more like a family? | Collaborative teaching and learning settings should be arranged to offer students, parents, and teachers a more family oriented environment.
7: What are the shared values and commitments that enable the school to become a community of minds? | The shared values and commitments that enable a school to become a community of minds starts with the schools vision and mission statements. It is through these statements that students, parents, faculty, and community get a sense of purpose and belonging which is the foundation to building a community of minds.
9: Educational World. (2011). Retrieved from http://www.educationworld.com/a_admin/admin/admin459.shtml One World. (2009). Retrieved from http://uk.oneworld.net/guides/capacitybuilding Sikes, Vanessa M. (2009). A move to smaller schools: The impact on teacher community.. Retrieved from http://www.grin.com/en/doc/239923/a-move-to-smaller-schools-the-impact-on-teacher-community.
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