Assessing the needs of a school is an important part of ensuring the building is healthy and everyone feels the school is working together toward the goals and desired outcomes. When assessing needs all stakeholders in the school must have their voice heard which includes the school’s administrator, teachers, assistant teachers, parents, and children in the program. Many times parents, but especially children, are left out of this conversation. Although children may be young, they are well aware of how something makes them feel and if they feel safe to learn and grow. Each person must have his or her voice heard, because each plays a different role in the school environment.
To conduct the interviews for the needs assessment I interviewed stakeholders at the center where I currently work. As a result, I do know the individuals I interviewed and have worked with them for many years. To conduct the interviews I talked with each of the individuals and let them know about the project, then requested to talk with them for a few minutes face to face. For the child in the program, I decided it would be beneficial for me to talk with one of the children in our school age program. Our center serves children birth through 5th grade. I felt my two-year-olds would not be able to provide me the answer to the various questions.
I was pleased to see overall that almost all of the answers for the question, “what do you like about your school” included responses related to a caring staff, a safe learning environment, and a place where children are respected and welcome to take risks for learning. The teacher in her response referenced the work of Carol Dweck and the idea of a growth mindset. She talked about the importance of always persevering when a problem is faced and being willing to ask for help when you are unsure of how to solve a situation. The child also referenced that teachers in his classroom help him when he makes mistakes and do not make him feel bad about those mistakes. He discussed how they talk about asking for help when necessary, even if it is something you might think is a strength.
Wilson and Conyers (2017) stated, “People with a growth mindset are more concerned about growing knowledge and skills than trying to look smart by not asking questions.” This idea of asking for help and the importance of a growth mindset was mirrored in the conversation with the parent and teacher assistant as well. It was clear from the conversation that the center is working to implement a growth minded approach to education.
The interviewees also discussed the caring environment that was present at the center and how they each felt everyone was invested in providing the best education for all children. While each person stated this in a different way, it was clear that the level of investment from parents, staff, and children in the center is high. Studies have shown children are more likely to grow and take risks when they feel cared for in the school environment. Caring in a school can manifest itself in many ones, but one way that was discussed during the interviews was that of having clear expectations. Many times people do not view having clear expectations as an avenue to a caring environment, but it helps children recognize what is and is not acceptable in the classroom (Candler, n.d.).
When reflecting on this first question asked, I feel the responses provided were realistic and are representative of the environment. I believe the responses paint a picture of a center truly invested in the education in the whole child, where each person is willing to do whatever it takes each day to make this happen. I also feel the responses are affirming, as the work taking place in the center has been a process that has taken many years.
As I prepared to ask each person what they would improve if they had a chance, I was a bit apprehensive about how honest people would be in their responses. I wanted each person to be honest, so I made sure to frame the conversation in such a way that they knew the information shared with me was strictly for my own professional growth and would not be shared outside of our conversation and my assignment.
I began with the administrator and when I asked what she would improve she quickly said she would like to see more opportunities for parent engagement in the center. She talked about how the center has been working to change the dynamics and become more community oriented, but they still had a long way to go. She also discussed how this was something the staff has been discussing, so she would not be surprised if this was mentioned by the others interviewed. From that one statement it was evident she knew her staff, but also that the center has a clear goal they are working towards. Both the teacher and the assistant shared they would like to improve the level of parent engagement. The teacher raises a good point in that many of the parents view the center is just a daycare, but when they possess this view they miss that the center is providing foundational educational experiences for their children.
After talking to the three of them I was eager to complete my interview with the parent, because I wanted to know what she saw as an area of improvement. Ironically, she stated that at times she felt the communication coming from the school was unclear and did not provide her the information she always needed. This response obviously made me start to see the connection between the interviews and what possibly needs to be addressed at the center. The National Parent Teacher Association published results that reflect the importance of parental involvement and how it ties directly to student achievement, attitude, staff morale, and overall school satisfaction (Edutopia, 2000).
When I asked the child what he would improve if he could change anything, he said that he would like to have more free time to play with his friends. He said after school and during the summer he thinks it is important to spend time with friends.
While I was worried about the responses of the interviewees, I feel based on our conversations that each person was authentic in his or her responses and did not shy away from being honest. Overall, I agree with the entire set of interview responses. I feel they provide a full and genuine picture of a center work to meet the needs of children, but still demonstrating areas of improvement.
Based on what I learned in the interview, I feel there needs to be some development for the teachers and administrators on parental involvement and what that looks like at each age. While there are obstacles to overcome in relation to parental involvement, providing for staff training on how to involve parents in simple ways can begin this change, which will hopefully progress over time. The National Parent Teacher Association shares an article for educators, which discusses ways to overcome obstacles to parental involvement. The article features easy tips such as seek out parents and help them see what their role could be in the school provide childcare at events to allow parents with children to attend, and think about providing transportation or food if necessary (National PTA, n.d.).
Along with providing development for staff, I would ask each classroom to send home a weekly newsletter, which follows the same format classroom to classroom. The parent stated information was not always shared or if it was it was unclear, therefore presenting it center wide in a consistent format could help with this issue.
Also, I would work with the center to create a calendar of events for the year to encourage parental involvement. It is clear parents feel the center is a caring place and believe they are doing what is best for their children, so by creating a plan for parental involvement it shows them they are invested in the family as well. The plan could be as simple as having a night each month aligned with a holiday or special event. The events do not have to be elaborate, but should be placed on varying days and times throughout the year to ensure parents have the opportunity attend at least an event or two.
The effectiveness of any school or center is completely dependent upon the responsiveness of the school staff to the stakeholders. This includes the teachers, assistants, parents, and students. Each person plays an important role in the process of education and their opinion must be heard continually to ensure their needs are being met.
The following outlines the plan of action to address the level of parental involvement in the center along with ensuring parents feel communication from the school is consistent and strong: