I’m sure you’ll generate some ideas about how you can expand the roles of parents at your school, whether or not you’re looking down the barrel of a WASC visit, by making some modifications to this program. How could you say no?įor our recent WASC Self-Study, parents took on the role of visiting classrooms once a month, so the focus of this article will be putting that kind of program together. Not only that, when you educate parents this deeply about school, you’ve created a tremendous resource that is fully capable of advising in all situations. This is especially true in high school, where the tendency of each group is to say to the other one, “YOU take him, I’ve tried everything already!” A WASC visit is a great opportunity to lower some of these barriers and get relationships either underway or growing. Parents and teachers always seem to have the same complaints: Parents have no idea what really goes on in the classroom, how to help their kids, or how to talk with teachers. None of these articles presumes to offer a substitute for the critical conversations that are at the heart of school improvement. I will assume a basic level of knowledge about the process, and a real appreciation for the value of full fidelity to it. If you are your school’s accreditation coordinator, an administrator, or a department chair, you should have begun by reading through the accreditation handbook and have signed up for training (even if you’ve done this before). In this series, I’d like to share some shortcuts for simplifying parts of the accreditation process. There’s plenty of arduous data collection and analysis, the decoding of difficult language, and then the conversations about your degree of efficacy in the five WASC domains. Surviving a visit from the Western Association of Schools and Colleges (WASC) is draining under the best of circumstances.
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