PARENT PARTNERSHIPS

A goal of the CDCLR is to promote a family centered view of parent interaction and participation as a means of strengthening the enduring relationship between parents and child. Parent involvement has been recognized as an important component of education for many decades. However it is our quest to listen to, collaborate with, and respectfully support relationships with families at a much deeper and richer degree.

We view parents as true partners in the child's care and education and value parent perspectives. Parents are recognized as their child's first and most important teacher therefore, we search for activities that support home-school connections. Parent involvement is an evolving process that is unique with each individual family based on their diverse interests, needs, and life circumstances. We strive to support your hopes and dreams for your child.

Participation may include volunteering in the class, participating on field trips, assisting with book orders and newsletters, and/or organizing social events. Additional opportunities to build home-school connections and nurture parent-child-teacher relationships are home visits, family socials, parent meetings, round table discussions and dialogues, presentations by scholars, workshops, and parent-child-teacher conferences. Suggestions for parent involvement are welcomed.

To promote the continuity between home and school, newly enrolled families have a gradual transition visit prior to the child’s first day of school.  This visit allows for the teachers, parents, and child to get to a sense of one another.  In addition, children stay with their peer group and teachers for a period of three years.  This process is known as “looping” and promotes the continuity of relationships based on trust and respect.

"For partnerships to work there must be mutual trust and respect, an ongoing exchange of information, agreement on goals and strategies, and a sharing of rights and responsibilities." (Strong Families, Strong Schools; US Department of Education, 1994)