|Published online: March 2, 2016||$US5.00|
Teachers and parents share an interest in promoting child/students in all areas. Cooperation between teachers and parents leads to the development of a shared responsibility that will contribute to the attainment of educational goals, particularly when unique children are concerned. Cooperation between the school, on its various tiers, and parents can be expressed at different levels, including data reporting, mutual support and joint consultations, and decisions out of respect for the right of parents to take part in the educational process of their child. In this study, a unique model is described for creating a significant, supportive, and beneficial relationship between school and its board, teachers, and parents, as part of a joint teachers-parents community. This concept is based on the view of the Ministry of Education as reflected in the Director General’s Circular 64/4(a): “Parental involvement in school is vital to the school. Continuous contact between parents and teachers may turn the school into a close and familiar institution for the parents, allowing them to influence and be influenced by its character. Students benefit when a relationship of mutual respect exists between home and school, and lines of communication are kept open.”
|Keywords:||Cooperation, Learning-disabled Students, Learning Community, Parental Involvement|
The International Journal of Educational Organization and Leadership, Volume 23, Issue 1, March 2016, pp.37-54. Article: Print (Spiral Bound). Published online: March 2, 2016 (Article: Electronic (PDF File; 730.126KB)).
Lecturer, Ministry of Education- Israel, Tel-Hai Academic college, President of Revivm L.T.D, Haifa, Israel, Israel