Education Experiments Should Have Strict Protocols
One of the self-identified “challenges” noted by this program — UDL, Universal Design for Learning — “concerns about parents not understanding” — says loads about the proper, or should it be said, improper preparation of this program.
Is it already in place, rolled out, with adequately prepared teachers, with students assigned to the program, with evaluation checklists for all involved (including parents), with the parents involved in planning, and the principal equally prepared and accountable? Just some questions.
Are there opt-out provisions? Can parents be satisfied that the academic part of the school’s mandate is not displaced or limited by the “social-emotional learning” mission of UDL? How much parent involvement is expected and in what spheres — fund-raising or actual advisory capacity to the school and regarding their own individual child?
Is it time for the parents to promote a Parents’ Charter in this school?
This 1977 codified Parent Rights document might help in shaping a more instrumental role for parents in this school, and particularly note these parts:
Parent Rights and Their Children’s Education
http://www.parentsteachingparents.net/2014/07/parent-rights-their-childrens-education/
5 The right to involvement . . .
c) to consultation before fundamental changes are made which affect the parents, the child, or the total school climate
6 The right to safeguards
d) to expect strict supervision over new programs, innovations and experiments, and that parents have special rights in these instances:
i) to receive a written description of the program, rationale, goals and supporting references;
ii) to grant or refuse permission for their child’s attendance
iii) to receive satisfaction that the program is run by qualified, well-prepared personnel
iv) to be involved in the ongoing evaluation.
Remember: The parent signs the child into the school — anew — each year. There is an understood, unwritten, CONTRACT here. Usually, as with most parents, there is an expectation that the basics, the fundamental tools and skills of learning will be acquired and that knowledge of one’s world will also be transmitted. Parents are wise to also check the school-issued “Student Code of Conduct” which the parent is also required to sign-off on. However, does this, in effect, give to the school the parents’ “negative permission” or “negative consent”, or consent by default — meaning that unless a parent “signs OFF” in the case of new programming, that their consent is assumed? Check the possible tricky wording here.
Remember: Parents on the whole still want the “traditional” elements of education to be assured. New approaches and programs should be justified by evidence, and supported by all parties affected. Parents should be intimately informed and involved in new ventures in a public school.
Also remember: It is the parent who is ultimately responsible for the child’s education. How openly (OR stealthily) a new program is brought in and embraces parents as the primary managers (or not) is a measure of how credible and well-intentioned a new program proves to be.
This fast-paced 21st Century is throwing a lot of hurdles — never before confronted — our way. Parents, as regarding how they have the primary oversight over tender, immature beings in their care, have a daunting challenge. It’s imperative that educators and parents be obliged to work together for shared goals vis-à-vis the versatile citizens the future expects.
Footnote: It is these kinds of issues as noted above that motivate more parents to undertake home education — where they are the educator and parent — so as to avoid the conflicts of conscience that arise when there is discord between these two critical roles during a child’s development.