A process plan for the improvement of school-community relations

• Main Author: Heier, Jeffrey L.
• Other Authors: Patton, Don C.
• Format: Others
• Published: 2011
• Subjects: Community and school > United States.; Schools > Public relations
• Online Access: http://cardinalscholar.bsu.edu/handle/handle/176704; http://liblink.bsu.edu/uhtbin/catkey/225550

The purpose of the study was to: (1) identify components of school-community relations that involve administrative functions, public participation and political processes; (2) develop a practical process for improvement of school-community relations; and (3) offer strategies for implementing a positive school-community relations process.Review of literature identified three concepts of school-community relations: (1) development of school-community relations; (2) perspectives of school-community relations; and (3) approaches to the improvement of school-community relations. The three concepts were researched regarding the administrative functions, public participation, and political processes. The concepts were utilized to identify components and theoretical models to formulate a practical process plan for improvement of school-community relations.The Process Plan utilized the administrative, public participation and political dimensions as a basis for developing procedures for improvement of school-community relations. The Process Plan format consisted of six sequential processes: (1) initial planning, (2) statement of purpose and reassessment of mission, (3) assessment of community needs and desires, (4) decision-making strategies, (5) developing implementation strategies, and (6) evaluation and audit processes.Assessment of the Process Plan was conducted through utilization of a review panel selected from nationally recognized authorities in school-community relations. The review panel consisted of five individuals willing to critically review the Process Plan and respond to an openended evaluation instrument. The responses from the review panel were organized into component categories consistent with the structure of the Process Plan and utilized to evaluate the model as a viable resource for public school administrators.A comparison of item-by-item response did not yield lack of concurrence of respondents strong enough to warrant major revision of the Process Plan. A general observation was that experience with implementation would readily identify weaknesses. Responses by the review panel indicated that the more significant components of the Process Plan were: the organization, sequential progression, and goals which provided direction for many school-community areas; the administrative responsibilities and accountability component provided clear lines of reporting; and considerable degree of benefit could transpire when the community was involved.Several modifications to the Process Plan were generated by conducting the study. In addition to vital as the modifications generated by analysis of responses by the review panel several modifications resulted from experiences of conducting the research coupled with doctoral committee member interaction.Based upon the findings of the study the following conclusions were drawn:1. The school-community relations concept encompasses a wide range of components, such as administrative function, public participation, and political processes.2. School administrators generally have given low priority to school-community relations concepts.3. The Process Plan will assist school administrators in implementing a continuous schoolcommunity relations program.4. The Process Plan is one feasible alternative for improvement of school-community relations.5. The data provided will generate increased awareness of the value of positive school community relations on the part of individuals who choose to read the study.6. Procedures used by any school district or community in implementation are as steps identified in the Plan.