Foreword

Parent Teachers Associations (PTAs) boast a long record of participation in the shaping of education in Jamaica. They have also established themselves, overtime, as active partners in the education system, wielding necessary and significant influence over education outcomes.

The dynamism of the educational system and the wider society requires the continued vibrancy and effectiveness of PTAs and like organizations. Within the context of educational reform based upon the tenets of access, equity, relevance and quality the call for accountability also rings clear. It is also clear that agencies such as the PTA have a role to play, perhaps as advocates, initiators and watch dogs in achieving greater levels of accountability.

This document, PTA Revitalization seeks to respond to general observations and the examination of case studies (Guidance and Counselling Unit 1997-1999) which indicate diminution of the influence of PTAs. Observations are that the strong organization and the level of support characteristic of the PTA are not evident at a time when prevailing societal factors impacting on the safety and guidance of school-aged Youths indicate the need for constructive engagement of community agencies such as PTAs.

Revitalization of PTAs presents guidelines for systematization of recognition towards greater effectiveness.

A Case For Revitalization

Why Revitalization?

Schools have more contact with families than any other public agency. As a result the school and the home have natural opportunities to work together in solving many of our nation's problems. The relationship between the home and the school ideally is a partnership.

The seeds of this partnership exist in the PTA from where we may attempt to stem devaluation of attitudes in the society. The Parent Teachers' Association has a long history and has functioned as a bridge between the home and the school. If the PTA is to live up to expectations as a dynamic organization, it is timely to think of its revitalization, using new and creative means to strengthen it, enabling it to play a stronger partnering role.

From daily news articles and our own experiences, we recognize that there is a general breakdown of discipline, and an increase in the levels of violence within our society. Considering this chaos which is manifesting itself in the school environment, there is a great need for both institutions (home and school) to unite in minimizing this disease which threatens the well-being of our society.

The Process

A new approach to shared participation is necessary. The old approach where schools decide on the agenda in relation to the parents' participation in the school, e.g. activities in which parents should participate; how, and when this participation should take place, is outdated and counter-productive. What we encourage at this point is an approach which would see greater and wider voluntary participation by parents in the life of the school, and in keeping with the abilities and interests of parents.

In commencing this process of change, it is essential that both parties - the school and the home - examine their perception of each other, and see what they can offer to the programme which will really make the difference.

In this examination there are some specific areas to which thought should be given. The following questions might generate some answers which may be used to formulate new perceptions and expectations.

Searching Questions for PTA

These questions should help you to reflect on the activities of your PTA and take decisions to improve where necessary

1. What are your expectations of your PTA?
2. How have the teachers contributed to the development of the PTA?
3. Who is/should be primarily responsible for preparing the PTA to deliver these expectations?
4. Is your PTA engaged in developing a positive relationship between the school, the home and community?
5. Does your PTA have a variety of activities for parental involvement?
6. Do parents have the freedom to visit the school (and communicate with teachers) at convenient times during the school day?
7. Are parents usually available to consult with teachers and other members of staff?
8. Is parental involvement, in areas other than the frequency of attendance at meetings, encouraged?
9. Does the PTA show public appreciation to parents for involvement at all levels?
10. Does your staff subscribe to the 'community-school' concept? How has this concept been put into effect?
11. How does the existence of the PTA contribute to increasing staff morale?
12. Does this school show constant improvement in the delivery of quality education? What has been the role of the PTA?
13. Does the community regard the school as a place of learning for all?
14. How have teachers contributed to the development of the PTA?
15. What is your objective rating of your PTA with regard to ability to interest and stimulate attendees?
16. How impressed are you with your rating of your PTA?

Reflecting Upon How The PTA Works

Probable PTA Functions

PTAs must ultimately decide on their major functions. However this section suggests some likely functions. PTAs should recognize their right to add to or delete from this list based upon the mission that they have set for themselves.

PTA functions may include

1. information and education of parents (re school developments, parenting skills, child development, for example)
2. implementation of special projects e.g. relating to students or staff welfare, improvement of school facilities, mobilization of parents.
3. lobbying/advocacy for reasonable changes on matters of particular interest e.g. school management, curriculum development issues, programme expansion.
4. providing consultations to guide school developments e.g curricular developments, disciplinary matters, extra-curricular activities.
5. raising community awareness re role of the PTA and recruiting potential members.

Pointers to School

1. Parent involvement is a process of helping parents to use their abilities to benefit themselves, their children and the school.
2. Parents can be categorized into four groups, namely:
• Those who had educational opportunities themselves and so have a keen desire for an education for their children.
• Those who were denied education and do not wish to have their children suffer the same fate.
• Those who, by way of unfortunate situations or unpleasant experiences, had to quit school and consequently place little value on education.
• Those who are financially secure and feel that money can be substituted for education.

It must therefore be borne in mind that, most times, a parent's natural response to the school is determined by the category in which he/she falls. It is therefore the role of the PTA to build strong home-school linkages, foster partnership, and work collaboratively with schools so that children can achieve and realize their full potential.

Pointers to Parents

1. The process of education begins in the home; teachers build on the foundation laid.
2. Teachers sometimes work under very trying situations to instruct and mould your children.
3. We often expect the teacher to create miracles with our children but we do not give them the tools or our cooperation.
4. Parents have an equal or larger responsibility than the teacher to bring out the best in their children.
5. The job of "minding" 42 children from different homes is much more challlenging than taking care of a brood of four or five.
6. The school is always willing to work with you in the interest of your child.
7. Your trust and cooperation make it more possible for teachers to fulfil your expectations.
8. The school and the teacher deserve the same respect that parents expect to get from the school.
9. Teachers are products of our communities, reflecting the strengths, needs and weaknesses of our society.
10. Teachers are subject to pressures and stresses similar to those which parents face.

Pointers to Teachers

1. Every teacher should consider him/herself a member of the PTA.
2. Every teacher has status within the PTA and should keep his/her membership active.
3. Parents and children alike expect you to exercise authority not necessarily wield power over the children.
4. Be reminded that most parents think their children are innocent.
5. Parents expect you to be knowledgeable and well trained.
6. Regardless of how much we think society has deteriorated society still expects you to be of good, sound, moral standing.
7. All children expect you to treat them fairly even though they may not project this themselves.
8. All parents expect you to bring out the best in their children.
9. A good motto to live by is "All children can learn."
10. Children will graduate into the working world. Train them so that when you meet them as adults and colleagues - their memory of you will be the one you wish them to have of you.

Suggestions For Revitalization

1. Meetings

Provide more flexibility in meetings:

1. Arrange PTA meetings in different groupings, for example, whole school, grade or class levels. This facilitates or encourages greater participation at different levels and in different situations.
2. Meet parents in different settings for personal development and social or business meetings. You can get to know more people and more people get to know you while more work is done.
3. Some issues can be dealt with by the Executive and decisions shared at the bimonthly or termly meeting or via notices sent to parents.
2. Partnerships

Find innovative ways of building partnerships

1. Get to know your parents and your community, spare time to walk through and meet those parents who you have only heard about.
2. Start with those parents who are available. Develop a nucleus for sounding out your ideas and later use it as a catalyst for change.
3. Foster a clear sense of partnership. Give parents tangible responsibilities from which they can derive a sense of satisfaction in jobs well done.
4. Many parents are busy working people and therefore a regular monthly meeting might not be necessary.
5. If at all possible, have at least a cool drink for those coming straight from work to meetings.
3. Engaging Parents

   When parents are a part of the decision making stage, they will work harder at the implementation stage

   1. Call upon the skills and expertise of your parents when you need them without the tedium of a meeting unless that is necessary.
   2. Specify ways of engaging parents e.g. they may be asked to do the following:
   • sit on the school committee
   • be involved in the drafting of school rules
   • advise on curriculum changes
   • liaise with the community
   • help to shape school development plans
   3. With the help of the few, develop an action plan, with a small number of achievable activities for the first year, or term or other specified period.
4. Membership

All members of the school community including parents, teachers, administrative and ancillary staff are eligible

1. Teachers, especially, must become visible in the building, rebuilding and maintenance of PTA.

Special Notes

1. If parents wish to continue working/supporting the PTA after their children have graduated, they should be encouraged. This may be good for continuity, experience and wisdom.
2. When you formulate a plan for the launch or re-launch of the PTA, make it interesting, meaningful and BRIEF.
3. Encourage students to become involved in appropriate ways.
5. Meetings
   1. The time designated for meetings must be convenient to all or most of the members.
   2. Use a variety of forms and schedules.
   3. Implement regular schedules so members can develop a routine.
   4. Always have a planned programme even though your agenda may vary.
   5. Conduct of meetings should always be in a professional manner. Name-calling, ridiculing, spreading of gossip or such behaviours are inappropriate.
   6. Displays of punctuality and courtesy are to be encouraged.
   7. When necessary, special meetings may be arranged with the approval of the executive.
   8. Use resource persons, where applicable, especially if they can liven the discussions or inform members.
   9. Meetings should sometimes focus solely on topics of personal interest to members.
   10. The structure of the meeting will vary dependent on the type. A sample agenda is included at Appendix III. It helps when members know what is included in the agenda at the start of the meeting.
   11. A sample agenda may be written on the chalkboard or made otherwise available to the membership.

Committee Structure

Proper management of the PTA requires that a simple and transparent organization structure be put in place.

The suggestion is for appointment of officers to areas of special responsibility, through elections in which all or the majority of members participate. The persons undertaking these special responsibilities may be regarded as the, executive which may comprise:

• President and vice-president
• Secretary and assistant treasurer
• Any other area of special responsibility

The size and variations of your committees are determined by the size of the membership of the PTA and the activities you wish to undertake at any given time.

The principal is an ex-officio member of the PTA. He/she conducts PTA meetings only if asked by the president or vice president.

Towards more effective Parent conferences

Parent-Teacher conferences are opportunities for the home and school to get together in the interest of the children. These conferences provide opportunities for parents and teachers to better understand issues that affect the child and to plan to improve the learning conditions.

Parents should seek every opportunity to establish a cooperative relationship with the classroom teacher and the staff, generally. In this way, they demonstrate their willingness to join a team which will work in the interest of their child. As part of the home-school team, parents make a direct contribution to and ensure the quality of education that their children receive.

Parent conferences may be of the usual PTA meeting type. Many schools may also find it necessary to invite individual parents to discuss the specific concerns of the child or children. These should be regarded as valuable meetings since the parent can get to spend more time with teacher, discussing his or her individual child.

The benefits to be derived from these meetings are many and significant. To derive maximum benefits, parents are advised to:

• Make an appointment to visit the school. You can do so even if you were not called in.
• Drop in to look around quietly and talk with teachers, including those who teach your child or children.
• Occasionally write or telephone the Principal or Teacher to keep in touch
• Talk with other parents associated with your child's school and share any concerns or ideas for improving the school.
• Attend school functions e.g. PTA meetings, prize-giving, graduations and sporting events.

Benefits

The parents, students and teachers stand to benefit from planned parent conferences. These benefits include:

• Strengthening of the co-operative relationship between the parents and teachers.
• Exchange of information which can help the teacher work with the child more effectively at school while helping the parent to cope better at home.
• Clarification of the expectations which the school has regarding the performance and behaviour of the child.
• Open discussion of possible misunderstandings between home and school.
• Opportunities to explore different options and resources to solve problems at home or school.

How to Make Parent Conferences Work

Parents will derive maximum benefit from Parent-Teacher conferences if they:

• Check regularly on their children's progress at school
• Check regularly to ascertain if there is an invitation from the school to visit, for any reason
• Respond to invitations or requests as early as possible
• Seek out the principal or other member of staff on arrival at the school to inform them of the reason for the visit
• Take general note of what is happening in the school and classroom
• Are sure to be courteous to students, teachers and principal for the duration of the visit.
• Talk with them in a friendly manner to gain some insight into how the school works
• Are honest with the staff and are prepared to listen before jumping to unreasonable conclusions.
• Are specific and reasonable in what they ask the teacher or staff to do.
• Enquire about the punctuality, attendance, home work, performance and general attitudes of their children
• Watch their child at play, being careful to listen to the language and conversation as well as the games and the manner in which he or she engages in conversation or games.
• This may be an opportunity to learn more about your child and take appropriate action for furthering his or her development
• Obtain permission and visit their child's classroom to observe him or her at work
• Discuss their annoyance or dissatisfaction with the principal or staff in a peaceable manner
• Work out problems with teachers, principals, students other parents peacefully offer help in a respectful manner whenever possible. Find ways in which the home can co-operate with the school.

Developing The Plan Of Action

What it is

A Plan of Action for your PTA is vital. This is a little more than a schedule of activities. It helps you to:

• organize activities and resources
• monitor the activities, and
• evaluate the strengths and weaknesses of a programme

Plan of Action should include the following

1. What is to be accomplished - objectives or goals
2. When will this take place - time frame or schedule
3. Who will be responsible - individuals,committees and sub-committees
4. List of resources needed - what will you need (material resources), or who else can help to complete the task (human)
5. A way of measuring - evaluation/checklist

Suggestions for Development

Who Writes the Plan of Action

The Plan of Action for a PTA should not be written by the president alone or by his/her secretary. It is a team effort. Team effort is best; more involvement in planning usually means more participation in, and commitment to the implementation of plan.

Steps in Formulating the Action Plan

Participants

Invite a few of your willing and hard working members to an unusual planning meeting. This may take any time from two hours to half a day and is dependent on the experience and expertise of your group. The following steps can guide you into developing your plan.

Establish a Mission or Vision

• Establish or identify a mission or vision statement for your PTA. If the school already has one use this forum to share the statement with your group
• If you desire to establish a mission/vision statement specific to your PTA make sure that it reinforces and supports the mission of your school.

See appendix I - for samples of mission statements from the Ministry of Education and Culture, and the Guidance and Counselling Unit.

Establish Goals & Objectives

• List all the objectives that the group suggests that will match the goals of the mission statement.
• List activities that members think are worth undertaking.
• List the activities that will achieve the goals and objectives already identified

Establish Criteria

• If an activity is not done it will threaten the well-being and stability of the school community and persons within it
• Can be accomplished with minimum outside help
• Meets the approval of most of the hard working members of the PTA
• Can be achieved in a short time - (A few quick successes can enhance your performance and build confidence in your ability to manage.)

Prioritize

Select those objectives most crucial to the life of the PTA and the students, and which the team believe can work. Use the following questions to determine whether an objective or activity will be included.

• Is this objective crucial to the well-being of our PTA and the students?
• If objectives relate to a problem, is that problem a threat to the stability and life of the PTA?
• Is the activity relevant and achievable?
• Do we have the necessary resources within the school community to make it work?
• Can we identify the resources outside?
• Are the outside resources easily accessed?
• Can it be accomplished with minimum outside help?

After you have answered the questions, select only those activities which meet the criteria.

Your list will be much shorter now - you can better plan a few major activities for the year.

Schedule Selected Activities

• Do put in place a schedule of activities to meet the objectives. (A checklist can help)
• Be specific in selecting and scheduling what you intend to do.
• Set a time for completion.

Put checks and balances in place so you can constantly monitor and evaluate your progress. (See sample checklist in Appendix II)

Assessing /Evaluating

A popular and quick way to assess your stated Plan of Action is called the SMART Approach

The Smart Approach

• S- Specific - have specific objectives in mind for the activity
• M-Measurable - the activity should be stated in measurable terms so it can be easily measured or evaluated
• A-Achievable - activity should be achievable with identifiable resources, not "a pie in the sky"
• R-Relevant - activities must be relevant to the needs of the school community
• T-Time frame - indicate a time period for completion of the activity.

Format

The format for the Action Plan will be determined by you. Here is a simple example.

Action Plan

Objective: To effect repairs to the school fence

Information For Parents

Your Child and you

Did you know that:

• Communication between parent and child is very important. Effective communication must be patient, honest and clear. It must also take in all the interests of the child.
• A parent's love and approval are most important to a child; even more important than material provisions.
• You can make a difference to your child's education.
• Students do better in their school work and are more disciplined when parents are actively involved in their education.
• Children will work and often succeed, when parents give them encouragement and other necessary support.
• Parents must play an important role in supervising their children's homework.
• Children benefit more from homework when a quiet, clean, well-lit and airy space is reserved for them to do such homework.
• Parental indifference is the most serious hindrance to student progress - even more serious than drug abuse or violence.
• Responsibility and commitment of parents are key factors to ensure academic and personal success of our children.
• Large number of teachers leave the profession because of lack of support from parents for their children and the educational programme.
• Children are also disadvantaged by a lack of parental support: their success in handling problems depends largely on the guidance and support of parents.
• Parents don't have to wait until a problem develops to visit or call the school which their children attend.
• Most teachers would be very pleased to meet parents and discuss the progress of students.
• Help is available for parents to understand and cope with their children better.
• As community members we are all responsible for the rearing and proper development of the children in our communities.

Helping Parents To Help Their Children

12 steps in fostering a good reading habit in your child

This is a simple but quick method of assessing yourself to ensure that you are helping your child to increase his/her reading potential. Principals or PTA presidents may want to photocopy this and ask parents to do this activity. It can be done during a meeting or as a take home activity.

On a scale of 1-5, 5 being the highest, check how helpful you are. If you rarely ever practise/do the activity you would put a 1, and if you practice it all the time you would give yourself a 5

•             My child sees me everyday getting pleasure and information from reading books, newspapers and magazines.
•             I read aloud to my child frequently.
•             I often ask my child to read aloud to me and share stories and descriptions of incidents or things he/she sees.
•             I encourage my child to join a library.
•             There is at least one dictionary in our home.
•             We play word and listening games to develop his/her listening skills.
•             We go on excursions and trips to expose him/her to various experiences, and build vocabulary.
•             I encourage my child to read signs on billboards, and expiry dates on food items, and the contents of containers.
•             I encourage my child to write notes, lists, and letters and I also leave instructions and messages for him/her in written form
•             I buy educational toys and gifts for my child.
•             We often consult a dictionary, encyclopedia, internet or almanac when in doubt about a word or an event.

Scoring

Every Child Has The Right To:

• Equality, regardless of Race, Colour, Religion, Sex or Nationality
• Healthy Mental and Physical Development
• A Name and a Nationality
• Sufficient Food, Housing and Medical Care
• Special Care if Disabled
• Love, Understanding and Care
• Free Education, Play and Recreation
• Immediate Aid in the Event of Disasters and Emergencies
• Protection from Cruelty, Neglect and Exploitation
• Protection from Persecution, and
• Upbringing in the Spirit of Worldwide Brotherhood and Peace.

Appendices

Appendix I: Sample Of Mission Statements

Ministry of Education & Culture Mission Statement

"To provide a system which secures quality education for all persons in Jamaica and achieves effective integration of educational and cultural resources in order to optimise individual and national development."

Guidance & Counselling Unit Mission Statement

"To ensure that the facilities which are in place are effectively utilized for the total development of the individual student to enable him or her to lead a more fulfilling and productive life."

Appendix II: Suggestions for Maintaining Interest

Interesting PTAs are those which provide activities in which members can participate and feel they are benefitting in one way or another. It is instructional to, periodically, check to see if you are maintaining vibrancy in your PTA. Remember, PTA is not only about children - Parents are people too!

Here is an interesting checklist to assist you.: Time to check ----- on how your PTA is helping its members

•            PTA is a necessary organization.
•            PTA exists to build home-school partnerships.
•            Parents and teachers are given equal respect at PTA.
•            PTA meetings are more about child raising than fund raising.
•            Individual differences are respected in the Association.
•            Parenting sessions are especially geared towards empowering parents through skills training.
•            PTA meetings are held regularly (at least 4 per year)
•            There is about 50% teacher participation
•            Parents are involved in goal setting and decision making
•            The PTA is consulted on issues relating to school fees, graduation and the making or revision of school rules.
•            The PTA plans socials for its members to foster closer interaction and enhance cooperation.
•            The PTA has programmes which consciously teach parents better practices in:
• Literacy development
• Child care
• Nutrition and hygiene eg., how to prepare low cost meals
• Homework assistance
• Motivational skills for students academic growth
•            PTA honours outstanding members

This can be used as an evaluation instrument by the group or by individuals. It might be instructive to photocopy and ask members to assess the PTA individually.

The structure of your PTA meetings will differ, dependent on the type. A sample Agenda is included in Appendix III.

Appendix III : Sample Agenda for a regular meeting

Agenda For XYZ

meeting of ………

to be held at

1. Call to order
2. Prayer
3. Welcome & Introduction
4. Apologies
5. Congrats & Concerns
6. Reading and Confirmation of Minutes
7. Matters Arising
8. New Business
9. Any Other Business
10. Adjournment

Appendix IV: PTA Checklist

Here is a checklist which can assist you in keeping on track

SO YOU ARE HAVING A SPECIAL MEETING!

A Guest Speaker, WoW!

•            We have selected a topic which is of interest to most of the parents and teachers
•            Parents have received notice in both oral and written forms
•            The guest speaker has confirmed his/her attendance
•            The notice sent included time, place, date, topic and speaker.
•            Efforts were made to secure the best possible venue.
•            The time of day and day of week suit most parents and teachers.
•            There are sufficient chairs for everyone.
•            There is electricity to provide light and to power electrical equipment if needed.
•            There is usually a teacher at the school on whom I can count to have the meeting area prepared.
•            The minutes of the previous meeting are prepared and in adequate supply.
•            The guest speaker has a contact number for you or your secretary for any last minute questions.
•            There is someone on hand to meet and escort the guest to the designated seat.
•            There is a token to be presented to the guest speaker for Special Functions.
•            The space is reserved at the head table for the guest speaker.
•            A corsage /buttonniere is prepared and will be pinned on, on arrival
•            An escort is assigned to accompany the guest speaker & other special guests from vehicle to designated seat.
•            Someone has requested a resume (CV) of the speaker and is prepared to introduce the guest speaker.
•            The person(s) who will move the vote of thanks and/or present the token is pre-assigned.
•            If refreshments are served in another area - there is someone who is responsible for accompanying your special guest.

Well Done , Congrats!

Do remember to see your special guests to their vehicles for departure.

Acknowledgements

The Guidance and Counselling Unit of the Ministry of Education and Culture wishes to acknowledge the contributions of this document. Especially, we recognize the contributions of

• Mrs. Yvet Dennis
• Ms. Monica Dystant who had responsibility for shaping the concept
• Mrs. Pauletta Chevannes for furthering the work in the early stages.
• Mrs. S. Wellington, Mrs. M. Holness, Ms. O. Gallimore and
• Ms. S.J. Moriah for their ideas and for work at various stages of production.
• Mrs. Hyacinth Peart for proof-reading of the script.
• Mrs. Yvonne Campbell for developing aspects of the text and coordinating the process.
• The Parents' Week Committee for critiquing the text and making suggestions for expansion.
• Ms Charmaine Hall, secretary for her patience and her expertise in assembling the document.
• D. Deloris Brissett, Ed.D

Guidance & Counselling Unit Message

The Parent Teachers' Association in our schools, among other things, exists to build and strengthen partnership between the home and school community as together we parent, nurture and prepare our nation's children for self actualization and a productive future in our island home.

The Ministry of Education and Culture through the Guidance and Counselling Unit continues to focus national attention on issues of parenting. Our effort through the National Parents' Week celebrations and the many and varied activities at the national, community and school levels is testimony to the importance the Ministry places on proper parenting and the growing need to build partnerships between the home, the school and the wider society.

The production of a document for the Revitalization of PTAs in our schools is a very timely one as we begin the 21st Century and face the many new challenges of parenting.

It is my hope that the ideas that will flow from the interchanges during your meetings will continue to sharpen your own skills.

A revitalized PTA can guarantee several things including:

• Strengthening of the co-operative relationship between the parents and teachers through participation;
• Exchange of information which can help the teacher work with the child more effectively at school while helping the parent to cope better at home;
• Clarification of the expectations the school has regarding the performance and behaviour of the child and opportunities to explore different options and resources to solve problems at home or school.

I commend the Guidance and Counselling Unit for the production of this significant document.

I charge principals and Parent-Teachers' Associations to use it to complement the tremendous work that you now do on your own initiative. It should enhance and strengthen your PTAs nationwide, so they can become a more vibrant force in the education process for the guidance of parents, the assistance of teachers and, ultimately the support of the children whom we all love and serve.

W.E. Barrett, CEO
Ministry of Education & Culture