parents and principals as partners in creating a culture of learning
parents and principals as partners in creating a culture of learning
parents and principals as partners in creating a culture of learning
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2.11 Almost half <strong>of</strong>the <strong>parents</strong> (49%) do not have access to all <strong>in</strong>formation <strong>and</strong><br />
records concern<strong>in</strong>g their children. Parents need to have access to all<br />
<strong>in</strong>formation <strong>and</strong> records about their children so that they could support <strong>and</strong><br />
amplify the education provided by the school by follow<strong>in</strong>g-up <strong>and</strong><br />
correct<strong>in</strong>g the child's work, practis<strong>in</strong>g certa<strong>in</strong> skills, revis<strong>in</strong>g <strong>and</strong> repeat<strong>in</strong>g<br />
the work done at school (Munnik & Swanepoel, 1990:81-85). Parents will<br />
also be able to enrich the education provided by the school by creat<strong>in</strong>g<br />
additional learn<strong>in</strong>g opportunities for the child <strong>and</strong> then supplement<strong>in</strong>g <strong>and</strong><br />
extend<strong>in</strong>g such opportunities (cf.4.2.2). Responsible <strong>parents</strong> consider their<br />
child's education important. They want to have access to all <strong>in</strong>formation<br />
<strong>and</strong> records <strong>of</strong> their child's progress <strong>and</strong> behaviour (cfA.3.3).<br />
2.12 The majority <strong>of</strong> <strong>parents</strong> (93 %) agreed that they would welcome a regular<br />
newsletter from the pr<strong>in</strong>cipal <strong>of</strong> the school. There are many ways <strong>in</strong> which<br />
the school can communicate effectively with <strong>parents</strong> on a regular b<strong>as</strong>is.<br />
Newsletters be<strong>in</strong>g a written form <strong>of</strong>communication must be reader-friendly<br />
<strong>and</strong> accessible to all <strong>parents</strong> (Squelch & Lemmer, 1994:106). Newsletters<br />
should be <strong>in</strong>formative <strong>of</strong> what is happen<strong>in</strong>g at school (Dekker, 1995:30).<br />
2.13.1 - 2.13.5 Most <strong>of</strong> the <strong>parents</strong> (average <strong>of</strong> 84%) agreed that a<br />
newsletter should conta<strong>in</strong> <strong>in</strong>formation on staff changes, curricular<br />
achievements, extracurricular activities, school climate/<strong>culture</strong> <strong>and</strong> social<br />
events. Accord<strong>in</strong>g to Dekker (1995:30) newsletter content should<br />
emph<strong>as</strong>ise: recent accomplishments (curricular <strong>and</strong> extra-curricular),<br />
upcom<strong>in</strong>g events, activities scheduled for <strong>parents</strong>, students <strong>and</strong><br />
communities. At the start <strong>of</strong> the school year or after each term when<br />
cl<strong>as</strong>ses <strong>and</strong> staff change, <strong>parents</strong> wish to learn the names <strong>of</strong> teachers,<br />
counsellors <strong>and</strong> <strong>of</strong>fice staff, to receive advance schedule <strong>of</strong> all athletic <strong>and</strong><br />
other extracurricular events; <strong>and</strong> to be <strong>in</strong>formed about the school's goals,<br />
special projects, discipl<strong>in</strong>e <strong>and</strong> dress code, etc. It can be taken for granted
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