Implementing a fourth or fifth grade academy
A fifth or fourth grade male’s school can be implemented by involving families in the community in learning of students, methods of improving grades and graduation rates and moving on to classes of higher levels. The principal should state their commitment to protect students against racism, poverty, inequalities in the society that affect the performance of the students. It will be easier to introduce a male’s school if parents are invited to participate in school activities and events and are educated on ways of using the system to guide their children (Walker, 2013). Moreover, parents involved in school’s decision-making are likely to bring their male students for fourth and fifth grades.
Families invited to support learning activities attend school regularly, behave better and develop positive attitude towards school. Children from diverse backgrounds are attracted to the school after learning on collaboration between cultures in the school and home. The differences in culture are bridged which encourage discussion and eliminate discrimination among students. Involvement of high and middle school students and families in school matters easily transit to new school, maintain high quality work and have the ability to develop future realistic plans. Moreover, such students will not drop out of school.
The Principal should clearly understand the different cultures of ethnic groups in the community and communicate their expectations on high performance and strong belief of success in all students. The principal should stress on personal commitment equally to all students through developing strong bonds with all students (Walker, 2013). The curriculum used should attend to development of cognitive skills. Moreover, the curricula should include perspectives and contributions from varied ethnic groups in the society.
A strategic plan of proposing to the local superintendent of schools to engage the political and community constituents in addressing the challenges that you face as the new principal of DMS
Making engagement a priority and establish an infrastructure
The new principal of DMS is required to engage state and community leaders in a community engagement through set infrastructures in the school. These would involve developing mission statements and planning for engagements. Having engagement offices that are in proper organization, hiring professional staff, and establishing advisory groups provide a platform to address issues facing the principal (US Department of education, 2014). The principal should single out resources, which will prepare parents and community members to becoming turnaround advocates and leaders.
Engaging in proactive communication
The principal could write mails, open workshops, seminars, and use blogs to inform the state and district officials in the school (US Department of education, 2014).
Listening to issues in the community and responding to feedback given
The principal could listen to conversations, learn comments from focus groups, and study various surveys on community issues to understand them. Participation in giving feedback and solutions is effective since the turnaround leadership listens to feedback from both parents and community. The changes will be effected upon as community issues are solved by the turnaround work (US Department of education, 2014).
Offer meaningful opportunities to participate
The principal could set up classes that assist in development of skills among parents to academically support their children. Example community partnerships may begin as outreach securing backing of schools to effect its turnaround. As a result, children and parents are supported to improve attendance in school, behavior, and academic achievement.
Turn community supporters into leaders and advocates
The principal could inform and involve families and other representatives of the school in the community such as turnaround leaders to share enthusiasm and knowledge in persuading others and campaigning for a school change.