The focus group and online survey aimed to understand teachers' experiences and parents' perspectives on education issues. The focus group found that teachers spend significant personal funds on classroom supplies and work far more than 40 hours per week. Parents surveyed generally supported purchasing supplies for teachers but were unfamiliar with Aid for Educators. Both teachers and parents expressed willingness to support the nonprofit to help educators.
The document discusses strategies for building PTA membership in California. It provides examples of two local PTAs that have successfully increased membership - Annie Pennycook Elementary School PTA in Vallejo and Santiago Hills PTA in Irvine. Annie Pennycook Elementary PTA increased membership 38% through community engagement events on social media. Santiago Hills PTA strengthened visibility on campus and through targeted communication strategies like "Popcorn Friday", resulting in over 100 additional members compared to the previous year. The document also provides membership building tools and challenges available to PTAs through the California State PTA website.
2016 Annual Report - First Place for YouthClaudia Miller
The annual report summarizes First Place for Youth's activities and impact in 2016. It discusses the organization expanding its services to more counties in California by leveraging new funding. First Place now serves over 300 young people annually by providing housing, education, employment support and helping youth transition out of foster care into stable adulthood. The report highlights success stories of individuals helped by First Place and their continued support and donations which help the organization achieve its mission of supporting foster youth.
The document discusses the benefits of extracurricular activities for students. It notes that extracurricular activities can help students learn skills like time management, allow them to explore diverse interests, teach them about long term commitments, build self esteem, and look good on college applications. However, too many activities can be detrimental and parents should limit students to a few activities they are passionate about. Overall, extracurricular activities provide benefits if balanced with academics.
Connections For Children provides resources, education, and guidance to support quality child care. The document discusses fostering resiliency in children to help them adapt to change. It explains that resilient children can rebound from hardships, connect with others, achieve goals, and share feelings. Children need the support of adults and a sense of structure and routine to build resiliency during stressful times. The organization helps children, families, and caregivers navigate challenges like divorce and offers training to promote social-emotional development and resilience.
The document discusses the expansion of Best Buddies, a nonprofit that promotes social inclusion, into a new middle school called Jack & Terry Mannion Middle School. With the help of advisors Ms. Redelsperger and Ms. Hooks, Best Buddies created an official chapter at the school and held their first meeting. Looking ahead, the advisors are excited to see what the future brings for Mannion Best Buddies and their goal of inclusion.
The Center for Dispute Resolution in Springfield, Missouri runs programs called Girls Circle and Guys Gathering that aim to empower young adolescents. They are requesting $4,000 to purchase technology like iPads to enhance these programs. The programs meet weekly for 8-10 weeks in small groups to discuss topics related to well-being and give adolescents a safe space to open up. Evaluations of the Girls Circle program show it has positively impacted participants' knowledge, attitudes, behaviors, and sense of self-worth according to surveys, focus groups, and administrator reviews.
The document provides tips for boosting parent participation in PTAs through motivating behavior change and effective communication strategies. It recommends (1) using a volunteer survey to understand parents' interests and availability, (2) communicating in ways that appeal to motivators like belonging, freedom, power and fun, and (3) recognizing volunteers with feedback and thanks to encourage continued participation. The presenters emphasize the benefits of parent involvement and providing flexible, relevant volunteer opportunities to engage more families.
Creating Engaging Communications for Non-ProfitsAction Graphics
Today's marketing communications are very different than 15, 10, even 5 years ago! For many non-profits, marketing communications go hand in hand with fundraising communications. In this workshop, we will discuss using a targeted, integrated, and measurable approach to your communications to further both your business and fundraising objectives and create a more engaged audience.
The document discusses strategies for building PTA membership in California. It provides examples of two local PTAs that have successfully increased membership - Annie Pennycook Elementary School PTA in Vallejo and Santiago Hills PTA in Irvine. Annie Pennycook Elementary PTA increased membership 38% through community engagement events on social media. Santiago Hills PTA strengthened visibility on campus and through targeted communication strategies like "Popcorn Friday", resulting in over 100 additional members compared to the previous year. The document also provides membership building tools and challenges available to PTAs through the California State PTA website.
2016 Annual Report - First Place for YouthClaudia Miller
The annual report summarizes First Place for Youth's activities and impact in 2016. It discusses the organization expanding its services to more counties in California by leveraging new funding. First Place now serves over 300 young people annually by providing housing, education, employment support and helping youth transition out of foster care into stable adulthood. The report highlights success stories of individuals helped by First Place and their continued support and donations which help the organization achieve its mission of supporting foster youth.
The document discusses the benefits of extracurricular activities for students. It notes that extracurricular activities can help students learn skills like time management, allow them to explore diverse interests, teach them about long term commitments, build self esteem, and look good on college applications. However, too many activities can be detrimental and parents should limit students to a few activities they are passionate about. Overall, extracurricular activities provide benefits if balanced with academics.
Connections For Children provides resources, education, and guidance to support quality child care. The document discusses fostering resiliency in children to help them adapt to change. It explains that resilient children can rebound from hardships, connect with others, achieve goals, and share feelings. Children need the support of adults and a sense of structure and routine to build resiliency during stressful times. The organization helps children, families, and caregivers navigate challenges like divorce and offers training to promote social-emotional development and resilience.
The document discusses the expansion of Best Buddies, a nonprofit that promotes social inclusion, into a new middle school called Jack & Terry Mannion Middle School. With the help of advisors Ms. Redelsperger and Ms. Hooks, Best Buddies created an official chapter at the school and held their first meeting. Looking ahead, the advisors are excited to see what the future brings for Mannion Best Buddies and their goal of inclusion.
The Center for Dispute Resolution in Springfield, Missouri runs programs called Girls Circle and Guys Gathering that aim to empower young adolescents. They are requesting $4,000 to purchase technology like iPads to enhance these programs. The programs meet weekly for 8-10 weeks in small groups to discuss topics related to well-being and give adolescents a safe space to open up. Evaluations of the Girls Circle program show it has positively impacted participants' knowledge, attitudes, behaviors, and sense of self-worth according to surveys, focus groups, and administrator reviews.
The document provides tips for boosting parent participation in PTAs through motivating behavior change and effective communication strategies. It recommends (1) using a volunteer survey to understand parents' interests and availability, (2) communicating in ways that appeal to motivators like belonging, freedom, power and fun, and (3) recognizing volunteers with feedback and thanks to encourage continued participation. The presenters emphasize the benefits of parent involvement and providing flexible, relevant volunteer opportunities to engage more families.
Creating Engaging Communications for Non-ProfitsAction Graphics
Today's marketing communications are very different than 15, 10, even 5 years ago! For many non-profits, marketing communications go hand in hand with fundraising communications. In this workshop, we will discuss using a targeted, integrated, and measurable approach to your communications to further both your business and fundraising objectives and create a more engaged audience.
Real Help for Orange County Parents! Parenting Coach Offers Consultationsswankyvacancy8840
Edie Gilligan, a parenting coach, is offering a free seminar on March 11th about techniques for dealing with common parenting challenges such as tantrums, power struggles, and improving family dynamics. After years of experience in education and publishing parenting articles, Edie started her own coaching business called Parenting Possibilities to help parents find customized solutions. Her upcoming seminar at Chaparral Elementary School called "Pay Attention Parenting" will provide guidance on direct communication skills and helping children become more responsible and respectful.
1) The document outlines the training meeting for volunteers for the 2010 VBS program at Olathe Christian Church.
2) The goal of VBS is to connect families to the church and help people who do not know Jesus Christ make 5 connections during the week through inviting families, introducing themselves to parents, and being present.
3) The values that will guide VBS include fun through balancing chaos and order, creating an engaging learning environment, and providing quality, interactive teaching relevant to children and families.
This presentation offers parents 10 reasons to join the PTA. Enhancing the education of children is easier when parents are involved and the PTA offers a wide variety of volunteering options. Please share as you see fit and thanks for considering your school PTA - your children will thank you for it!
This document outlines a public relations campaign called "Roaring with Pride, Striving for Excellence" aimed at increasing parent/guardian involvement at Theodore Roosevelt School No. 43. The campaign goals are to increase awareness of school functions by 10% and involvement at functions by 10% by June 2016. Key strategies include developing a brand identity, implementing a parental rewards system, creating a yearly event calendar, and establishing a communications plan targeting parents/guardians. The plan provides tactics, timelines, and metrics for measuring the success of the objectives.
The document provides an overview of the Florida Association of School Psychologists (FASP). It discusses the organization's strategic plan, which focuses on professional development, advocacy, operational excellence, member outreach and support, and external relations. It also announces upcoming professional development opportunities, encourages advocacy for the profession, and mourns the loss of a prominent figure in the field of school psychology, Dr. Thomas David Oakland.
Stand for Children is a nonprofit organization with offices in Nashville and Memphis, Tennessee that advocates for public education reform and funding. It has over 15,000 email subscribers and almost 16,000 Facebook fans across the state. Its mission is to empower parents and educators through grassroots advocacy to improve public schools and ensure all children receive a quality education. Stand for Children works to pass legislation and influence budgets to increase funding for schools, raise academic standards, and help underserved student populations.
The Higher Education Mentoring Initiative (HEMI) provides mentors to foster youth to help them pursue educational opportunities beyond high school. HEMI recruits, trains, and supports mentors to establish long-term relationships with foster youth. At a recent event, HEMI awarded $100,000 total in scholarships to mentees for their pursuit of higher education. HEMI is a partnership between several organizations that aims to help foster youth achieve academic success and career pathways.
This document summarizes the agenda for a school board meeting that will cover various routine and informational items, as well as a public hearing and a resolution regarding education funding. Items on the agenda include approval of minutes and reports, policy readings, budget updates, facility issues, and setting future meeting dates.
The January 13, 2015 PTO meeting minutes summarized the following:
- Roll call was taken and quorum was met with several members absent.
- The treasurer reported the current bank balance. Fundraising efforts have not yet covered expenses.
- The principal provided updates on report cards, school goals for the semester, and several upcoming events.
- Several officer and coordinator positions for the 2015-2016 school year were discussed.
- Coordinators provided updates on their respective activities including fundraising, membership, hospitality, and collections.
1) The document summarizes an event held by Coahoma County Jr./Sr. High School's Jobs for Mississippi Graduates (JMG) program, where they held their 8th Annual Initiation and Installation Ceremony.
2) It discusses some of the students involved in JMG, including the new Mr. and Miss JMG, as well as some of the class members. It also profiles the JMG program manager.
3) The ceremony recognized JMG graduates and aims to help at-risk youth develop skills to prevent dropping out and support their future career goals.
The PTO board meeting covered various topics:
- The treasurer reported a current bank balance of $5,748.43.
- Upcoming fundraisers were discussed including Logan's Steakhouse and Krispy Kreme.
- Volunteer needs at the school were assessed, including lunch monitors and classroom support.
- Open PTO board positions for the next year need to be filled by March.
- Upcoming events like Popcorn Fridays and spirit wear sales were announced.
February 10 2015 pto board agenda and minutesDeon Lucke
This document contains the minutes from a PTO board meeting at ROMS. Key points include:
- The treasurer reported a current bank balance of $17,219.02.
- The principal provided updates on testing schedules, a potential new entry office, and congratulated the Hawkbotics team for qualifying for a competition.
- The board discussed plans for a new LED marquee and filling open board positions for the next school year.
- Various coordinator reports provided fundraising, membership, and volunteer updates. The meeting covered routine PTO business.
The document provides an overview of the Higher Education Mentoring Initiative (HEMI), which celebrates its 5th anniversary and highlights its accomplishments in mentoring foster youth, including supporting those who have earned degrees and maintaining a 100% high school completion rate. HEMI is a partnership between several organizations that recruits and trains mentors to establish long-term relationships with foster youth to help them achieve academic and career goals through higher education. The newsletter provides updates on upcoming HEMI events and programs in 2015 and highlights the impact of mentoring on HEMI youth.
This document provides an executive summary and marketing plan for Southeastern Youth & Family's new branding and marketing campaign called "Focusing the Power Within." The goal is to increase awareness, positive perception, donations, and volunteers for the nonprofit, which provides educational and residential services to at-risk youth. Research found the current brand lacked focus and awareness. The new identity centers around the message that Southeastern provides structure and stability to channel students' energy toward positive outcomes. The marketing plan will communicate this identity publicly and target specific individual, corporate, and foundation donors.
Wisconsin International School had a successful first year, with 75 students attending on the first day of school. The school implemented its global-focused curriculum and mission of preparing students to become responsible global citizens. Parents were heavily involved and contributed countless hours of support. The founders are grateful to the parents, faculty, donors, and board for helping make the school's vision a reality.
Wisconsin International School had a successful first year, with 75 students attending on the first day of school. The school implemented its global-focused curriculum and mission of preparing students to become responsible global citizens. Parents were heavily involved and contributed countless hours of support. The founders are grateful to the parents, faculty, donors, and board for helping make the school's vision a reality.
The PTA plays an important role in student learning and addressing factors that discourage learning. Students may struggle due to their home environment, lack of motivation, lack of leadership skills, or issues with classroom environment. To help students, the PTA can work to increase parent involvement in education, provide support and encouragement at home, help develop students' interpersonal skills, and create a positive classroom setting. With cooperation between parents and teachers, many issues affecting student performance can be addressed.
This document provides information about Gap Inc.'s "Be What's Possible" community initiative. It outlines the vision and strategies of the initiative, which are to create opportunities for youth and women and empower volunteers. It discusses how Gap Inc. focuses on supporting youth, women and volunteers. It provides details about volunteering opportunities for Gap Inc. employees and how to get involved with the program. The document includes worksheets and guides for Gap Inc. community leaders to identify local nonprofit partners, plan volunteer activities, recognize volunteers, and provide tips for communicating with partner organizations.
This document summarizes a student's career exploration project focused on social work careers. It includes summaries of two potential careers - child, family, and school social workers and substance abuse and behavioral disorder counselors. It also summarizes interviews conducted with professionals in those fields, including a family practice worker. The student reflected that speaking with professionals provided valuable insight and perspective into the challenges of social work and helped solidify their interest in pursuing a career in human services.
This document discusses collaboration between teachers, parents, and schools. It defines collaboration as working together to produce or create something. Effective collaboration requires empathetic listening, close connection between parties, clearly defined roles and responsibilities, and addressing concerns of all parties. Research shows that 75% of families have little contact with schools. When parents collaborate with schools, student outcomes like assignments, attendance, and success improve. The document provides ways to foster collaboration, such as developing organizations to facilitate open communication and partnerships between schools and families. Approaches include frequent communication, inviting parents to school activities, and providing updates on student progress. Commitment to collaboration between all stakeholders is important for student success.
The document discusses a partnership between the National Education Association (NEA) and Fund My Classroom to help address the growing needs of students and teachers. It notes that 50% of public school children live in low-income families and that teachers spend over $1.6 billion out of pocket each year on classroom supplies. The partnership would allow teachers to create wish lists on the Fund My Classroom website and have parents, community members and corporations purchase supplies directly for classrooms. The goal is to help reconnect communities with schools and address the growing educational crisis through a unified effort.
The document discusses a summer parent involvement committee meeting. It notes that the regular school year committee includes 6 teachers and a parent liaison, but the summer meeting only includes 2 teachers, the parent liaison, and 2 school volunteers. They also invited the LINC coordinator to discuss previous family events and plan future events to increase parental involvement throughout the school year.
Real Help for Orange County Parents! Parenting Coach Offers Consultationsswankyvacancy8840
Edie Gilligan, a parenting coach, is offering a free seminar on March 11th about techniques for dealing with common parenting challenges such as tantrums, power struggles, and improving family dynamics. After years of experience in education and publishing parenting articles, Edie started her own coaching business called Parenting Possibilities to help parents find customized solutions. Her upcoming seminar at Chaparral Elementary School called "Pay Attention Parenting" will provide guidance on direct communication skills and helping children become more responsible and respectful.
1) The document outlines the training meeting for volunteers for the 2010 VBS program at Olathe Christian Church.
2) The goal of VBS is to connect families to the church and help people who do not know Jesus Christ make 5 connections during the week through inviting families, introducing themselves to parents, and being present.
3) The values that will guide VBS include fun through balancing chaos and order, creating an engaging learning environment, and providing quality, interactive teaching relevant to children and families.
This presentation offers parents 10 reasons to join the PTA. Enhancing the education of children is easier when parents are involved and the PTA offers a wide variety of volunteering options. Please share as you see fit and thanks for considering your school PTA - your children will thank you for it!
This document outlines a public relations campaign called "Roaring with Pride, Striving for Excellence" aimed at increasing parent/guardian involvement at Theodore Roosevelt School No. 43. The campaign goals are to increase awareness of school functions by 10% and involvement at functions by 10% by June 2016. Key strategies include developing a brand identity, implementing a parental rewards system, creating a yearly event calendar, and establishing a communications plan targeting parents/guardians. The plan provides tactics, timelines, and metrics for measuring the success of the objectives.
The document provides an overview of the Florida Association of School Psychologists (FASP). It discusses the organization's strategic plan, which focuses on professional development, advocacy, operational excellence, member outreach and support, and external relations. It also announces upcoming professional development opportunities, encourages advocacy for the profession, and mourns the loss of a prominent figure in the field of school psychology, Dr. Thomas David Oakland.
Stand for Children is a nonprofit organization with offices in Nashville and Memphis, Tennessee that advocates for public education reform and funding. It has over 15,000 email subscribers and almost 16,000 Facebook fans across the state. Its mission is to empower parents and educators through grassroots advocacy to improve public schools and ensure all children receive a quality education. Stand for Children works to pass legislation and influence budgets to increase funding for schools, raise academic standards, and help underserved student populations.
The Higher Education Mentoring Initiative (HEMI) provides mentors to foster youth to help them pursue educational opportunities beyond high school. HEMI recruits, trains, and supports mentors to establish long-term relationships with foster youth. At a recent event, HEMI awarded $100,000 total in scholarships to mentees for their pursuit of higher education. HEMI is a partnership between several organizations that aims to help foster youth achieve academic success and career pathways.
This document summarizes the agenda for a school board meeting that will cover various routine and informational items, as well as a public hearing and a resolution regarding education funding. Items on the agenda include approval of minutes and reports, policy readings, budget updates, facility issues, and setting future meeting dates.
The January 13, 2015 PTO meeting minutes summarized the following:
- Roll call was taken and quorum was met with several members absent.
- The treasurer reported the current bank balance. Fundraising efforts have not yet covered expenses.
- The principal provided updates on report cards, school goals for the semester, and several upcoming events.
- Several officer and coordinator positions for the 2015-2016 school year were discussed.
- Coordinators provided updates on their respective activities including fundraising, membership, hospitality, and collections.
1) The document summarizes an event held by Coahoma County Jr./Sr. High School's Jobs for Mississippi Graduates (JMG) program, where they held their 8th Annual Initiation and Installation Ceremony.
2) It discusses some of the students involved in JMG, including the new Mr. and Miss JMG, as well as some of the class members. It also profiles the JMG program manager.
3) The ceremony recognized JMG graduates and aims to help at-risk youth develop skills to prevent dropping out and support their future career goals.
The PTO board meeting covered various topics:
- The treasurer reported a current bank balance of $5,748.43.
- Upcoming fundraisers were discussed including Logan's Steakhouse and Krispy Kreme.
- Volunteer needs at the school were assessed, including lunch monitors and classroom support.
- Open PTO board positions for the next year need to be filled by March.
- Upcoming events like Popcorn Fridays and spirit wear sales were announced.
February 10 2015 pto board agenda and minutesDeon Lucke
This document contains the minutes from a PTO board meeting at ROMS. Key points include:
- The treasurer reported a current bank balance of $17,219.02.
- The principal provided updates on testing schedules, a potential new entry office, and congratulated the Hawkbotics team for qualifying for a competition.
- The board discussed plans for a new LED marquee and filling open board positions for the next school year.
- Various coordinator reports provided fundraising, membership, and volunteer updates. The meeting covered routine PTO business.
The document provides an overview of the Higher Education Mentoring Initiative (HEMI), which celebrates its 5th anniversary and highlights its accomplishments in mentoring foster youth, including supporting those who have earned degrees and maintaining a 100% high school completion rate. HEMI is a partnership between several organizations that recruits and trains mentors to establish long-term relationships with foster youth to help them achieve academic and career goals through higher education. The newsletter provides updates on upcoming HEMI events and programs in 2015 and highlights the impact of mentoring on HEMI youth.
This document provides an executive summary and marketing plan for Southeastern Youth & Family's new branding and marketing campaign called "Focusing the Power Within." The goal is to increase awareness, positive perception, donations, and volunteers for the nonprofit, which provides educational and residential services to at-risk youth. Research found the current brand lacked focus and awareness. The new identity centers around the message that Southeastern provides structure and stability to channel students' energy toward positive outcomes. The marketing plan will communicate this identity publicly and target specific individual, corporate, and foundation donors.
Wisconsin International School had a successful first year, with 75 students attending on the first day of school. The school implemented its global-focused curriculum and mission of preparing students to become responsible global citizens. Parents were heavily involved and contributed countless hours of support. The founders are grateful to the parents, faculty, donors, and board for helping make the school's vision a reality.
Wisconsin International School had a successful first year, with 75 students attending on the first day of school. The school implemented its global-focused curriculum and mission of preparing students to become responsible global citizens. Parents were heavily involved and contributed countless hours of support. The founders are grateful to the parents, faculty, donors, and board for helping make the school's vision a reality.
The PTA plays an important role in student learning and addressing factors that discourage learning. Students may struggle due to their home environment, lack of motivation, lack of leadership skills, or issues with classroom environment. To help students, the PTA can work to increase parent involvement in education, provide support and encouragement at home, help develop students' interpersonal skills, and create a positive classroom setting. With cooperation between parents and teachers, many issues affecting student performance can be addressed.
This document provides information about Gap Inc.'s "Be What's Possible" community initiative. It outlines the vision and strategies of the initiative, which are to create opportunities for youth and women and empower volunteers. It discusses how Gap Inc. focuses on supporting youth, women and volunteers. It provides details about volunteering opportunities for Gap Inc. employees and how to get involved with the program. The document includes worksheets and guides for Gap Inc. community leaders to identify local nonprofit partners, plan volunteer activities, recognize volunteers, and provide tips for communicating with partner organizations.
This document summarizes a student's career exploration project focused on social work careers. It includes summaries of two potential careers - child, family, and school social workers and substance abuse and behavioral disorder counselors. It also summarizes interviews conducted with professionals in those fields, including a family practice worker. The student reflected that speaking with professionals provided valuable insight and perspective into the challenges of social work and helped solidify their interest in pursuing a career in human services.
This document discusses collaboration between teachers, parents, and schools. It defines collaboration as working together to produce or create something. Effective collaboration requires empathetic listening, close connection between parties, clearly defined roles and responsibilities, and addressing concerns of all parties. Research shows that 75% of families have little contact with schools. When parents collaborate with schools, student outcomes like assignments, attendance, and success improve. The document provides ways to foster collaboration, such as developing organizations to facilitate open communication and partnerships between schools and families. Approaches include frequent communication, inviting parents to school activities, and providing updates on student progress. Commitment to collaboration between all stakeholders is important for student success.
The document discusses a partnership between the National Education Association (NEA) and Fund My Classroom to help address the growing needs of students and teachers. It notes that 50% of public school children live in low-income families and that teachers spend over $1.6 billion out of pocket each year on classroom supplies. The partnership would allow teachers to create wish lists on the Fund My Classroom website and have parents, community members and corporations purchase supplies directly for classrooms. The goal is to help reconnect communities with schools and address the growing educational crisis through a unified effort.
The document discusses a summer parent involvement committee meeting. It notes that the regular school year committee includes 6 teachers and a parent liaison, but the summer meeting only includes 2 teachers, the parent liaison, and 2 school volunteers. They also invited the LINC coordinator to discuss previous family events and plan future events to increase parental involvement throughout the school year.
Running Head Journal 1Learning PartnershipAnnette Wil.docxwlynn1
Running Head: Journal 1
Learning Partnership
Annette Williams
ECE 672 Personnal Management & Staff Development for Early Childhood Administrators
April 5, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
Journal 2
Learning Partnerships
Mentoring for professional development goes beyond just building respectful and
trustworthy relationships with adults. It is assumed that once a relationship has been built,
early childhood teachers are left to handle the dilemma of putting their effort into practice
(Stormshark et al. 2016). This may not be true since such partnerships not only help to
enhance professional development but also establish professional boundaries basing on
culture among many other factors. One reason for this partnership is the fact that however,
many teachers may be experienced, they need support to help them effectively take up the
roles they have been assigned to do. Adults are better placed to provide this support,
showcasing their special abilities, personal as well as professional guidance for the teachers.
Through established relationships, mentors can offer the support that these teachers need.
Partnerships become more comfortable with teachers and vice versa, making children
appreciate the fact that important people in their life are working together. This enhances
children’s learning due to a perfect environment characterized by a healthy teacher-parent
relationship. This partnership also helps teachers and mentors to establish expectations and
formulate strategies that can help them achieve the set objectives and expectations. Mentors
may not have trained as teachers but are in a better position in society to understand the
societal expectations of their children in academic and other facets of life. Through
partnerships, mentors and teachers brainstorm together, do consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learner’s needs more effectively.
Mentors act as watchdogs who review the learning process and can help comb out. In case of
any challenges, mentors always come in to help and address them. They are also the first
- 2 -
1
2
1. effective strategies
this is a key difference
[Frank Guevara]
2. can help comb out.
I'm not sure what you mean
here? [Frank Guevara]
Journal 3
people to point out any mistakes that could affect the learning process and do not hesitate to
talk with teachers and find positive ways of solving emerging problems.
I have observed parent involvement in family-school partnerships. In this case,
parents are involved in the academic lives of their children by taking part in their activities.
There are four patterns in parent involvement. The first one is home-based involvement,
whereby parents initiate activities at home that can promote the child’s learning. There is also
school-based involvement where p.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxSALU18
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxAMMY30
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
This document discusses research on home-school partnerships and parental involvement in schools. It addresses how school climate and administrators can recognize the importance of families. It also describes different roles parents may take, ways to enhance school-home relations, activities and resources schools should offer, and how to collaborate with and utilize parents as resources. The document provides suggestions for early contact with parents, conducting neighborhood visits, obtaining volunteers, and defining teacher-volunteer responsibilities.
The document summarizes notes from a trust circle meeting held by the Portland Parent Union. It lists the various individuals and organizations represented at the meeting, including school board members, principals, teachers, department heads, community organizations, parents and grandparents. Breakout sessions were held where participants shared their experiences with the issue of "school pushout", suspensions and exclusions of students. Parents told stories of how their children had been labeled as problems and experienced distrust of school administrators. They expressed a desire for inclusion and an end to top-down decision making regarding their children. The group is calling for a moratorium on out-of-school suspensions and more constructive disciplinary policies.
Winning And Influencing Youth In 2019 And Beyond: The Latest Research And Bes...MDR
As you know, Gen Z is more politically active and cause-minded than Millennials and Generation X: this generation wants to make a positive difference with their careers and they expect their employers and favorite brands to support the causes they care about.
Effective communication between parents and teachers is important for student success. When schools keep parents informed about changes and curriculum, and parents communicate their child's needs to teachers, students benefit. Several factors are necessary for a good parent-teacher relationship, including regular communication, developing trust, having empathy for all parties, and addressing concerns respectfully. National organizations provide standards to help schools improve parent involvement through communication, parenting education, including parents in school decisions, and collaborating with the community.
The document summarizes research conducted by Shannon Polee and Dafne Melgar on parent engagement at the Jackie Robinson YMCA in Southeast San Diego. They surveyed 266 people and interviewed 15 parents and 10 staff members. They found that parents faced challenges with time, transportation, language barriers, and work obligations that prevented involvement. Staff also noted issues with limited resources and needing to serve as a babysitting service. Both parents and staff suggested increasing communication, activities, and opportunities for funding to improve parent engagement.
This handbook provides information to parents on how to become involved in their child's education. It discusses 6 standards of parental involvement: communication, parenting, student learning, volunteering, decision-making, and community collaboration. The document provides examples of how schools can encourage participation based on each standard, such as hosting family nights, providing volunteer opportunities, and including parents in decision-making groups. The overall goal is to make parents aware of how they can support their child's education both at home and at school.
Stephanie has innovated the recruitment strategies of national education and political organizations, working across more than 30 states including California, New York, Texas, and in Florida for President Barack Obama’s 2012 campaign.
Dafne and Shannon's McNair Research PaperDafne Melgar
This document summarizes a needs assessment conducted to understand factors influencing parental involvement at the Jackie Robinson Family YMCA (JRYMCA) in Southeast San Diego. Surveys of 213 parents and interviews with 15 parents and 10 staff identified several barriers to involvement including lack of time, financial constraints, poor communication, and lack of awareness of YMCA resources. Suggestions to increase involvement included designating a parent liaison, offering more family activities, encouraging volunteering, improving communication through text/Facebook, and providing informative parent workshops. The researchers conclude that increased parental involvement is important to support children's academic success and counter deficits they face living in an underprivileged community.
Young Sun is a non-profit organization focused on improving education in El Salvador. They identify needs in communities by talking to residents and observing conditions. Their projects provide resources like clean and colorful learning spaces, and activities that teach skills and teamwork. Young Sun partners with other organizations, including a volunteer program and private companies, to support their work. They believe volunteering benefits both individuals and society by contributing to quality education.
Running head GENERAL CAPSTONE EDUCATION ROUGH DRAFT1GENERAL E.docxtoddr4
Running head: GENERAL CAPSTONE EDUCATION ROUGH DRAFT 1
GENERAL EDUCATION CAPSTONE ROUGH DRAFT 1
GU299
November 12, 2018
General Education Capstone Rough Draft
Introduction
In recent years, school violence has been on the rise in schools. Violence cases range from simple to sophisticated ones. Simple ones can be in the form of school bullying while complicated ones include students attacking others by deadly weapons (Blosnich & Bossarte, 2011). A good number of students face violence at school and the vice is on the increase. Some of the consequences of such cases have been severe harms and even death. There is a need to address such vices in schools and eliminate them completely. That will help to level the learning environment so that all students will have an equal opportunity to succeed.
In service learning, students are given a chance to practice what they learned in class in a real-world environment. Students from XYZ University can use this opportunity to help the organization to solve cases of violence at schools and volunteer as data collectors so as to enhance and develop research that shall offer solutions to the menace of school violence. Service learning can also be utilized by students in the classroom through the analysis of various community problems and the possible solutions. Therefore, the availability of service learning and the efforts of The Education Trust Organization can help to reduce cases of school violence and support students from poor backgrounds.
Community Organization
The community organization that I chose is The Education Trust Organization. This organization was established in the year 1980 with a duty to promote the education standards for all students' right from the kindergarten level to colleges and universities. The organization's foremost goal is to seal the gaps in educational accomplishments and more specifically, the young people. The organization is mandated to make policies and advocate for better learning standards. They mostly focus on learners from poor or low income and marginalized groups. They focus on such students because they have a high likelihood of experiencing challenges during their learning time. The organization advances proposals after carrying out thorough research o establish the major challenges facing the students. They then come up with policies that can help to improve the education standards of students and then create public awareness so as to get the support of the government. According to the organization's research, school violence is a vice that is caused by a myriad of issues including, personality problems, drug abuse, violence as portrayed in the media and challenging upbringing (The Education Trust, 2013). Making of new policies is also an effective way of reducing cases of school violence (Shaughnessy, 2017).
Community Partnerships
The Education Trust Organization collaborates with a variety of community partners with a view of improving .
This document provides information and guidance for students interested in organizing fundraising efforts and outreach to support More Than Me, an organization that provides education and support to girls in Liberia. It encourages students to become "change-makers" and outlines options for student leaders to start school chapters or for individual volunteers to run one-time fundraisers. Suggested fundraiser ideas include bottle/can drives, meal donation programs, restaurant nights, merchandise sales, and "Trick or Treat" events. The goal is to raise awareness and funds to help More Than Me empower girls through education.
Here is our last newsletter for this year. News on the heathy way of life in our MRC or how to lead the motivation .
Read and share and do not forget to join us on Pinterest too...
Have fun!
1. 1
Jesus Ibarra jesus.ibarra@mavs.uta.edu
Annet Vazquez annet.vazquez@mavs.uta.edu
Georgina Martinez georgina.martinez@mavs.uta.edu
Jazmin Zamarripa jazmin.zamarripa@mavs.uta.edu
A Campaign Plan for: Aid for Educators
2. 2
Executive Summary
Aid for Educators strives to help teachers ensure their school year will be a success by equipping
them with the needed supplies for their students. This non-profit invests in the future of students
in the community. Aid for Educators directly gives teachers funds to address each classrooms
individual needs.
Officially launching in 2013, Aid for Educators is known as a 501(C) 3 non-profit organization.
In the first few months some recognition was made but now two years down the road lack of
awareness can be felt with the little-to-no donations being provided.
In efforts to gain insight on the issue, we conducted a focus group and an online survey. The
focus group targeted teachers and the survey focused on parents of school-aged children. Our
finding demonstrated that neither of our targets knew about the existence of Aid for Educators or
its purpose.
Based on the research conducted, we found the ultimate goal our team had was to increase
awareness by educating the community on the positive impact Aid for Educators can have on
students, in hope to increase donations. To reach our goal, we strategically built a campaign plan
to reach awareness.
The following document details and describes a public relations campaign for Aid for Educators.
After research, brainstorming and planning we have composed a creative plan to increase
awareness among our target audience and gain donations.
4. 4
Research
The Client – Aid for Educators is a non-profit organization dedicated to helping new teachers
and disadvantaged students in various Texas school districts. The organization aims to pursue
partnerships, hold fundraisers, ask for donations and apply for grants. There is no clear mission
statement on the website aid4edu.org. The board of directors consists of five people; Greg Meyer
(executive director), Kathy Meyer, Ed Farmer, Jamie Johanson and Marty Moore. There are no
employees and Greg Meyer is the head decision maker because he is the founder and the person
who seeks donations for the organization. Meyer gets help from his wife and the board of
directors on occasion but according to him he does most of the work on his own. Meyer wants
the organization to be well-known in the Arlington area but at the moment it is not, and there is
little being done aside from Mr. Meyers work to promote and spread the word about Aid for
Educators.
Problems/Opportunities - This non-profit faces both internal and external problems. To start off,
the website needs to be modified with less clutter and more white space. Logo use can be
confusing to anyone who sees the website or business card, so it would be helpful to stay with
one logo for everything under the organizations name. Another problem is that the target
audience should not only focus on donors, but place emphasis on all educators who are not aware
of the free application openings. Gregory Meyer should be more personalized with his
organization by meeting with the teachers who sign up for the donation opportunities giving
them a face to name connection. Instead of mailing all of the gift cards the lucky teacher can
receive the good news with a personal visit and surprise balloons. Social media could work better
if interns are hired to update more frequently and interact instead of having Meyer do all the
work.
5. 5
The external challenge that Aid for Educators has to deal with is a lack of supporters. Meyer
depends on the help of his wife, close friends and has partnered with a few companies that help
him bring in some money. Awareness can be exposed to a broader audience with more event
involvement. Staying local and focusing on one county at a time is a great start, before
expanding through the Metroplex and all of Texas. Aid for Educators has a lot of opportunities to
help teachers and students but communication with donors and recipients needs drastic
improvement. One of the strengths is that the cause is very relatable and non-controversial so
once people know about it they will want to help in some way.
History - The organization received it’s 501C3 in Feb. 2013 and since then has awarded 33
teachers supplies and or tablets. In past years Aid for Educators has teamed up with Chili’s,
World of Beer and Canes to fundraise. World of Beer had the most profit and was due to the
existing client base. The organization is losing some traction because it was something new in
2013, but now the funds are no longer coming in due to little or no awareness within the
community. There is not much connection with the community and that is something we strongly
need to work on. The uniqueness of the non-profit is that the funds go directly to the teachers,
not to mention all on the board of directors have ties to the education system. The role of the
organization is to represent and help struggling first year teachers. At the moment there is no
indication on how the community feels about the organization because no one really knows
about it. There is social media presence but not much interaction with audiences which could be
as good as not having online presence.
Relevant Publics – Aid for Educators serves teachers in various Texas school districts such as
Arlington ISD, Fort Worth ISD, Dallas ISD and El Paso ISD. Those who have a stake in the
organization are former or current teachers, public servants and friends of Greg Meyer who
6. 6
heard about the cause directly from him. Teachers who have received money in the past from the
organization are very important as well. According to Mr. Meyer the organization wants to
enhance its relationship with any potential donors such as retired people, parents of students in
the surrounding districts, public servants, community organizations to partner with, retired
teachers, small business owners, and large companies with philanthropic programs.
The population we researched with this survey were parents of school-aged children who we
knew. We were primarily trying to find out how parents feel about teachers using their own
money and what they think about donating to classrooms. Parents are potential donors and their
children benefit from organizations like Aid for Educators, so it’s important to understand how
they feel about giving to the cause. We also wanted to know if any parents felt like teachers
should be spending their own money for their children’s needs. Another thing we wanted to
research was if parents had a positive view of teachers, so the last question helped us see that the
majority still believe teachers want to make a difference.
Eight teachers participated in the focus group, five of which have been teaching for less than 5
years. We were trying to find out what it’s like for them as new teachers and the struggles they
go through. It was important for us to understand because there are many misconceptions about
educators and how hard they work. Most importantly we wanted to know if they truly spend a
significant amount of their own money on the classroom or students and how they would feel
about receiving funds or supplies as a donation. We also asked about how familiar they were
with Aid for Educators because the school is not far from AISD so there was a chance they might
have heard of it. The group expressed that teachers would be willing to help each other because
they understand the struggles and relate strongly to the cause.
7. 7
Method
Our group decided to target two groups, teachers and parents of school-aged children. We
conducted a focus group to gain insight of the education field and an online survey to capture
parent’s perspective of teachers.
FOCUS GROUP
Our focus group was held in a South Grand Prairie High School (SGPH) classroom on
Wednesday, October 7th at 3:15 p.m. We contacted Georgina’s college roommate, Ms.
Caballero, who began teaching this August at SGPH, to see if she could help us contact teachers.
With her help we were able to reach the principle of the high school via email asking permission
to contact teachers and invite them to our focus group at the school. The email contained an
attached letter detailing who we were and the purpose of the focus group. We were able to get
approval to host the focus group in Ms. Caballero's classroom and she was able to recruit her
peers by word-of-mouth.
Georgina was the moderator and Jesse was the scribe who also recorded the 30 minute
discussion. Before the focus group began we invited the participating teachers to eat pizza and
help themselves to soft drink that we provided as we waited for the rest of the teachers to trickle
in. We arranged the classroom with 8 desks facing each other and at the end of the row we sat
facing the group. We began the group with 7 teachers due to one being held up at another staff
meeting. Before starting the questions Georgina and Jesse introduced themselves to the group
and shared the purpose and the expectations we had for the discussion. We made sure to inform
teachers that even though we were recording the conversation their answers would remain
anonymous and we welcomed all views.
8. 8
The group came up with the questions asked at the focus group prior to meeting with the
teachers. As a group we brainstormed several questions and narrowed them down to the 8
questions we felt could answer the questions we had with our target audience. We introduced
each question and listened attentively to the responses given and encouraged the participation of
the participants. We wrote down key points of the discussion and recorded on his phone using
the Voice Memo application found on Apple IPhones and captured back-up video on an Apple
IPad.
As for the demographics of the group we ended up having from first year teachers to another
with 18 years of experience. Our primary target was those who had 1-5 years of experience as
educators because we wanted to tune into the struggles of first time teachers. Mr. Meyers
mentioned this is the group he saw the most need. We did have 3 participants who had been
teaching for more than 5 years but we felt it was also important to hear from those with
experience and see if the stress was less as years went on.
Like mentioned we provided pizza and drinks for the participants and also raffled 2 gift cards to
Starbucks. We knew that by the end of the day teachers would much rather go home after a
hectic day but by having food and raffle prizes this may have encouraged these teachers to attend
the focus group. It was also a sign of appreciation for helping us in our project.
Focus Group questions:
1. How long have you been teaching and what prompted you to start?
2. What are the things you like most about teaching?
3. What are the things you most dislike about teaching?
4. How much personal money did you invest getting ready for the school year?
5. If there is anything you would like parents/guardians to know what would it be?
6. What do you know about Aid for Educators?
7. If a non-profit organization helped you and your class, would you be willing to donate later
on?
8. Of all the things discussed, what is the most important thing for Aid for Educators to know
about motivating others to donate to its cause?
9. 9
ONLINE SURVEY
The second target audience we selected was parents of school-aged children. Our purpose for
surveying this group was to capture the parent's perspective about teachers. We figured the best
way to reach this group was via social media specifically Facebook. The group realized we had
numerous friends who were parents that could help us with our research.
Survey Monkey was the online website we used to format our 5 question survey using the Likert
Scale. Like with the focus group question each member brainstormed questions and we then
narrowed down those we felt would best answer our question, “What are parent’s thoughts about
teachers?” It was crucial to limit the number of questions to ensure the maximum number of
responses. We knew the longer the survey the less willing those on Facebook would be to
complete it. The group decided to use the Likert Scale with close-ended questions so parents
could answer the questions accordingly and it would easier to interpret the data.
Before we posted the link on Facebook we all became friends so that way we could like each
other’s link to the survey and this way our link would stay on the timeline for our friends to see.
Georgina also tagged her friends who had kids on the post along with telling her friends and
family to share the post. Midweek we posted the link for a second time to prevent the survey
from being forgotten. The survey was live for seven days and shared on Facebook so that way
we could reach parents on social media without the hassle of having to take too much of their
time. We figured if the survey was short and easily available the outcome would be favorable.
Survey questions: Likert Scale
Name, what grades are your kids in?
I believe in purchasing supplies required from my child's teacher
Teachers should purchase supplies out of their own pocket for my child's need
I would consider donating supplies to classrooms
I believe educators go into teaching to make a difference in a child's life
10. 10
Focus Group Transcript:
8 Members
J.C. (Spanish) – teaching since August
V.M. (Spanish) – 2nd year teaching
V.G. – 6th year teaching
T.L. (biology) – 9th year teaching
R.C. (athletics) – 1 month teaching
P.B. (Spanish) – 18th year teaching
I.J. (algebra) – 2nd year teaching
A.B. (geography) – 1st year teaching
What do you like about teaching?
Get to see kids grow up and you can see the light go off as they learn new things (T).
You see something new every day and you can truly make a difference in people’s lives
as a teacher (I).
You can be very creative and teach things in new ways. You have freedom over how to
teach the lesson (P).
What don’t you like?
Everyone in the group said they don’t like waking up extremely early and going to bed
pretty late.
You work a lot of hours both in and outside of school (V).
There is no overtime pay even though all teachers do overtime work on a regular basis
(R).
Work a lot of hours outside of school (V, V).
It is difficult to have a set of kids for only one year because you can’t get to know them
as much as you would like and they move on (V).
Do you spend money out of your own pocket for the class?
11. 11
Everyone in the group expressed that they spend their own money all the time for
classroom materials
Sometimes students don’t have the necessary supplies or they can’t afford certain things
so you buy it for them if you can (J).
If you want to change up the lesson plan or something and do an interesting activity, then
you most likely will go out and buy the materials with your own money (V).
A teacher she knows just bought 16 headphones for her class and another bought 3-4
chrome book laptops for her class. On average teachers probably spend around $500 a
year out of their own pocket (V).
Teachers probably spend the most money in their first year of teaching because they have
nothing to work with and need to fill an empty classroom (I).
What do you want parents and guardians to know?
It takes more than just the teacher to ensure the child’s success. Parents and the kids
themselves need to be responsible and understand the importance of teachers and
education (I).
Everyone said that teachers aren’t babysitters
Your child doesn’t act the same way at school than he does at home (T).
Do teachers work only 40 hrs?
I work over 40 hours every single week (A).
If you increase pay some teachers might start doing it just for the money so I’m kind of
happy that we don’t get paid a lot more (A).
We do get holidays off but the work hours are mentally exhausting (T).
12. 12
I don’t have a family but if I did I would be upset because teaching would definitely take
away from my family time and kids (I).
My family feels the effects of me working so many hours, I have three kids and a
husband (V).
The state often changes the curriculum so that makes teachers come up with whole new
plans and kills and routines we might have had before (V).
We work for more than nine months and we don’t even technically have summers off
because they involve a lot of planning and research (V).
Do you know of Aid for Educators?
No one had heard of it.
They know of similar kind of things such as Kickstarter, Gofundme and DonorsChoose.
Would you be willing to donate if they helped you?
Everyone said they would definitely be willing to donate.
We understand how difficult it can be sometimes so we would definitely want to help if
we could (J).
Teachers really care about helping each other (V)
You can pass on knowledge to other teachers and even supplies in many cases (I).
What should Aid for Educators know?
Teachers don’t have a lot of time
You have to know the teacher and have a personal connection with them in order to really
want to help them out (I).
The best way is for people to come to classrooms and see how hard the teachers work
(A).
13. 13
Teachers need more appreciation, parents need to take more responsibility.
Application/Interpretation
The focus group questions were chosen based on a specific target audience, first year to 18 year
educators. A closed ended survey was also conducted via surveymonkey.com focusing on parent
opinions. In both research methods we decided to keep the questions simple. We will begin with
the group survey results, followed by our focus group questions and interpretation.
Survey Group Questions/Responses
1. Name, what grades are your kids in?
a. The majority of the kids were in the elementary grade levels except for, one in the head
start program, and nine who attend middle school or high school.
2. I believe in purchasing supplies required from my child’s teacher:
a. Approximately 53.6% (22) people strongly agreed, 29.27% (12) Agree, 9.76% (4) were
Neutral, 4.88% (2) Disagree, and 2.44% (1) strongly disagreed.
i. What we can take from this question is, most of the parents strongly agree to follow the
school supply list provided by teachers. The neutral group might feel only some school supplies
are not necessary, while the small percent might not like purchasing any school supplies at all.
ii. We can take this into consideration when aiming to alternate parent’s idea on school
supply lists.
3. Teachers should purchase supplies out of their own pocket for my child’s need:
a. Surprisingly the majority of parents strongly disagreed by 51.22% (21) and 4.88% (2)
strongly agreed teachers should purchase supplies out of their own pocket.
14. 14
i. This indicates there is hope parents will be helpful when it comes to donating to Aid for
Educators.
ii. For the 4.88% of people who agreed teachers should purchase supplies out of pocket,
the data gives us an insight on the small percent of parents who feel educators need to be
responsible for providing supplies to their children.
4. I would consider donating supplies to classrooms:
a. On this question there was no one who disagreed, although there was a 4.88% who
strongly disagreed to donating.
i. Around 12% of 41 parents felt neutral, demonstrating some parents would not be
interested in donating which can be a problem when asking for small donations.
ii. On the bright side there was 46.34% willing to donate to their children’s classrooms,
letting us know there are parents who do care about helping teachers.
5. I believe educators go into teaching to make a difference in a child’s life:
a. This question in particular had the highest percentage of 60.98% who strongly agree.
i. Teaching is a passion and commitment. So many parents can relate to the difficulties
teachers go through.
ii. The high percentage shows that perhaps parents feel teachers have made a positive
impact on their lives in the past or in their own children’s life.
Focus Group Responses/Interpretation
1. What do you like about teaching?
a. Out of all eight members three teachers answered the question.
i. One teacher spoke about the creativity and joys he had teaching lessons in different
new ways.
15. 15
ii. Terrance Lofton, biology teacher mentioned he sees a light bulb go off when a kid
learns something new.
iii. Ivory James, algebra teacher has only been teaching for two years, but knew her
career path could make a difference in people’s lives as a teacher.
2. What don’t you like?
a. More teachers had negative opinions also more teachers answered this particular
question instead of the positive one before it.
i. Everyone who answered the question agreed they did not like going to bed late and
waking up extremely early.
ii. They don’t like the fact that they are working extra hours in and outside of school with
no overtime pay.
iii. One teacher found it difficult to have a good relationship with her students for just one
year. It was not enough time to interact with the kids like she had hoped.
3. Do you spend money out of your own pocket for the class?
a. All teachers participating state they have spent out of their own money for classroom
materials.
i. After hearing all teachers had pitched out of their own pocket, it helped us understand
more and gave us the opportunity to hear them vent out their frustrations.
ii. Reasons for buying the supplies out of their money were for a variety of reasons. If a
student could not afford them, an interesting activity, or simply because they needed to fill the
empty space and have something to work with. Decorations are not supplied from the school
district.
16. 16
iii. These findings demonstrate teachers go into their new classrooms without the right
amount of supplies. A lot of the supplies provided are either minimal or very outdated.
iv. Teachers go in the field aware they will be spending their own money to prepare their
classroom and students.
4. What do you want parents and guardians to know?
a. The message received for this question was simple, they’re not babysitters. There is
only so much they can do for the children.
i. Ivory James indicated it is the parents and the kid’s responsibility to understand the
importance of education.
ii. We chose to ask this question to hear how teachers felt towards parents and if they had
a chance to express a personal opinion what it would be.
iii. What we can conclude about this question is, teachers need parents to understand
everything they do at school is to educate their kids intellectually but they are responsible for the
rest.
iv. Communication is lacking between parents and teachers.
5. Do teachers work only 40 hours?
a. When it came to discussing the amount of hours and workload involved, almost half of
the participants had something bad to say. All teachers take their work home leaving short
amount of time for family.
i. One teacher, Alicia, said she worked more than 40 hours a week. She was also okay
with her pay, she thinks people would not go into the field if they did it only for the money.
ii. Two teachers mentioned the hours to be so exhausting it left them little time to spend
with family.
17. 17
iii. The state change curriculum forcing them to change any lesson plans they had before
and coming up with new material in a short amount of time.
iv. After hearing how much work and hours teachers input a year, we realize why
teachers feel so much pressure. Several of the participants who answered the question work
regular school hours, weekends, and summers planning for the whole year.
v. This particular question continues to indicate teachers are mentally exhausted and
overworked. Assistance from parents and anyone who’s willing to make a difference in kids’
lives would be appreciated.
6. Do you know of Aid for Educators?
a. All of the teachers participating had no idea what Aid for Educators did or what it was.
i. There were three names they heard of: Kickstarter, DonorsChoose, and Gofundme
ii. This question was one of the most important questions asked, the results were not
positive but they were expected. The teachers who participated were from different grade levels
and from the Grand Prairie area.
iii. No one was aware there was a charity besides the three mentioned above.
iv. Aid for Educators has not been successful in reaching out to teachers. It does not have
enough awareness like the other three organizations mentioned.
v. The lack of the charity awareness needs to be a motivation throughout our campaign.
We will need to emphasize everything about the charity during our event and proposal letter
project.
7. Would you be willing to donate if they helped you?
a. After hearing of Aid for Educators, all of the teachers said they would be willing to
help by passing knowledge to other teachers (word of mouth), donations, and anything else.
18. 18
i. It demonstrates teachers are happy to see other teachers help each other, and supporting
Aid for Educators would be a benefit for the kids and teachers all around.
8. What should Aid for Educators know?
a. During this question the participants openly suggested their opinions for the charity to
become a success.
i. They wanted to make it clear teachers do not have a lot of time in the day to get
involved with other activities. If it helped out their students or teachers in general, they would be
willing to make the time.
ii. Another great way to create awareness and help out teachers is to interact with them
personally, making that personal connection with teachers can be very helpful to our client.
Every teacher has different needs and getting to know them individually would be a good start.
iii. Getting teachers to become aware of Aid for Educators is only part of one of the
glitches our client faces. We can determine from the findings in questions 3 and 4, parents also
need to play a big role in the student’s education.
Campaign Goals
Aid for Educators helps teachers directly with small donations to reduce the load of spending out
of their own pocket for their classroom. The charity has awarded many teachers in local areas
such as, Arlington, Dallas, and Fort Worth Texas. Aid for Educators would like to help out more
teachers and students locally, but will need assistance with donations.
For the charity to become successful in receiving more donations, it needs to begin by creating
awareness among important target audiences such as; teachers, parents, and small business
owners. Becoming friendly and having a face-to- face interaction can be a great start. Once
19. 19
awareness has been implemented locally to all of the target audiences above, the possibility of
more donations will increase.
To increase awareness and donations for Aid for Educators, we have come up with campaign
goals:
To increase awareness among teachers, parents, and small local businesses.
To increase more local business sponsors for example: Walmart, Target, Cici’s
Pizza, Chuckie Cheese, and family owned restaurants.
To increase donations from parents, sponsors, and local small businesses.
To get more people passionate about helping educators.
Increase social media exposure: Facebook, Instagram, Twitter, and Snapchat.
To get more teachers involved with Aid for Educators charity events.
Make those involved feel important and personally fulfilled.
Objectives
People are not yet aware of Aid for Educators, the awareness is absent for many educators and
parents. During our surveys, parents and teachers were asked if they were aware of Aid for
Educators, and nobody had a clue. Our campaign plan can achieve manageable and detailed
objectives:
To increase Aid for Educators awareness among 25% of new teachers in the
Arlington, Dallas, and Fort Worth areas by August 1, 2016.
To increase donations by 15% among small local businesses owners by August 1,
2016.
To increase Aid for Educators donations by 15% among parents by August 1,
2016.
20. 20
To increase donations from current sponsors (Kroger, Amazon, etc.) by 10%
through August 1, 2016.
To maintain current sponsors and make at least 5 new ones by August 1, 2016.
To increase attendance for any awareness events by 20%, within the community
the event is located at, by August 1, 2016.
To increase the number of followers in all social media platforms to at least 500
by August 1, 2016.
To increase awareness by 50% among all Aid for Educators possible target
audiences, on how to donate and access the website by August 1, 2016.
Key Publics
Our group targets several audiences for Aid of Educators including currents teachers, parents of
school-aged children, retired teachers, business owners and students going into the teaching
field. In our plan we focus on teachers, parents, retired teachers and business owners. In hopes to
reach our goal of increasing awareness and donations we first have to reach our audience and
educate them on the benefits the organization and also shining light on classroom needs that in
most cases teachers cover out of their own pocket. Once that is accomplished we can then expect
a positive change in behaviors and thus increase donations.
All targets are important but teachers are the reason Aid for Educators exists. Our research
showed that teachers didn't know about the non-profit and as result makes them the latent public.
Teachers obviously experience first-hand the struggle of the lack of resources but had no idea
Aid for Educators offers help. This group can serve as personal testimonies that they do in fact
spend their own personal money to ensure their students have the supplies needed to succeed.
Not to mention this is the group that gives Aid for Educators a face and a personal tie with
21. 21
potential donors. No matter who you are, most people have had a positive impact from a teacher
at one point in our lives. This group is extremely busy from working extensive hours before and
after school and have a tendency to give. With that said email may be the best way to reach this
group and upon retirement they may also may be willing to donate to the organization later on.
Parents of school-aged children could potentially be great donors if they fully understood that
teachers invest personal time and money to help their kids. Some of this group may be latent as
well in understanding the lack of resources but most are not which is why spreading the reality of
teachers is important. Only after parents are fully aware of the issue and familiar with Aid for
Educators will they support the organization by means of donating time or money. After parents
find out the benefits of the non-profit helping their children's educational experience they will be
more willing to support the cause. Parents are also a very busy target audience and as our group
has seen like to use social media platforms to communicate with other parents and organizations.
We would target this group through social media and hosting family-driven events to
educate families.
The third group we would pinpoint is retired teachers. This group is the aware public, by
knowing the issue but not knowing how to help. By exposing Aid for Educators and educating
retired teachers about the non-profit and with a little persuasion this group could really be a great
source for donations. Retired teachers also have great connections with other individuals who
may also be retired and looking for places to donate money and time. Because they were teachers
like previously mentioned, share the characteristic of being givers. The demographic of this
target group is older in age and typically stick to traditional media channels. We would reach out
to this group by reaching out to various retirement associations.
22. 22
The last group the campaign focuses on is business owners. Local establishments tend to help
their communities by giving back. Our group would emphasize the business' contribution to the
cause and also show them how this may resonate well with their consumers. Targeting this group
is crucial and once obtained can ensure donations. Business owners are all about making the
most out of their valuable time, contacting business owners face to face is important and
providing hard facts and figures is crucial to capturing this group attention.
Strategies/Messages
Our goal for the organization is to position Aid for Educators as an organization that will benefit
teachers, students and the community as a whole. We considered the aspect of financial
difficulties for teachers. This information was found during our focus group discussions.
Teachers, especially the first year teachers showed concern with providing their students with
supplies and materials needed to be able to educate them efficiently. Also we found from our
surveys that most parents would be willing to donate supplies to teachers if they knew more
information about it. We want to engage people with the organization because our research
indicates that parents are willing to donate and have a positive view of teachers. It’s important to
actively communicate with target audiences so that they stay involved and understand that Aid
for Educators is constantly looking to raise funds. The mission of the organization needs to be
clearly stated and past cases should be highlighted. Potential donors need to feel like an
important part of the organization so they continue giving and can actually see the help provided
by the organization. Aid for Educators should make the donating experience enjoyable by
staying in touch with donors via email or social media.
23. 23
Tactics:HOW
To meet our end goal of increased awareness and therefore donations, the following tactics and
communication tools will be implemented. These tactics will reach our target audiences teachers,
parents of school-aged children, retired teachers and business owners.
Objective 1:
To increase Aid for Educators awareness among 25% of new teachers in the Arlington, Dallas,
and Fort Worth areas by August 1, 2016.
Tactic: Visit local schools during PTA meetings and increase the profile of Aid for Educators by
networking, having key talking points and handing out take-always, such as the bracelets with
organization name.
Tactic: Use recipients of awards as advocates amongst other teachers. Ask teachers who have
received award to post on social media platforms the impact the non-profit has made on their
classrooms/students serving a testimonial strategy.
Tactic: Partner with local colleges and ask to speak to education majors about the organization
and how they can benefit once they start their new careers.
Objective 2:
To increase donations by 15% among small local businesses owners by August 1, 2016.
Tactic: Draft a template grant letter that can be used to give to business owners detailing cause,
needs and the benefit they could receive.
Tactic: Get the Board of Directors attend network events with local business members and
discussing impact of nonprofit.
Objective 3:
To increase Aid for Educators donations by 15% among parents and sponsors by August 1, 2016.
24. 24
Tactic: Create family-based social gatherings like a movie night, charging admittance fee and
having concession stand selling popcorn, chips, drinks, pickles and candy hosted at the February
recipient teacher’s school. The day of the event the teacher can be presented with award and
there can be a screening of a Valentine’s Day movie for the family to watch.
Tactic: Hosting family sports tournaments during the summer and charge fee per team/family.
Tactic: During holiday season initiate an "Adopt a Classroom" program where parents/sponsors
can give to a classroom in need.
Objective 4:
To maintain current sponsors and make at least 5 new ones by August 1, 2016.
Tactic: Sending out quarterly articles, highlighting business who are donating, recipients of
awards, following up with previous teachers who received funds, upcoming and recap of events.
Tactic: Give plaques to sponsors for continued support to showcase in places of business.
Objective 5:
To increase attendance for any awareness events by 20%, within the community the event is
located at, by August 1, 2016.
Tactic:
Objective 6:
Increase followers on all social media platforms listed on goals by 35% among educators,
students, sponsors, and businesses by August 1, 2016.
Tactic: Post success stories of recipients on all platforms.
Tactic: To reveal recipient of funds use social media to post clues throughout the week of who
the winner may be. This will keep audience engaged.
Tactic: Use #ThankaTeach for all things related to Aid for Educators
25. 25
Provide engaging content – social media is about help, not hype. So tips for parents when it
comes to homework, testing, working with kids.
Objective 7:
To increase awareness by 50% among all Aid for Educators possible target audiences, on how to
donate and access the website by August 1, 2016.
Tactic: Redesign an easier to navigate website
Tactic: Use social media to direct traffic flow to home site by posting blurbs/videos or interesting
posts on social media and posting full length story, videos or information on website.
Schedule
January 2016
2nd- Send out emails via surveymonkey.com to all of past award winners and ask if they
can welcome Aid for Educators founder into their staff/PTA meetings to talk about non-
profit.
4 -8th- Visit local elementary schools and talk to teachers about Aid for Educators. Ask
teachers and staff to mention the non-profit on their social media platforms.
25-29th- Visit local community colleges and Universities to partner up with their
Education Department. Ask to speak to future educators about Aid for Educators and how
they can benefit from the non-profit.
February 2016
8th- Send out grant letter to local business owners around Arlington area. (Preferably
businesses near schools).
13 and 14th- Family and Couple’s movie night event at a park or local recreation center.
Charge admission fee and have a concession stand. (Link event to Valentine’s Day)
26. 26
March 2016
7th- Team up with the board of directors and go door-to- door and meet with local
business owners. (Coffee Meet’s, attend corporate events, and connect with old
colleagues).
25th- Host family sports tournament at a local school (Field Day).
April 2016
11-22nd- “Adopt a Classroom” project, have drop boxes outside classrooms for parents to
donate school supplies.
May 2016
3rd- National Teacher Day! Post success stories and struggling stories of recipients on all
social media platforms.
20th- Give plaques to loyal sponsors
June 2016
1st- Send out quarterly articles
6- 11th - Post clues throughout the week on social media, of who the lucky recipient may
be.
**Use #ThankaTeach for all things related to Aid for Educators on social media**
July 2016
11-22nd- Redesign an easier to navigate website
23rd- Advertise new redesigned website to all sponsors, teachers on email list, and
followers on social media.
August 2016
27. 27
12th- Direct traffic flow to home site by posting: short videos or interesting pictures on
social media (with non-profit information).
22-31st- Meet and Greet: Kids are back in school, time to meet new teachers and students.
(Create more awareness)
Budget
To become a successful non-profit organization, partnerships with sponsors are needed to
provide financial as well as awareness support for Aid 4 Educators. We would suggest local
small business owners as well as retired teachers. We would also recommend partnerships with
colleges or high schools for internship opportunities to provide help and assistance for the
organization. Partnerships with local business to provide gift baskets or gift cards for silent
auction items would also be beneficial to the budget of Aid 4 Educators and in turn would add
more profit. The tactics that we have proposed are mostly cost-free because of the situation of
Aid for Educators.
Evaluation
To evaluate results a recommended tool to measure the successes would be to use charts and
tables, calculate subscriber clicks through Mailchimp, and calculate “Likes” on Facebook and
calculating the dollar amount of each task used to determine which is receiving the most profit.
For example, the partnerships with Kroger and Amazon. For these, a excel spreadsheet database
should be created and monthly sales and profit should registered in. This will determine which
partnership is actually benefiting Aid 4 Educators. This will also help determine which months
are peak in profits for the organization. Which in turn could lead to other ideas in terms of what
months people are more willing to donate. During events attendance should be calculated by
28. 28
providing sign-in sheets this will also serve as an opportunity to receive email contacts to be
added to the mass email subscription. Surveys can also be made to request attendee’s opinion on
the events. To determine the increase or decrease in parent donations a database should be
created. It is recommended that it be categorized by grade level of their child and ethnicity of
parent. This will help determine which audiences are needed to be reached to increase donation.
29. 29
Appendix
0.00% 20.00% 40.00% 60.00%
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
I believe in purchasing supplies required
from my child's teacher
I believe in purchasing supplies
required from my child's
teacher
0.00% 20.00% 40.00% 60.00%
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
Teachers should purchase supplies out of
their own pocket for my child's need
Teachers should purchase
supplies out of their own pocket
for my child's need
30. 30
0.00% 10.00% 20.00% 30.00% 40.00% 50.00%
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
I would consider donating supplies to
classrooms
I would consider donating
supplies to classrooms
0.00% 20.00% 40.00% 60.00% 80.00%
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
I believe educators go into teaching to make a
differencein a childs life
I believe educators go into
teaching to make a difference in
a childs life
33. 33
Grant Letter example:
Aid for Educators
6001 Abbermare
Arlington, TX 76001
817-888-5878
admin@aid4edu.org
www.aid4edu.org
Dear ,
This letter has been prepared by Aid for Educators organization to announce our intention to
apply for Grant. Aid for Educators is a non-profit organization focused on
providing aid to teachers primarily in their first through fifth year of teaching. The mission of our
organization is to help teachers and students in underfunded schools or districts in the state of
Texas and hopefully, with your help, more states in the future.
The purpose of applying for Grant is to help non-profit organizations develop
long-term sustainability plans.
Your generous support will help Aid for Educators reach more teachers and students in the areas
where they need the most aid. These teachers need aid for basic materials and additional items
that make the learning experience better for children. Please send an application and any
additional materials to Aid for Educators at the address listed above. We look forward to
speaking with you in more detail about our organization.
Sincerely,
34. 34
Slogan:
“Thank a Teach” #ThankATeach
Key Speaking Points: College Students
1. Engage your audience by asking them to think of a teacher they admire or remember
making an impact in their lives.
2. Brief 2-3 minute background on how you become so passionate about the cause.
a. Talk about wife and her teaching background
b. How you also had experience in education field
c. Once retired, you wanted to make a difference
3. Get into message and key points:
Message: Teachers express the need for assistance the first few years of their teaching
career.
Talking Point: “Non-profits, like Aid for Educators strive to help first year teachers fund
classroom needs.
Message: First year teachers invest personal money to fund school projects.
Talking Point: Aid for Educators provides gift cards to office supplies stores that help
students gain the most out of hands on projects.
Message: Teachers are giving people
Talking Point: Later on once established in classroom and in career those recipient
teachers can also give to other teachers continuing to support and donate to the non-
profit.
4. Open floor for questions or comments. Anticipate possible negative questions, such as
such as the low awareness level and the low number of current supports and brainstorm
responses.
5. Leave on an inspiring note. Read a testimony from recipient of award and share an
updated story of teacher and classroom, make sure to include photo!
35. 35
Business Networking Events found on the City Chamber’s Page
Example: http://www.arlingtontx.com
Chamber Orientation Luncheon: held monthly
Business Over Breakfast: held monthly
http://arlingtontx.com/site/breakfast
Chamber After Hours: held monthly
http://arlingtontx.com/site/afterhours
Plaque Info:
https://www.crownawards.com/StoreFront/YVZ.Etched_Plaques.cat
Range from 4.95-50.00
Use the etch: You make a difference and include business info.
Aid for Educators
36. 36
6001 Abbermare Arlington, TX 76011 817-888-5878 admin@aid4edu.ort www.aid4edu.org
01/01/2016
To Whom It May Concern,
Aid for Educators, 501(C) 3 non-profit organization, strives to help teachers ensure their school
year will be a success by equipping them with the needed supplies for their students. The
mission of our organization is to help teachers and students in underfunded schools or districts in
the state of Texas and hopefully, with your help, more states in the future.
We partner with local business to strengthen our community. Your generous support will help
Aid for Educators reach more teachers and students in the areas where they need the most aid.
Any and all support is greatly appreciated. We hope that our partnership also helps and promotes
the growth of your business within the community.
We look forward to speaking with you in more detail about our organization.
In advance thanks,
_________________________
Executive Director
Grey Meyer
“Help us help our teachers”