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Community & Parent Relationships Post-Test

Community & Parent Relationships Post-Test

You can flag questions for review and return to them at any time before completing the post-test. While more than one response may be correct, you are tasked with selecting the best answer from the choices presented in each question. Once you have completed the post-test you will be able to review the questions and your answers.

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You have now completed the course module Community & Parent Relationships within the Accelerated School Administrator Program. You can view suggested readings (companion texts) and course references on the bibliography page.

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Question 1 of 20

1. Question

At a minimum, the agenda for your parent volunteer meeting should cover the basics of how your school wants parent volunteers to conduct themselves in the classroom, a review of school policies including safety and liability, and:

a simple job description that fits most roles.
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the times and dates of parent volunteer activities.
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a list of classrooms for which parent volunteers are needed.
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a request to those attending that they recommend volunteering to other parents they know.
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Question 2 of 20

2. Question

An important aim of carefully planned parental involvement is to help parents to:

understand and support teacher efforts to provide quality education for all children.
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lessen the workload of classroom teachers.
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develop good social relations/liaisons in the community.
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learn the school curriculum.
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Question 3 of 20

3. Question

Parents and teachers may have different perspectives. Parental involvement may be counterproductive if the parent:

has values and goals that are not identical to those of the school.
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puts the good of his or her own child above the good of other children.
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does not have the educational background to understand all the curriculum.
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can only spend a small amount of time in the classroom.
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Question 4 of 20

4. Question

An initial critical turning point in an interaction that builds trust between a parent and the school occurs when:

they agree on a solution to benefit the child.
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the parent is told something negative about his or her child.
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the parent is told something positive about his or her child
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a school staff member makes the parent feel welcome and comfortable.
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Question 5 of 20

5. Question

The number one barrier reported by parents with regard to school participation is lack of available time. Schools can help to address this issue by:

meeting with the parent in the home.
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scheduling parent-teacher conferences together at a fixed time and date.
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offering school bus transportation to and from meetings and providing supports such as dinner and child care.
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making greater use of email and electronic communication.
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Question 6 of 20

6. Question

One of the less frequently reported but more common issues in parent involvement is the lack of comfort some parents have in entering a school when they have had:

difficulty at work.
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conversations with other parents about their complaints with the school.
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negative experiences earlier in life as students.
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constant problems with time and scheduling.
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Question 7 of 20

7. Question

A school-wide volunteer development program is the most efficient way to:

meet everyone and get to know them.
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convey consistent policy across the campus.
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screen candidates and determine their abilities.
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support teachers by ensuring they have access to a sufficient pool of parents as classroom resources.
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Question 8 of 20

8. Question

The purpose of a Parent Inventory is to:

list them as resources in your asset mapping activity.
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identify and specify which parents have good relationships with teachers.
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determine the parent participation rate at your school.
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find out about parent skills, interests, and availability.
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Question 9 of 20

9. Question

When communicating with parents about volunteer opportunities, be sure to describe the training that will be provided and include information about:

mandatory screening or inquiry they must complete.
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the teachers they will be working with.
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the experiences of past volunteers.
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the size and makeup of the school student population.
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Question 10 of 20

10. Question

Finding a physical space for parent volunteers to congregate, similar to a staff room that serves teachers, can be challenging. If a room or meeting space cannot be provided, the next best option is to provide a closet or secure space for parents to use for:

personal technology devices that are not allowed in the classroom.
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personal items including purses, bags, and wallets for safe storage.
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learning materials that are categorized and labeled, which parents sign out.
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coats, outside shoes and other outerwear.
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Question 11 of 20

11. Question

An alliance with the greater community is a relationship with the community for which there is __________________ of the school.

anticipated reciprocal involvement
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some anticipated reciprocal involvement
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equitable anticipated reciprocal involvement
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no anticipated reciprocal involvement
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Question 12 of 20

12. Question

Alliances or partnerships will likely form initially out of a(n):

appeal for collaboration.
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previous obligation.
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mutual interest.
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perceived need.
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Question 13 of 20

13. Question

By analyzing school and community connections, schools will be able to:

share partners with other schools.
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connect more closely with community partners.
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recognize the level of commitment to the partner groups.
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evaluate project details.
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Question 14 of 20

14. Question

A sustainable partnership:

creates a partnership plan.
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develops in stages.
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has diverse membership.
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forecasts productivity outcomes.
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Question 15 of 20

15. Question

Which of the work-based learning opportunities involves an adult sharing life experiences and job information with a student?

job shadowing
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mentoring
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youth apprenticeship
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work experience
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Question 16 of 20

16. Question

By analyzing the community you will be able to look at sustaining meaningful partnerships, recognizing future potential partners that exist in the community. You will also rate the current status of each potential and/or existing partner. Community asset mapping starts with:

consulting with friends and colleagues.
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what is present in the community.
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gathering materials and tools with which to collect and track data.
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what is perceived to be of value to the school.
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Question 17 of 20

17. Question

When school boards function effectively, they support principals in school improvement efforts by:

investing in instruction-related professional learning for principals, teacher-leaders, and district staff.
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building a cohesive community.
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leaving the resolution of problems in the district to the principals and staff.
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taking ownership of the education problems in the district and the school.
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Question 18 of 20

18. Question

School community partnerships evolve over time. While projects may be finite, some partnerships go on for years and there is a need to:

continually evaluate the intentions of the partner.
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consistently monitor the behavior of the students involved or affected.
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end partnerships that do not yield expected results.
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continually evaluate the benefits to both the school and the partner.
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Question 19 of 20

19. Question

The “overlapping spheres of influence” (Epstein, 1995) upon which school and community partnerships are based are the intersecting relationships between:

parents, community, and the district.
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stakeholders, parents, and teachers.
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school, family, and community.
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school, businesses, and the district.
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Question 20 of 20

20. Question

Activities involved in exploring a shared need include identifying the education need, discovering complementary interests that benefit student learning as well as the community, and:

planning goals and objectives.
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developing or reviewing budgets.
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recruiting potential allies.
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defining roles and responsibilities.
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