Synthesis and Organizational Change Plan

Synthesisand Organizational Change Plan

Synthesisand Organizational Change Plan

Aschildren grow, they usually undergo several shifts in their lives.Some of the most significant transitions include the changeover fromplaying to cleaning themselves, and from outdoor activities and intothe classroom setting. Similarly, major changes can be experiencedfor instance,theintroduction into school activities or the movement from being theonly child into becoming a brother or sister. Out of all thesechanges, the process involved in kindergarten transition isrecognized as one of the greatest. The initial days of learning is asignificant event for both children and their families. Minors areexposed to practices that will eventually facilitate their sustenancein the future in the focal point. For kids, this transition isregarded as an opportunity to meet other children, learn new thingsand acquire new skills as well. Families may also find it delightfulto see their children grow and pass such milestones. Despite being anindication of progress, this period can also be characterized byuncertainty and concern. A child may be emotionally affected due toloss of friends coupled with the separation from their families andthe warm setting they have been used to (School District ofPhiladelphia, 2015).

Inthe meantime, older children and adolescents tend to develop behaviorpatterns that have a profound effect on their health as well aslearning progress. These young people are likely to engage in riskybehavior ranging from smoking, alcohol and other drug use, violenceand the initiation of sexual practices. Educational research studieshave indicated that by putting up protection factors, children andadolescents can be helped to avoid behaviors that expose them toadverse health and educational consequences (The National Center onParent, Family, and Community Engagement, 2013). These shieldingfactors range from the establishment of career goals, consistentparental presence, involvement in social promoting activities such assports and community work. Parent engagement in schools has beenshown to have the most protective function. It not only facilitatesthe better behavior but also improves academic achievement, enhancessocial interaction and communication, and avoidance of unhealthyactivities such as substance abuse (Centers for Disease Control andPrevention, 2012).

Thispaper defines the importance of parent engagement in their children’slives specifically through a whole school interaction. It alsoidentifies the workable strategies and actions that learninginstitutions can take to increase parent engagement. Schooladministrators, parents, teachers, students and the community havedifferent roles to play in the support and implementation of thisplan.

Discussionof the Organization, Transformation Required and Reasons

TheSchool District of Philadelphia is composed of all public schools inthe region. It was established way back in 1818 and is currently theeighth-largest school district in the United States. The School Boardoversees the operations. Each ward appoints a controller in a questto eliminate politics from the management of the learning centers.Apparently, the School District operates 214 public schools which canbe subdivided into 149 elementary, 16 middle and 49 high schools intotal. The remainder of six public schools is chartered and operatedindependently albeit with accountability to the district. The SchoolDistrict of Philadelphia has advanced due to the presence of parentand community engagement policies. Programs that are geared towardsinvolvement have been implemented for example the Parent Universityof Philadelphia offers free courses to parents as a means ofenhancing their skills. There are also several resource centers putin place to assist in the resolution of cases such as bullying andcomplaints and any other issues that cannot be settled at the school.Likewise, parent ombudsmen now reach a high figure of 173 togetherwith the introduction of other parent engagement programs.

Despitethe seemingly well-off situation in the District, maximum parentparticipation has not been fully realized. This calls for a morecomprehensive action plan that addresses the issues that had not beenpreviously identified and recommending additional approaches forimprovement. As mentioned earlier, parent engagement has the effectof promoting desirable behavior among children. In most cases,students who are supported well by their families rarely experienceemotional breakdowns or participate in unhealthy or risky behaviors.On the contrary, kids with a lack of adequate parental support mayengage in unhealthy practices, consider suicide, leave school andhave stress disorders. The importance of parent engagement can beseen in the positive outcomes of children such as attaining theguidelines for physical activity, promotion of healthy behaviors,reduce the chances of substance abuse and also encouraging theestablishment of good health and outstanding academic performance(Norton, 2014).

Theefforts towards promotion of parent engagement can be placed in acoordinated framework, which consists of families, schools and thecommunity working together based on the present needs, availableresources and the required standards. Such a framework must advocatefor the application of a comprehensive approach to creating healthyschools through recognition of the importance of healthy behavior,staff health promotion and parent engagement as an integral part ofchild and adolescent learning, health promotion and behaviordevelopment (Buntin, 2015).


Thefollowing are the approaches and components that need to beintroduced and further streamlined to ensure maximum parentengagement and ultimately improve and maintain better health andeducation for children and adolescents in the School District ofPhiladelphia.

Dealingwith Time and Resource Constraints

Inany program, time and scarce resources are always the major setbacks.As such, strong partnerships cannot be created without these twoessential components. Families, school staff, and students needsufficient time to familiarize with one another and after that planon the ways of increasing student learning. Such actions requirespecial dedication from all participants. Similarly, the governmentmay come in regarding resource allocation and financing to uplift theprogram. Finding time and assets to support the programs must be thepriority of teachers, parents, and the government representatives. Asuccessful plan can only be attained through strong commitment andformation of a stout school-family partnership (Gambrell, 2014).

Parentand School Staff Training and Information Dissemination

Communicationand information through training are the key factors to createcollaboration. Apparently, the lack of information and relevantcommunication skills can lead to misperceptions and loss of trust.However, proper connections ensure that the interaction between thestaff members,parents, and the learners flourish. Some of the initiatives that canbe used to bridge the information gap include workshops, outreachprograms, the use of newsletters, handbooks, and home-orientedvisitations. As individuals interact more and more with one another,they learn how to trust one another. Trust fosters dedication and theurge to work together, ultimately helping children to attain theirgoals in school.


Reformationis highly required in this district in a manner that supports familyinvolvement. Ideally, the whole education system must endeavor todevelop a successful school-family organization. This, therefore,means that it is not the duty of a single person to work in therealignment of support for this interaction. Older educationalorganization practices and activities used to discourage familymembers from active participation in school undertakings. Apparently,the best way to reach a good structure is to create a welcomingenvironment for parents by showing the need for their input inassisting children to succeed. Schools are burdened with the role ofkeeping an open mind to the free ideas. Any particular manner ofdoing things that seem to deter progress has to be assessed, analyzedand solutions developed to counter those issues. Successful schoolsare those that are willing and ready to reconsider and restructure inapproaches that are less hierarchical, accessible and more personalto the parents (Pace, 2014).

LinkingSchool and Family Dissimilarities

Socialdynamics indicate that schools are composed of children and thusfamilies from diverse ethnic, social, linguistic and culturalbackgrounds. The difference in educational levels creates a gapbetween parents, staff, and students. Poor communication and familyparticipation also become difficult. Some of the basic yet provenstrategies to counter these issues include the involvement of parentswith little education through simple training approaches. Offeringbilingual services for oral and writing aspects is a good way ofcommunicating with parents on matters about school programs andstudent progress. Furthermore, the links will promote culturalunderstanding, development of trust and ultimately assimilation offamily participation.

ObtainingExternal Support for Collaboration

Aconsiderable number of schools have tapped sufficient support fromthe local communities, the government and other institutions ofhigher learning. Such backing is then nourished and furtherstrengthened through communication and teamwork. Efforts ofcollaboration are geared towards the provision of necessary tools toschools and parents to initiate and sustain learning. The mostinfluential sources of support include local businesses, healthcareinstitutions, community service agencies, colleges, universities,non-governmental organizations and the state provisions (SchoolDistrict of Philadelphia, 2015). All these groups coming togetherwill uplift the current states into a better one while at the sametime ensuring long-term sustenance of the same.


Foreffective implementation of these strategies, the followingguidelines need to be followed.

Guideline1: Obtaining Support for Educational Change

Garneringsupport for change can be achieved in two ways: providing substantialinformation to reformers with a base to work from and second, byobtaining advocacy from those within the school administration. Thealready established approaches that can improve learning have to beaccepted by the relevant individuals, organization, and bodies beforethey can be rolled out.

Guideline2: Creation and Communication of the Change Model Effort

Thisstep is based on the well organization and coordination of the modelto avoid criticism among staff and other people. It is vital for awritten and visual design of the alteration to be developed andpresented. A list of timelines, activities, involved members andtheir respective responsibilities. Sneak previews into suchcomprehensive projects must be provided to keep the stakeholders wellinformed [ CITATION Lin16 l 1033 ].Similarly, the accomplished actions have to beconveyed clearly and consistently.

Guideline3: Securing of the Required Resources

Inthis stage, both human and material resources have to be allocatedand readied for the start of the educational innovation. These fundswill be used for consultations, training, financial support anddevelopment of the needed curriculum materials. All the interestedpersons have to be reminded of the importance of accountabilityregarding their responsibilities and the use of financial resources.

Guideline4: Appreciate the Emotional Response to Change

Changeis almost always met with emotional responses to those who areaffected. As such, those who facilitate the process need toanticipate possible reactions, some of which might be on theimplementation of the program. By anticipating these responses,objective and rational explanations can be developed to assist thecritics to understand and accept that the proposal is the best wayforward.

Guideline5: Anticipate Restructuring Issues and Recognize Problem-solvingAbilities

Whenaiming at streamlining and accelerating change efforts, proactiveapproaches have to be implemented. Common renewal problems range fromattitude, lack of coordination, planning, communication, inadequateresources and emotional issues. Other problems that are foreseeableinclude crises, competing demands, limited physical environment, andlow-level control of the effort [ CITATION Lin16 l 1033 ].Anticipating such matters prompts the creation of a contingency planagainst them.

Guideline6: Leadership Sharing

Itis necessary to share the control of the program and work bycollaborating effectively with others. Diverse groups includingstaff, administrators, students, parents and the community must beallocated secure input and subsequent follow-up.

Guideline7: Affixing Innovation into Classroom Practice

Allthe change efforts must be linked to classroom activities. The changefacilitators take care of teaching and learning hence making theeducational innovation much more relevant and important in allspheres.

Guideline8: Embedding Restitution Effort into Structural Practice.

Oncethe change recommendations have been implemented, measured andpolished, the restructuring process now becomes part of theorganizations undertaking. Elements of the school life such asphilosophy, budget, policies, activities, and personnel willultimately accept change. As a practice, restructuring must continueby initiation, implementation and institutionalization of the newmodel in all schools (Campbell, 2016).

DeterminingSuccess of Change

Severalmethods can be employed in assessing the level of success attainment.First, the current parent involvement can be measured by collectingdata about the children and their families. A checklist of variousengagement levels can after that be developed [ CITATION Cen121 l 1033 ].The assessment isbased upon the following standards:

  • Communication

  • Promotion of parenting skills

  • Student learning

  • Volunteering of parents

  • Parent involvement in School Decision Making and Advocacy

  • Collaborating with community and use of resources to strengthen the programs

QualityIndicators of Successful Programs

  1. Encourage parental participation in decision-making

  2. Information and communication to parents regarding student participation

  3. Train parents on how to facilitate learning at home, provide assistance, monitor and give feedback to schools

  4. Regular assignment and interaction with parents

  5. Sponsors workshops, seminars and information dissemination to parents

  6. Involvement of parents in goal setting

  7. Provision of opportunities for staff to learn and share the best approaches in child education

Suchindicators can be established by the application of achievementtrends worksheet concerning student performance and the level ofobjectives apprehension. Lastly, meeting evaluation forms and familyopinion sheets might also be helpful [ CITATION Sch151 l 1033 ].


Alot of emphases must be placed upon the roles of parents, families,and communities. All these people are vital in raising studentperformance and reducing the achievement gaps. There are existingpolicies that assist parents and communities in taking an active rolein school activities hence becoming an integral part of schoolstructure and organization. Despite the existence of laws thatencourage parent, school, and community collaboration, more planexecution is required. At the same time, practices and programs thatare locally developed should be compensated, stretched out andsustained.


Buntin, J. (2015, January). Changing a Culture Inside and Out of Schoo. Retrieved from Governing:‐memphis‐school‐culture‐part‐two.html

Campbell, L. M. (2016). Facilitating Change in Our Schools. Baltimore: Johns Hopkins School of Education.

Centers for Disease Control and Prevention. (2012). Parent Engagement: Strategies for Involving Parents in School . Atlanta: U.S. Department of Health and Human Services.

Gambrell, L. (2014). Evidence-Based Best Practices for Comprehensive Literacy Instruction. Philadelphia: SDP’s Office of Early Childhood Education.

Norton, M. (2014). hiladelphia’s Accelerated High Schools: An Analysis of Strategies and Outcomes.” . Philadelphia: Research, Policy, and Practice Conference of the School District of Philadelphia,.

Pace, A. (2014). Promoting literacy inside and outside of the classroom: a community commitment to READ! . Philadelphia: School Reform Commission`s Strategy, Policy and Priorities Meeting.

School District of Philadelphia. (2015). A Running Start Philadelphia. Philadelphia: Philadelphia City.

School District of Philadelphia. (2015). Action Plan 3. Philadelphia: School District of Philadelphia.

The National Center on Parent, Family, and Community Engagement. (2013). Family Engagement in Transitions. Havard: Harvard Family Research Project &amp Boston Children`s Hospital