The partnership with parents as part of a model for building an inclusive school environment

The partnership with parents as part of a model for building an inclusive school environment Pexel.com
The training is aimed at all teachers, school leaders and other members of school teams who would like to get acquainted with the philosophy, essence and benefits of a systemic concern that a school could enjoy if building effective relationships with parents. During the training, participants will have the opportunity to consider the relationship with their parents in terms of purposeful work on two parallel levels.

he first one (Level 1) is related to the close cooperation between the teacher and the parent, and the other (level 2) - with the overall strategy of the school to involve parents into the school life. While getting an insight into typical parental behaviors that hinder teachers these will be presented and explained in terms of psychological phenomena typical for the functioning of every person. This approach will provoke and help build deeper and more meaningful understanding of problematic parental behavior. Particular attention will be paid to the skills necessary for planning and conducting focused conversations (with a clear purpose) between teachers and parents (level 1).

In terms of level 2 (whole school strategy) a specific approach for attracting difficult-to-reach parents will be offered. Partnering with parents will be presented in the context and as a part of the CIE model for building an inclusive school environment.

Duration: 16 hours

For more information: office@cie-bg.eu,.+359 898 443 703

One School for All

One School for All is our most encompassing and wide-reaching cause, our raison d’etre. Our ultimate goal is comprehensive introduction and application of the principles of inclusive education.

Inclusive education is a process of changing the school environment based on respect and acceptance of other people. It implies wise management of school processes in a way which makes children feel supported to develop their capacity and to overcome hardships; which makes teachers feel encouraged and confident that they are able to cope with the growing challenges, while parents are able to assume their responsibility and role in partnership with schools.