CPSEL Standard 4 states that leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. The School Leadership Program has developed my knowledge of emerging issues and trends that potentially impact the school community and have a deeper understanding of successful models of school, family, business, community, government, and higher education partnerships. I have grown to believe in the proposition that families have the best interests of their children in mind. As written by Singleton and Linton (2006), a leader should exercise the passion, practice, and persistence necessary to address racial achievement gaps, all of the members of the school community need …show more content…
Current research demonstrates that school-community partnerships lead to many benefits, including; creating a caring community, improving the school’s programs and climate, supporting families, enhancing student achievement, improving behavior, increasing attendance and graduation rates, and helping students to succeed both in school and in later life (Willems &Gonzalez-DeHass, 2012). In addition, it is important to facilitate the communication of teachers and families to keep them updated on their child's progress as it relates to their Individualized Education Plan (IEP) at their IEP meetings and throughout the school year. In relation to CPSEL 4, during my project, I wanted to engage staff with families to establish academic programs and supports that address individual student needs. My project has taught me to be a collaborative leader who facilitates processes that ensure opportunities for staff to develop collaborative skills and to participate in activities that ensure diversity is recognized and valued by