Parent Coordinator Professional
Development
Hallmarks of a Successful Parent Coordinator:
Creates a welcoming school environment.
Increases parent involvement in the school.
Conducts
outreach
to
recruit
and
engage
parents
to
become
active
members
of
the
school
community.
Works with the principal and staff to address parent issues
and concerns.
Provides parents with the necessary information to support
their children in order to increase academic achievement.
Creating a Welcoming Environment
Best practices for the creation of a welcoming environment:
Send
a
welcome
letter
to
parents
that
describes
your
role
as
the
Parent
Coordinator
and
provides
your
contact
information
and
office
hours.
Be
visible
at
drop
‐
off
and
pick
‐
up
to
meet
and
greet
families.
Have
a
space
available
where
parents
may
discuss
private
issues.
Post
signs
and
prepare
bulletin
boards
or
other
displays
at
the
entrance
to
the
school
to
inform
parents
where
they
can
receive
assistance
and
information.
Work
with
the
DOE’s
Translation
and
Interpretation
Unit
to
ensure
that
materials
are
available
to
parents
in
their
native
Creating a Welcoming Environment
Best practices for the creation of a welcoming environment:
Anticipate
concerns
and
issues
that
parents
will
raise
and
develop
creative
ways
to
support
families.
Organize
meetings
that
will
foster
parent
‐
to
‐
parent
connections
(e.g.,
Meet
&
Greet,
Chat
&
Chew).
Develop
relationships
with
CBOs to
provide
additional
Increasing Parental Involvement in the School
Best practices for increasing parental involvement:
Create
and
distribute
surveys
to
parents
to
determine
needs.
Surveys
can
be
used
to
identify:
Days
and
times
that
most
parents
are
available
to
attend
meetings
and
workshops.
Workshop
topics
that
would
appeal
to
most
parents.
Ideas
and
programs
that
parents
believe
will
improve
the
school
culture.
Attend
staff
professional
development
sessions
and
School
Leadership
Team
meetings
to
gain
a
comprehensive
understanding
of
academic
programs
used
in
the
school.
This
information
will
make
it
easier
to
provide
parents
with
resources
that
will
allow
them
to
support
their
children’s
Increasing Parental Involvement in the School
Best practices for increasing parental involvement:
Host
regular
parent
workshops
and
meetings
on
a
variety
of
topics
of
interest
to
parents.
Workshop
topics
should
be
based
on
parent
needs
and
interests.
Collaborate
with
parents,
staff,
and
CBOs to
build
workshops
that
are
rich
in
skill
‐
building
content.
Assist
the
PA/PTA
with
outreach
to
improve
attendance
at
monthly
general
membership
meetings.
Request
that
the
executive
board
provide
an
opportunity
for
a
brief
Parent
Coordinator
Report
at
the
monthly
general
membership
meeting.
Meet
with
the
principal
to
discuss
ways
to
provide
meaningful
Serving as a Facilitator and Problem-Solver for
Parent Concerns
Best
practices
for
maximizing
your
potential
as
a
problem
‐
solver:
Serve
as
the
parents’
first
point
of
contact.
Make
it
known
that
you
are
a
knowledgeable
resource
for
parents
on
a
wide
‐
range
of
educational
topics.
Consistent
and
accurate
responses
will
help
develop
trust
in
the
community.
Attend
training
sessions,
maintain
a
database
of
publications
from
various
DOE
offices,
and
identify
key
contacts
across
the
DOE
to
guarantee
that
you
are
able
to
provide
information
to
parents
regarding
common
areas
of
inquiry
and
concern
(e.g.,
Supplemental
Education
Services,
Special
Education
services,
English
Language
Learner
services).
Work
with
school
staff,
Cluster/District
staff,
and
OFEA
staff
to
Connecting Parents to their Children’s Education
Best
practices
for
connecting
parents
to
their
children’s
education:
Organize
events
or
activities
to
support
parent
attendance
at
key
school
events
(e.g.,
parent
‐
teacher
conferences,
back
to
school
nights).
Publicize
school
events
in
ways
that
will
reach
all
parents.
Create
event
flyers
and
circulate
them
in
various
ways:
post
in
the
school
and
community,
backpack
home
with
students,
to
parents,
post
on
the
school’s
website,
etc.
Create
a
calendar
of
school
events.
Distribute
a
monthly
Parent
Coordinator
newsletter.
Develop
and
maintain
a
website.
Develop
sustainable
relationships
with
CBOs in
the
area
who
can
Supporting the Work of the PA/PTA and SLT
Best
practices
for
supporting
the
work
of
the
PA/PTA
and
SLT:
Assist
with
outreach
for
PA/PTA
meetings,
events,
and
elections.
Attend
PA/PTA
and
SLT
meetings
as
a
guest
speaker/observer.
Support
the
goals
of
the
SLT
by
contributing
to
various
SLT
subcommittees.
Keep
PA/PTA
executive
board
members
and
SLT
parent
members
apprised
of
any
changes
to
the
relevant
Chancellor’s
Supporting the Work of the PA/PTA and SLT
Key
Changes
to
Chancellor’s
Regulation
A
‐
660
Amended A-660 (dated 4/21/2010) Former A-660 (dated 10/03/2008)
Any PA member may present a motion at a general membership meeting to amend a provision of the bylaws that is not in
compliance with this regulation. Amendments that bring the bylaws into compliance must be voted on immediately after the motion is
presented. A two-thirds vote of the
membership is required for approval (See Section I.H.1., page 10).
Bylaws that are in conflict with the requirements of this regulation must be amended. In the absence of bylaws that
conform to the requirements of this regulation, a PA may not conduct any activities, including elections and fundraisers.
The principal or her/his designee must verify each individual’s eligibility to vote by
confirming that the individual qualifies as a member of the PA. This verification must occur prior to the distribution of ballots (See Section I.G.1.d., page 7).
Language not included in the former A-660, despite being a long-standing practice of many PAs.
PA meetings must be non-exclusive and open to the general public (See Section I.H.4.a., page 13).
Supporting the Work of the PA/PTA and SLT
Key
Changes
to
Chancellor’s
Regulation
A
‐
660
Amended A-660 (dated 4/21/2010) Former A-660 (dated 10/03/2008)
The term school days means the days between and including Monday to Friday, not including days that the school is closed, holidays and weekends. When counting school days for the purposes of written notice, as applied to notice sent by backpack or email, count the day the notice is distributed as the first day. For written notice sent by postal mail, the day after the notice is mailed counts as the first day (See Definitions Section, page 2).
Notice is measured in calendar days.
The quorum for a general membership meeting must consist of representation by at least 8 PA members, including a minimum of 2 executive board members and 6 parent members (See Section I.H.4., page 13).
Supporting the Work of the PA/PTA and SLT
Key
Changes
to
Chancellor’s
Regulation
A
‐
660
Amended A-660 (dated 4/21/2010) Former A-660 (dated 10/03/2008)
The primary checking account must be used for all transactions, including deposits and withdrawals (e.g., if a PA or PC has a savings account, funds must be transferred from the checking account into the savings account.) Funds can only be withdrawn by transferring the funds from the savings account into the checking account (See Section III.B.2., page 23).
Any accounts other than the mandatory checking account must be authorized by a vote of the membership and must be in the name of the PA.
If the deposit will not be made within 1 business day, the PA or PC must ensure that all funds are secured in a locked location on school or DOE
premises (e.g., the school safe). The PA must obtain a written acknowledgement from the principal when PA funds are secured in the school, while the PC must obtain a written acknowledgement from the superintendent when PC funds are secured on DOE premises. These acknowledgements must include the dollar amount being secured. Under no
circumstances may fundraiser proceeds be stored in a PA or PC member’s place of work or residence (See
Supporting the Work of the PA/PTA and SLT
Key
Changes
to
Chancellor’s
Regulation
A
‐
660
Amended A-660 (dated 4/21/2010) Former A-660 (dated 10/03/2008)
The sale of raffle tickets to or by children is prohibited. Any sale of raffle tickets must be done in compliance with the provisions of the New York State General Municipal Law and applicable regulations of the New York State Racing and Wagering Board. The law and regulations prescribe the application and licensing requirements and the conditions under which a raffle may be conducted and the proceeds of a raffle may be used. (See Section III.C.2.c., page 24).
Prohibited Activities – The following activities are strictly forbidden: Sale of raffle tickets to children or distribution of raffle tickets through children; Bingo or any other form of gambling.
A PA or PC member may not sign a check if
she/he has any direct or indirect interest in the expenditure (See Section III.B.1., page 23).
Supporting the Work of the PA/PTA and SLT
Key
Changes
to
Chancellor’s
Regulation
A
‐
655
Amended A-655 (dated 3/24/2010)
Former A-655 (dated 12/03/2007)
The SLT is responsible for developing the
school’s Comprehensive Educational Plan
(CEP) and ensuring that it is aligned with
the school-based budget. (Page 1, Section
II.A.1)
The responsibility of the SLT is to develop
an annual school Comprehensive
Educational Plan (CEP) that is aligned with
the school-based budget. (Page 1, Section II)
The principal is responsible for developing
the school-based budget, after consulting
with the SLT, and ensuring that it is aligned
with the CEP. (Page 1, Section II.A.2.)
The principal shall consult with the SLT in
developing the school-based budget. (Page
1, Section II)
To ensure the alignment of the CEP and the
school-based budget, any member of the
SLT may request (on behalf of the SLT) the
Galaxy Table of Organization Report up to
two times per semester and, in response,
the principal shall provide this report within
5 school days
To ensure alignment of the CEP with the
school-based budget, the principal shall
provide the SLT with a report from the DOE
Galaxy budgeting system within a
Supporting the Work of the PA/PTA and SLT
Key
Changes
to
Chancellor’s
Regulation
A
‐
655
Amended A-655 (dated 3/24/2010)
Former A-655 (dated 12/03/2007)
Notice of SLT meetings must be provided in a form consistent with the open meetings law. (Page 7, Section VII.)
No corresponding provision.
The SLT shall provide to the superintendent an annual assessment of the principal’s record of developing an effective shared decision-making relationship with SLT members. (Page 2, Section II.B.2)
No corresponding provision.
Parent members of the CEC (and in an election year, candidates for the CEC) may serve as parent members of an SLT in the school their child
attends. (Page 3, Section III.C.b.(i).)
Parent members of the CEC may serve as a parent member on the SLT in the school their child
attends. (Page 3, Section C.1.b.i.).
A citywide high school subcommittee will be formed to meet on a monthly basis to review
relevant data and identify issues impacting student performance at the high school level and will
report on a monthly basis to the DLTs. (Page 6, Section V.C.)
Supporting the Work of the PA/PTA and SLT
Key
Changes
to
Chancellor’s
Regulation
A
‐
655
Amended A-655 (dated 3/24/2010)
Former A-655 (dated 12/03/2007)
The principal determines that the
school-based budget is aligned with the CEP and sends a written justification to the superintendent. (Page I, Section II.A.5.)
The principal makes the final determination on the CEP and the school-based budget. (Page 1, Section II).
SLT members, other than the principal, may dispute any decision made by the principal where members of the SLT (other than the principal) reach a consensus that the decision is inconsistent with the goals and policies set forth in the school’s existing CEP, by submitting a written objection to the community or high school superintendent. The superintendent shall provide a written response to the SLT and the principal within 10 school days of receiving the initial complaint, which response shall include the information reviewed and the basis of the superintendent’s decision regarding the dispute. (Page 2, Section II.A.8.)
Supporting the Work of the PA/PTA and SLT
Key
Changes
to
Chancellor’s
Regulation
A
‐
655
Amended A-655 (dated 3/24/2010)
Former A-655 (dated 12/03/2007)
If the SLT cannot reach agreement on the CEP, it should seek assistance from the District Leadership Team (DLT) and if that is not
successful, then the community or high school superintendent. The community or high school superintendent shall try to facilitate consensus among the SLT. If no agreement can be
reached following this assistance, then the superintendent makes the final determination on the CEP. (Page 1, Section II.A.4; also Page 7, Section VIII.)
When a team has made every effort to resolve an issue and members cannot reach
agreement, the team should seek assistance from its DFA (for community district schools) or BD (for high schools). Where team members have difficulty obtaining information or wish to obtain assistance in resolving issues relating to consultation with the school principal, they may seek assistance from the DFA or BD. If the DFA or BD is unable to resolve such issues to the satisfaction of team members, team members may send a written request for
assistance to the DLT. (Pages 6-7, Section VIII).
The final CEP and the school-based budget shall be posted on the DOE’s or the school’s official website and a copy shall be provided to each SLT member upon request at the school. (Page 2, Section II.A.9.)
