The Importance Of Parents And Teachers Cooperation During Hybrid Master Schedules

April 6, 2021

By Catherine A. Barrett |

​After a year of remote learning, there are differences in the learning system that are noticeable today. Firstly, is my new role being the position a hybrid teacher is now a social worker and academic teacher. It is my job to teach and take care of my students social charges/needs. Secondly, there is difficulty conducting parent-teacher communication as it requires flexibility of schedule from both parties, which has proven exhausting. Thirdly, there is a job redundancy since the teacher or records must fill in the social worker invention form to have it returned. The teacher is then required to supply the same answers from the student. That is avoidable by a simple phone call from the counselor to the student’s family to fill the form.

​After identifying the problem, I took it upon myself to build a parent academy with the school principal’s approval. The academy is yet in the planning stages, but we plan on launching it in August 2021. The project has been instrumental in bringing parents together to solve some of the problems we face. Notably, there is a lack of counselors in the planning group. Therefore, it is of interest because counselors do not see the project as one that should be of interest towards fulfilling their roles. After following up on this, the most common answers I received were that they were too busy and their commitment to teaching or being called upon to provide substitute coverage and counseling students they could not spare time for the academy. That has raised the question of if bureaucracy in public schools is affecting the delivery of services. That is concerning because the public requires results from the education system.

Nevertheless, the academy is still in the planning stage, and we have engaged the public and business sectors to provide for a mentorship program. The parents and students must work together to ensure the all-round growth of our students.

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