A parent’s role is an integral part of education.
There are approximately nine different roles that parents serve in a university-model school. Each specific academic class will emphasize only one of those roles as primary. In most cases, though not all, the parent’s direct academic role lessens as grade levels increase, coinciding with a student’s natural path toward great independence, a process that needs to occur gradually and under parental guidance and mentoring.
This role is usually for parents with young elementary students. The parent provides all or most of the direct instruction. The parent might choose to have their child take some electives or one or two academics at CPP, but the majority of the instruction is done at home.
Courses that use a Co-instructor role are primarily in the elementary area, Language Arts in particular. Language Arts often encompasses more study time than any other subject in the elementary grades, and as a result, responsibilities are often divided between the classroom teacher and the parent-teacher. For example, the responsibility for spelling review may be turned over completely to the parent. The classroom teacher simply provides the list and handles the testing for purposes of accountability. Little or no central classroom time is used to review spelling since it can be done more effectively one-on-one at home.
Many elementary academic courses design this role for the parent. Courses involving this role are made successful because each student has a private tutor (the parent) at home, who is willing and ready to assist. Parents will receive instructions from the classroom instructor on a regular basis outlining homework assignments, follow-up study/instruction over covered material, and any preparation or review needed for their next class.
Guide for Dependent Study
This role will usually relate to parents with children in grades seven through ten. Many courses at this level will begin to cover subject matter that is unfamiliar to many parents. At the same time, the student is at a dependent age where disciplined study habits must be developed, not by parental force, but through positive encouragement and through the student’s growing awareness of personal consequences. In order for these classes to be successful, the teacher is dependent upon the parents to ensure that their child keeps up with the course material and to communicate to the instructor any difficulties that should arise.
Guide to Independent Study
At the eleventh and twelfth grade levels the parent’s role for the academic courses is usually to guide the student through their at home studies. The parent has the opportunity to monitor the independent schoolwork performed by the student while it is still possible to provide additional guidance if needed. Courses offered by CrossPointe Preparatory at this level will mimic that of a junior college program where independent study skills and disciplined planning for completing homework assignments are necessary.
Some courses (like art, foreign language, music) will involve equipment or expertise that necessitate that teaching be done in the classroom and leave little instruction for the parent at home. This role, therefore, will require the least amount of time by the parent, but its importance must not be understated. The primary responsibility of the parents is to track the progress of their son or daughter and to monitor how well they are doing. Parents need to show an active interest in their child’s studies and should inform the instructor if problems should develop.
Parent involvement is needed, but not on a regular basis. This role is in many respects similar to that of the Course Monitor but will be needed one or more times during the semester for specific projects. Drama courses, for example, might involve additional help for student costuming, working on sets, etc.
This role by the parent most often relates to high school athletics or fine arts. In competitive high school student activities, the required level of training and skill needed for the activity tends to go beyond the expertise of most parents. As a result, parents are instead asked to continue mentoring their children in character matters and to actively support their children through regular attendance at games, performances, and even practices.
In courses utilizing this role, parents are expected to interact with their student on teacher-directed topics throughout the semester. Students will then reflect on those interactions through class discussions and written assignments. These courses are designed in such a way as to place emphasis on the parent-student relationship by emphasizing and reinforcing the values parents are teaching within their home, especially issues that are of importance during the teen years.