School is an important part of the everyday lives of children and their parents. Together with other significant people and facilities in the area, the school forms the pedagogical foundation for children and young people. School should be a safe place where children learn, develop and prepare for society. This broad role raises questions such as: what can you do as a school to establish a strong foundation, together with pupils, parents and partners in the neighbourhood?
The role of the school in the pedagogical foundation
School is an important part of the pedagogical foundation in which children and young people grow up. They spend a great deal of time there with their peers. Teachers are important adults in their lives who stimulate their cognitive and social-emotional development.
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How can I, as a parent, maintain good contact with the school?
It is positive for children when the contact between their parents and teacher is good. This contact can be difficult because of unclear expectations of one another, or because you do not agree with each other. So how can you, as a parent, establish good contact with the school?
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How can I, as a teacher, build a good pedagogical relationship with pupils?
A good relationship with the teacher is the foundation on which children can learn, grow and dare to be themselves. How can you, as a teacher, build a good pedagogical relationship with all pupils? And what can you do when contact with a pupil is difficult?
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How can I, as a new teacher, work together with parents?
At the start of your teaching career, quite a lot comes your way. You stand independently in front of a group or class, have to get to know pupils, prepare lessons, learn the customs at school and establish contact with parents. With one parent, working together seems to happen naturally, while with another parent it does not seem to work. How should you approach this as a beginning teacher?
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Dealing with barriers in cooperation between parents and school
Good cooperation between parents and school has a major influence on the development and well-being of children and young people. Yet this cooperation cannot always be taken for granted; there are barriers that make contact more difficult. How can you, as a teacher, deal with this?
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How can you, as a teacher, deal with parents who have excessively high expectations?
It can be difficult for teachers to work with assertive parents who have excessively high expectations of their child. Parents always want the best for their child, but may—unintentionally—put the child under pressure, or overlook what the child is actually capable of and wants. How can you, as a teacher, deal with this?
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How can you work together with parents who are difficult for the school to reach?
At every school there are parents whom you rarely see at parents' evenings, with whom it is difficult to make contact and who do not participate in school activities. How can the school team ensure, through an inviting school culture, that it also reaches these parents?
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Working with colleagues to create a positive and safe school climate
To create a positive and safe pedagogical climate in which everyone at school can thrive, you need a supportive and strong school team. What does this mean in practice? What do you focus on together with your colleagues? What is the strength of a shared pedagogical framework, collaboration in and around the classroom, and positive involvement with one another?
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Working on a safe pedagogical climate in the classroom
Ensuring a safe pedagogical climate in the classroom is not always easy. How do you work on the atmosphere in the classroom, on relationships with pupils and on a teaching approach that encourages and supports pupils? And what support can you use in doing so?
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Working with parents: what do you need to do as a school leader?
Working with parents is a prerequisite for good education. It goes far beyond simply communicating with parents. It requires vision, policy choices, setting an example and team development. As a school leader, you play an important role in creating a school culture in which parents feel like partners of the school.
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How can you build a positive school climate together with parents?
A positive school climate in which parents genuinely participate and feel part of the school community does not arise automatically. It requires more than organising parents' evenings and sending informative newsletters. How can you, as a school, create connection, trust and shared responsibility with parents?
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How can your school harness the strength of the neighbourhood?
Children and young people learn better when they grow up in a pleasant living environment. School is not the only important factor; everything that happens outside school matters too. As a school, you work with others to create a pleasant living environment around the child—for example, with childcare services, youth work, a sports club, the library and the municipality. How do you do this as a school leader?
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