Officer’s Leadership Handbook

Parent Coop Program

North Seattle Community College

Updated Fall 2017

Table of Contents

1. INTRODUCTION

Parent Cooperative Programs

How the Pieces Fit together

Historical Perspective

2. Roles and Responsibilities in the Cooperative Preschool

Instructor’s Role

Co-op Teacher’s Role

Role of the Board

Role of the Parent

3. Duties of the Board and Individual Officers

Chairperson

Treasurer

Secretary

Parent Coordinator

PAC Rep

4.Responsibilities of Board:

Affiliation

Financial accountability

Budget

Fiscal Management

Legal responsibilities

RMM

Non-profit Organization

Policies and Procedures

By-Laws

Standing Rules/ Policies

Board Selection and Orientation

5. GROUP DEVELOPMENT
Stages of group development

Group theory

Goals for leaders

Setting the tone for meetings

Individual Styles

6. -Caring Community

7. -Basic Group Rules for Parent Group

8. -Effective Team Leader and Member:

Communication and Conflict

Problem Solving and Decision Making

Consensus Building

Add later- cultural

Add later-Code of Conduct -- NSCC

9. Appendix:

Sample Agenda & Hints

Some Hints for Leading a Group

New Parent Information

Calendar of Coop Responsibilities

Orientation samples

Email Etiquette

Generic phrases

Meeting: Minutes

Yearly Calendar for group

Executive Board Planning Calendar

End of the Year Checklist for Information transfer

Things to Remember

While Running a Meeting

How Work on a Board

Chair Calendar

Roberts Rules

INTRODUCTION

Congratulations on being elected an officer.

Your acceptance of a leadership role is greatly appreciated by your coop program. This coming year can be an exciting journey for you and your group. This handbook has been created to help make your position easier. You will find information about group process, individual roles in the coop, the relationship of your group with the Parent Education Program at North Seattle Community College (NSCC), and some historical background abut the Coop Programs.

The Parent Education model for the Coop Program was established in 1938 and housed in the Seattle Pubic Schools. It is built around a laboratory approach with parents and children participating in a learning experience together. In the late sixties, the Washington State community college system assumed responsibility for the program as a part of adult education.

The Coop program is an unusual combination of parent education and Coop child development laboratory. It provides learning experiences for both the parent and child. The Parent Education Program is funded by state funds and individual tuition. This relationship between the parent coops and the college’s Parent Education Program is unique in combining resources from the public and private sectors. The program tuition is referred to as a “tuition equivalent”. The state funds come because you are a student and fill out the college registration form; those funds are used to pay your instructor’s salary and to offer you the benefit of the college.

The coop functions as a four way partnership among the board, the parent group, the children’s teacher, and the parent education instructor from NSCC. Coop officers are responsible for the overall business functions of the group. The children’s teacher, in addition to creating a developmentally appropriate learning environment for the children, acts as an advocate for the operational aspects of the classroom program at board and parent meetings. Individual parents, in addition to filling the role of assistant teacher and group member, are responsible for expressing concerns to board members. The parent instructor, in addition to providing the parent education component facilitates group development and makes sure the overall program meets current professional standards.

More information about specific officer roles and those of others will be presented later. First we will look at the stages all groups go through and how each individual board member can work together to make the coop run smoothly.

PARENT COOP PROGRAMS

Leadership for the coop program comes from North Seattle Community College (via the instructor), the coop teacher, and parents through the board.

How the Pieces Fit Together

The relationship between the parents and the program is diagrammed below. Solid lines indicate direct responsibility. The dotted lines indicate advisory responsibility. A description of each of the positions follows the diagram.

2. Roles and Responsibilities in the Cooperative Preschool

Instructor’s Role

The parent education faculty believes that parenting is one of the most important careers in an individual’s life. And, as with any vocation, preparation and continuing education are necessary for success. The goal of our program is to provide parents information and skills which enable them to act more confidently and competently in their own families, to make informed family decisions, and to be an active participate in this educational process.

Parent Education Model:

The Parent Education model for the Coop Program was established in 1938 and housed in the Seattle Pubic Schools. It is built around a laboratory approach with parents and children participating in a learning experience together. In the late sixties, the community college assumed responsibility for the program as a part of adult education.
Our program has been adapted to serve parents of infants, toddlers, and pre-three children and as well preschool aged children. At North Seattle Community College, the model includes three major curriculum components.

An Early Childhood laboratory setting where parents participate in a variety of roles as teacher. Parents observe the social, emotional, cognitive, physical, and creative development of their children and others of a similar age. Parents practice positive guidance techniques and the presentation of age appropriate activities.

Adult education sessions and group discussions offer skills and information for use in the laboratory setting. The parent education classes also focus on parenting concerns and interests appropriate for the parents in the coop.

A leadership and business management component offers skills which empower parents and (hopefully) increase self-esteem and personal competence. Group members learn the process of collaboration, decision making, and problem solving while they operate their child’s early childhood laboratory. The program at North Seattle Community College serves over 400 coop programs annually.

Instructor’s role in the college:

Your Parent Education instructor is a faculty member of the Child and Family Education Division. The instructor is assigned to a Coop, which is officially a “Parent/Child Study Laboratory class”. She has knowledge and skills in the area of child development, early childhood education, adult learning, parenting issues and relationships. The instructor attends bimonthly meetings at the college and is involved in continuing education.

Instructor’s role in the coop:

Although parent-student’s needs are different in each coop (Child StudyLaboratory class), the instructor’s overall responsibilities are the same: to provide parent education, serve as a consultant for the coop teacher, act as an advisor for the board, and be a resource for individual parents. Each of these aspects is more fully described below.

1. Provide parent education at the parent meetings and/ or discussion sessions. College instructors select a curriculum from the following student objectives established by the State Board for Community College Education:

  • To develop realistic age-related expectations from knowledge of stages of childhood behavior and growth.
  • To clarify child rearing values, attitudes, and methods of child guidance.
  • To learn about the physical needs of family members: nutrition, safety, first aid, childhood illness, exercise, and stress management.
  • To experience and understand the role of parent involvement in maintaining a quality learning environment for children.
  • To develop skills and practices in teaching young children in the following areas: art, science, concept development, language, music, motor skills, and cooperative play.
  • To share support, consultation, and resource information concerning childrearing and family life.
  • To gain knowledge of contemporary family concerns such as child abuse, divorce, sexual assault, illness and death, and family resource management
  • To develop skills in group organization and leadership.
  • To develop and/or increase confidence in managing the demanding role of the parent in a changing society
  • To strengthen family communication and relationships.

2. Serve as a consultantor resource to the coop teacher to insure a developmentally
appropriate program for the children.

The instructor will provide information, make recommendations, and present ideas as needed to the children’s laboratory teacher. This will vary from laboratory to laboratory and depend on the skill and experience of the teacher. It may consist of advice on a guidance problem, observations on a child of concern, material to enrich the environment, or suggestions for providing direction to the parent-student assistants.

3. Act as an advisor to the coop board. The instructor conveys general information from the college on matters such as insurance, health and safety issues, or general announcements about business matters. She also provides information and insight for special problems and group process as needed. For example, the instructor provides direction when laboratory needs to hire a new teacher or find a new school location. The instructor’s role with the board will vary depending on the experience and expertise of the board.

4. Be a resource to individual parents. The instructor is aware of college and community resources available to individuals. Referrals to other agencies may be made if the matter is outside the areas of expertise or the role of the instructor.

The instructor must be flexible to meet the responsibilities of the college program. The role varies from a one-day group to a four-day group. Therefore, the instructor must devise her own schedule to meet monthly meetings, parent education sessions, times in the coop laboratory, and availability as a resource.

Coop Teacher’s Role

The coop teacher acts as head teacher and manages the group experience with the parents assisting and the college instructor supporting. The smooth and successful functioning of the coop program depends, however, on the teacher. The teacher is hired by the coop’ hiring committee and the teacher’s salary is determined by the group.

General coop responsibilities:

-Plan and organize developmentally age-appropriate curriculum.

-Involve parents in the program and help them to assume the assistant teacher roles.

-Attend monthly board and parent meetings.

-Follow the health and safety guidelines included in the NSCC Risk Management Manual for Parent Coops.

-Participate in professional development.

Teaching responsibilities:

The prime responsibility of the teacher is to set up a developmentally appropriate program for young children. In doing this, the teacher works to establish routines and activities that will be most effective on promoting social, physical, cognitive, emotional, and creative growth for each child. The teacher and instructor work with parents individually to assure each child’s success at school. Each teacher has his/her own style and strengths in working with young children and their parents.

The coop teacher interacts with the children in the classroom and evaluates their progress n order to determine what developmentally appropriate materials and activities will be presented. The schedule he/she provides is very important to the security of the young child. The teacher knows that young children learn best by first hand experience and through play; therefore, the environment is set up to promote these activities. The teacher always keeps in mind the necessity to preserve creativity, develop inner controls, and encourage problem solving.

The teacher plans the curriculum and informs the parents of this plan. However he/she maintains the flexibility to change this curriculum when another activity appears to suit the children better. The teacher explains all parts of the program so that the parents will understand the reason for and the benefits of an activity.

Most coop teachers have an uncanny ability to anticipate and prevent difficulties when working with a group of spontaneous children. Also, they know how to alert parents to ways of working and getting involved with children in their coop setting.

A good teacher is constantly seeking new ways to become more effective through continuing education. He or she works hard to develop realistic expectations. The day by day delights of working with children make the teacher’s efforts well worthwhile.

Role of the Board

The Board discusses the needs and concerns of the group. It handles topics that cover anything from mouse traps to what to do when the entire group has been exposed to chickenpox! The officers of the Board are special supporters of the coop and keep attuned to areas that might need improvement or situations that might be brewing discontent. This way any problem can be handled quickly and resolved, and the coop can move on in a positive way.

Composition:The coop elects the officers for their group to serve approximately one year. The elected officers usually include:

  • a chairperson
  • a treasurer
  • a secretary
  • a parent coordinator
  • a PAC representative

The elected officers, the coop teacher, and the Parent Education instructor constitute the Board. The teacher and instructor are ex-officio or non-voting members. (Sites that have multiple classes may have joint board meetings or all school boards). Initially, this Board will assume a major role of leadership in the group. The aim, however, is to involve all group members in the planning and execution of the group program.

Frequency of meetings:The Board meets monthly with meetings open to any member. The meeting may be scheduled right after school, afternoons, or evenings depending on the convenience of the members and parent instructor availability. The time and place of meetings should be posted and all members informed.

Role: The Board functions primarily in an advisory capacity and only makes decisions for the group in accordance with the by-laws. For example, the Board must obtain group approval from determining registration and tuition fees and in hiring a teacher. In addition, the Board serves as clearing house for ideas, reports, and concerns which any officers or individual member may have. Minutes are kept of all recommendations and they should be available to all interested members.

The Coop Board’s duties include:

Fiscal:

  • reviewing a monthly budget report from the Treasurer and assuming responsibility for financial solvency.
  • paying teachers
  • supporting fundraising activities.
  • taking initiative in the purchase of new equipment and taking responsibility for equipment insurance decisions.

Communication:

  • working as a team and modeling a positive, cooperative attitude.
  • informing non-board members of the activities of the Board
  • accepting suggestions from members and working with the Teacher and Instructor to resolve conflicts

Leadership:

  • facilitating all co-op business and making recommendations to the group members for approval.
  • supporting the Parent Advisory Councilof the North Seattle Community College Parent Education Program
  • planning parent orientation
  • planning for an easy transition period from year to year

Operations:

  • maintaining workable policies and by-laws, which set forth rules and regulations for the co-op and developing and proposing by-law revisions
  • keeping records of all board activities
  • maintaining current inventory of equipment owned by the cooperative,
  • overseeing building and safety maintenance
  • assuring compliance with the Risk Management Manual
  • staying in compliance with North Seattle Community College Parent Education Program’s directives.

Human Resources:

  • reviewing the position of the Children’s teacher and renewing the working agreement or recommending hiring procedures for a new Teacher in the spring for the following school year.
  • facilitating yearly evaluations of the preschool program and children’s teacher.

In addition to the work of the Board, each elected officer has a certain role and specific tasks to be performed in the group. It is recommended that each officer keep a notebook to be passed on to incoming officers. Such a notebook should include:

-Materials from North Seattle Community College’s Parent Education Program which are relevant to the specific office

-Materials relating to the current functioning of the group

-Recommendations for future policies

-Helpful hints to pass on to future officers

Role of the Parent

As a participating parent, you have several responsibilities to the on-going coop program, the teacher, the instructor, and the coop board. The first step in becoming familiar with the coop is to attend orientation and then decide in which role your talents and interests will be most effective and volunteer for that position. You will also need a current T.B. test for yourself and a record of current immunizations for your child as required by Washington State Health Regulations.

On-going school responsibilities:

  1. Work as an assistant teacher approximately one school session per week.
  2. Attend monthly parent meetings which include coop business and parent education lecture- discussions.
  3. Sign up for a job for the cooperative functioning of the group. For example, you might choose to do telephoning, scheduling, obtaining library books, etc.

Responsibilities to the teacher:

  1. To become familiar with general classroom procedures. These include the schedule of the day, the routines involved, and the general guidelines of the class.
  2. To be aware of the curriculum planned. To bring in materials as requested by the teacher (buttons, egg cartons, old greeting cards, etc.)
  3. To prepare and lead small group activities in pre-three and age 3-5 groups. This is an opportunity for parents to share their talents. The most rewarding experience you will have when working in school will come from the children: getting to know them, helping them learn, and recognizing the individual personalities that emerge.

Other responsibilities: