The study dwells on the elaboration of the school consultancy guidance, which targets the improvement of the study correlations and the relations between the subjects of academic processes. The work relies on the outcomes of the experiment, which involved one school personnel – a teacher, a parent of one student, and one specialist in educational service. The experimentation followed the interview design and included three sets of questions. The first section related to the children’s support, the second one embraced the experiences of consultation effects, and the final section managed the issues of cooperation interrelations. According to the subjects’ responses, the improved consultation guidance was shaped, which focused on the optimal model of providing study feedback on both levels of the academic support that concerns parent-child and school-student cooperation.
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According to the results of the interview, three weak points of school consultancies were outlined. Primarily, the complaint, which was differentiated, concerned the problem of standard study treatment. Thus, the parent, who took part in the study, suggested that school administration sustains consultancies, according to the stable model, and the discussed issues are equal for all parents. Indeed, the prevalent academic experiences reveal that school consultancies are held in large groups and relate to the previously-prepared points for discussion such as academic performance, behavior characteristics, and social skills of a learner (Brigman, Mullis, & Webb, 2005). Consequently, the first skill, which has to be embraced by school consultancy specialists, refers to switching to an individualized approach that allows improving the quality of discussion outcomes for every student.
Secondly, it was decided that study progress is hindered through the lack of cooperation between parents and school personnel. The regular experiences of learners at school are rarely matched with their home development and outer-school experience (School improvement partners, 2013). This tendency creates additional school performance problems. For instance, one of the subjects of the experimentation related that his child kept complaining about the teacher, who criticized his pronunciation. The learner had some health problems, which prevented him from pronouncing specific sounds correctly. However, the educator did not take an interest in this fact and stimulated the creation of stressful conditions for the student’s educational improvement. Consequently, the second skill, which has to be adopted by school consultancy professionals, relates to the encouragement of extensive cross-academic cooperation throughout school departments. It may be suggested to embrace weekly reporting, which would extend from holding detailed records of all possible difficulties that hinder academic development at school (School consultation, 2014). Conclusively, the school personnel might transfer the data to the parents of the learners at the end of every week. If necessary, the additional parent discussions may be sustained to clarify the contradictory issues, which concern child development (Parent-teacher conferences, 2012).
Finally, the research study revealed that school consultancies, regularly, target the discussions of the negative sides of academic progress as well as the difficulties in school education (Why is assessment important, 2011). Instead, it should be offered to encourage school personnel to relate to the positive experiences of the students during parent meetings to show the beneficial models of academic developments and motivate the students for the further development of their careers (Brown, 2009). Conclusively, the improvement of the quality of school consultancies embraces overtaking three critical skills, which improve academic experiences: individualized treatment, expectancy delivering, and positive attitude.
Brigman, G., Mullis, F., & Webb, L. (2005). School counselor consultation: Skills for working effectively with parents, teachers, and other school personnel. Washington: CQ Press.
Brown, K. (2009). Monitoring learner progress. Web.
Parent-teacher conferences. (2012). Web.
School consultation. (2014). Web.
School improvement partners. (2013). Web.
Why is assessment important. (2011). Web.