The essence of both the school Improvement Team and an Action Team for Partnerships work lies in the fact that people who have been entrusted with certain powers help solve complex issues in classroom and school life. The school Improvement Team is a simple association of parents: people unite voluntarily, act on a contractual basis, but legally their relationship is not supported in any way (Schildkamp, 2019). Such a committee does not have any rights and obligations at the level of the law. An Action Team for Partnerships is a non-profit public formation created on a voluntary basis on the initiative of citizens. Such an association, unlike the school Improvement Team, operates according to the charter.
An Action Team for Partnerships gives parents the opportunity to represent the interests of the class at the school and extracurricular level, as well as the interests of the school in various instances. Members of the committee may participate in school self-government. The Committee can defend its rights, as they are officially spelled out in the regulations and the charter (Hargreaves, 2019). The members of the school Improvement Team cannot officially confirm their activities in any way, apply to various state authorities as an association and defend their rights.
Members of an Action Team for Partnerships need to fill out a lot of documents. Some of them can only be issued by a person with similar work experience. Members of the school Improvement Team have no obligation to maintain documents, provide reports and take on unwanted responsibility (Ardoin et al., 2020). Officially, the organization cannot influence the committee in any way, involve it in public work, and also demand activity and interaction if parents do not want it. At the same time, the Action Team for Partnerships educational organization may require participation in school-wide events.
References
Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241(17), 666–673.
Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Teachers and Teaching, 25(5), 603–621.
Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3), 257–273.