The Action for Partnership (ATP) is one of the most developing approaches used today to enhance the quality of school education via integration. This scheme implies the collaboration of parents, teachers, administrative bodies of the school, and community members (Chan et al., 2021). The partnership in different spheres is stated to improve the students’ involvement by allocating their families’ resources. ATP also strives to gather new educational ideas and improve the general quality and efficiency of the academic process.
There are various methods of estimating the progress achieved by ATP throughout the year. The first inquiry for estimation is the regular meetings of the ATP’s representatives of different groups. During these conferences, the participants report their achievements in their work spheres. The researchers offer to use the data collecting measures such as various questionnaires of the ATP members and students. One of the evaluation strategies is a no-cost assessment, which focuses on the teachers’ observations of the students’ outcomes (Epstein & Sheldon, 2019). Teachers with extended experience working with students and understanding the changes in their behavior can report the effect of the ATP’s work effectively.
Another evaluation approach is related to estimating the students’ self-reflection regarding the changes implemented by ATP. The student’s reflection is considered one of the most vital evaluation strategies because it defines the genuine plan’s impact (Epstein, 2018). Despite being challenging to collect and analyze, such data is essential in stating the progress of the ATP. The last approach is low-cost and centered on the general observations of the parents’ in-home conditions (Epstein & Sheldon, 2019). It helps to understand the students’ ideas and opinions regarding the program in a more neutral atmosphere.
References
Chan, A., Girourad, A., Kang, J., Trudel, C., & Vujovic, B. (2021). Diversifying accessibility education: Presenting and evaluating an interdisciplinary accessibility training program. 21st Koli Calling International Conference on Computing Education Research, 6, 1–6.
Epstein, J. (2018). School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching, 44(3), 397–406.
Epstein, J., & Sheldon, S. (2019). The importance of evaluating programs of school, family and community partnerships. Aula Abierta, 48(1), 31–42.