|An Integral Part of EducationThere are approximately eight different roles that CCA parents serve in a University-Model® school. Each specific academic class will emphasize only one of those roles as primary. In most cases, though not all, the parent’s direct academic role lessens as grade levels increase, coinciding with a student’s natural path toward greater independence, a process that needs to occur gradually and under parental guidance and mentoring.|
Home Education: I understand that I am required to teach my children at home with assignments according to lesson plans provided by the teachers. I understand that several days a week of teaching does not complete my student’s education and I am responsible to co-teach on the days that my student is not attending classes on campus. I understand that repeated failure to help students or follow-up on assigned work could result in suspension and possible dismissal from the program. Parents are encouraged to enhance and individualize the home education program beyond the teacher-assigned work. (Excerpt from the Student Handbook)
*Co-Teacher, Kindergarten – 5th Grade (Co-Teacher)
In this role, parents will receive instructions from the classroom teacher on a regular basis outlining satellite classroom assignments, follow-up study of covered material, and preparation or review needed for the next central class. They will also bear the primary responsibility for direct instruction in some subject areas as well as the monitoring of their child’s academic progress including the timely submission of assignments.
*Private Tutor, 6th – 8th Grade (Teaching Tutor)
In courses involving this role, parents receive instructions from the classroom teacher on a regular basis outlining satellite classroom assignments, follow-up study over covered material, and any preparation or review needed for the next class including the timely submission of assignments. Courses with this parental role are successful because each student has a private tutor willing and ready to assist.
*Guide for Dependent Study, 9th – 10th Grade (Coach)
These students are at a dependent age in which disciplined study habits must be developed through positive encouragement and through the students’ growing awareness of personal consequences. In order for student success, the teachers are dependent upon parents to make certain that their children keep up with the course material assigned and to communicate with teachers if difficulties arise. In some cases, private tutoring might be necessary and/or required.
*Guide to Independent Study, 11th -12th Grade (Active Supporter)
Parents have the opportunity to monitor the independent school work performed by their children while it is still possible for them to provide additional guidance if needed. Courses offered by a UMS at this level should mimic that of a junior or community college program where the student demonstrates independent study skills and disciplined planning for completing homework assignments.
Some courses (like art, foreign language, music) will involve equipment or expertise that necessitate that teaching be done in the classroom and leave little instruction for the parent at home. This role, therefore, will require the least amount of time by the parent, but its importance must not be understated. The primary responsibility of the parents is to track the progress of their son or daughter and to monitor how well they are doing. Parents need to show an active interest in their child’s studies and should inform the instructor if problems should develop.
Parent involvement is needed, but not on a regular basis. This role is in many respects similar to that of the course monitor but will be needed one or more times during the semester for specific projects. Drama courses, for example, might involve additional help for student costuming, working on sets, etc.
The role of the parent coach is to provide individual practice and instruction to their son or daughter at home. The head coach will organize the sport, direct team practices, and communicate to the parent coaches any information and directions concerning home practice.
In courses utilizing this role, parents are expected to interact with their student on teacher-directed topics throughout the semester. Students will then reflect on those interactions through class discussions and written assignments. These courses are designed in such a way as to place emphasis on the parent-student relationship by emphasizing and reinforcing the values parents are teaching within their home, especially issues that are of importance during the teen years (i.e. health education).