Required statement of parent responsibility
In enrolling one or more of our children in Covenant Christian Academy, a school which affirms the comprehensive responsibility of parents for the education of their children, we acknowledge and accept primary responsibility for our children’s behavior at school and their student supervision at home. When making decisions affecting our relationship or our child(ren)’s relationship with the school, we will accept full responsibility for the results of our decisions.
The parental teaching role ranges from direct instruction in cooperation with the classroom teacher to supporting the student’s academic progress, as the student progresses from elementary to high school. These roles are defined as Assistant Teacher (Paraprofessional), Teaching Tutor, Coach, Active Supporter, Interactive Discussion/Discipleship Leader, Course Monitor, Project Assistant, Parent Coach (Athletics).
An Integral Part of Education
There are several 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.
Satellite Day Responsibility: I understand that I am required to be available and engage with my children at home with their 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 be engaged with the satellite day assignments 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 enrich the home education program beyond the teacher-assigned work.
*Assistant Teacher (Paraprofessional), Kindergarten - 5th Grade
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. Parents also have the main responsibility for direct instruction in some aspects of the course depending on grade level (such as spelling/multiplication tables) and for monitoring their child’s academic progress including the timely submission of all assignments. The parent is charged with reinforcing, reviewing, and repeating key academic material and skills that the classroom teacher has initiated with the students at the school. Parents may be required to proctor at-home tests assigned by the teacher following the CCA testing policies.
*Supervisor/Tutor, 6th - 8th Grade
In courses involving this role, parents have a primary role as a supervisor. Since, at this level, more responsibility is placed on the student, parents have limited and fewer academic tasks assigned to them. Sometimes the parent will function more as a Course Monitor whose main task is to track the progress of the student and to be alert to any problems. At other times, the parent may function as a Project Assistant where more hands-on help is required in support of a particular project. In whatever role, however, the parents’ supervisory presence and watchful eyes are integral to the student’s success. Parents will also need to provide support for development and practice of study and time management skills. Parents will be required to proctor at-home tests assigned by the teacher following the CCA testing policies.
*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. The University-Model positions parents with the time, opportunities, and tools they need to mentor their sons and daughters spiritually, academically, morally, and socially during those critical years of high school. Parents will be required to proctor at-home tests assigned by the teacher following the CCA testing policies.
*Guide to Independent Study, 11th -12th Grade (Mentor)
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. In some cases, private tutoring might be necessary and/or required. Parents will be required to proctor at-home tests assigned by the teacher following the CCA testing policies. The University-Model positions parents with the time, opportunities, and tools they need to mentor their sons and daughters spiritually, academically, morally, and socially during those critical, final years of high school.
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).
Some courses will involve equipment or expertise which necessitates that teaching be done in the classroom and leaves little for parents at home (for example, a foreign language not spoken by the parent). This role, therefore, will require the least amount of time by parents, but its importance cannot be understated. The primary responsibility of parents is to track the progress of their children, ensure students are engaging in good study habits, and to monitor how well they are doing. Are they becoming discouraged? Are they enjoying the class? What are the activities being done each day in class? What are they learning? In short, parents need to show an interest and express this to their children. If problems should develop, teachers need to know immediately. If a student is taking an external/online course, the parent is responsible for monitoring progress and following CCA’s transfer guidelines including the paying of all fees and costs.