Social Relations, Dimensions of

Education has seen substantive change over the past century. A school community consists of students, teachers, administrators, building personnel, parents, community agencies, businesses, district personnel, legislators, and governmental agencies. Despite their complexity, effective social relations are grounded in strong relations. Successful partnerships are a two-way street, where all comprehend they have something to learn. There are at least five sources that schools must contend with: parents and community, technology, corporate connections, government-related policy, and the wider teaching profession. The challenge for schools is to figure out how to make their relationships with them productive.

Parents are important stakeholders; communication is vital if the relationship is to be a powerful bridge between home and school. When families are actively involved in schools, teachers learn more about the students and are better able to provide educational services for them. Schools that are able to reach out and become partners with families, teachers, and parents can create common ground that bridges differences and creates mutually supportive practices in the home and school. The relationships among a school's faculty, students, and parents are crucial. Schools can also connect with the community through educational programs for adults, collaborations with community-based recreation and youth service organizations, and partnerships with health care and social service agencies.

Schools need to make choices about how they will use their time with computers. The biggest weaknesses in the use of new technologies are pedagogical and strategic, however; supporters of partnerships between education and the working world need for schools to develop skill sets more suited for the demands of the information age.

The business world can be a valuable community partner. If schools are to benefit, they must know what they are doing. Those who work in internally collaborative schools are less vulnerable and so more open to forming outside relationships. When businesses see families involved in local activities, they may be more likely to give back to the community themselves.

Government policy has also become increasingly demanding. As a result of the sweeping changes enacted by legislation like No Child Left Behind, the move to standards-based teaching and learning is alive; consequently, schools must pool resources from governmental agencies so that services are effectively provided to students and their families.

Educators must find ways to step out into wider learning networks, for schools and universities to form partnerships in which teacher education and school improvement are pursued in tandem, and for government and union leaders to go beyond the dance of despair that often ends up demoralizing the best of our teachers.

Social relations will always be threads that interlay within our schools. The critical component is how leaders respond and in some contexts embrace the factors in an effort to continue in the quest to educate all children well. Trust holds together any coalition built among schools, businesses, government, and the community.