Changes

   In one of the schools where improving the parent-teacher relationship was taken up as a SDI, the HT attempted to set the agenda for the parent-teacher meeting through a discussion with the parents. This discussion meant that many of the priorities of parents was also addressed. Participation of parents in the meeting increased. The HT felt that having learnt tools during the training programme helped him to plan the  meetings well while also listening to parents' concerns. He felt that listening to the parents and dialoguing with them had resulted in the parents paying more attention to their children's learning. This seems to be having an effect on the children's learning. Donations to the school have also increased.

   In one of the schools where improving the parent-teacher relationship was taken up as a SDI, the HT attempted to set the agenda for the parent-teacher meeting through a discussion with the parents. This discussion meant that many of the priorities of parents was also addressed. Participation of parents in the meeting increased. The HT felt that having learnt tools during the training programme helped him to plan the  meetings well while also listening to parents' concerns. He felt that listening to the parents and dialoguing with them had resulted in the parents paying more attention to their children's learning. This seems to be having an effect on the children's learning. Donations to the school have also increased.

The presentations made by the CRPs and the HTs seems to indicate that the cluster approach can help schools to cooperate and collaborate for overall improvement. The strategy of focusing first on collaboration within the school and then between the school seems to have paid off. While the initial sharing is more with respect to physical and financial resources, from the second SDI onwards the hope is to nudge the collaboration towards more teaching-learning processes.

The presentations made by the CRPs and the HTs seems to indicate that the cluster approach can help schools to cooperate and collaborate for overall improvement. The strategy of focusing first on collaboration within the school and then between the school seems to have paid off. While the initial sharing is more with respect to physical and financial resources, from the second SDI onwards the hope is to nudge the collaboration towards more teaching-learning processes.