Primary Teacher:
This role is usually for parents with children in 1st or 2nd grade. Emphasis at this level is primarily placed on teaching through games and other attractive and entertaining techniques.

Co-Teacher:
Courses that use a Co-Teacher role primarily fall in the elementary English area. English encompasses more study time than any other subject in the elementary grades. As a result, responsibilities are often divided between the classroom teacher and the parent-teacher at home. An example here is in the area of spelling. At CLPS, the teacher hands the list over to the parent. The classroom teacher simply provides the list and handles the testing for purposes of accountability. Little or no classroom time, however, is used to review spelling words since it can be more effectively covered at home and one-on-one with the parent.

Private Tutor:
Courses involving this role are made successful because each student has a private tutor, the parent, at home, willing and ready to assist. Parents will receive instructions from the classroom teacher on a regular basis outlining homework assignments, follow-up study over covered material, and any preparation or review needed for their next class.

Guide for Dependent Study:
This role will usually relate to parents with children in grades 7-10. Many courses at this level will begin to cover subject matter that is unfamiliar to many parents. At the same time, the student is at a dependent age where disciplined study habits must be developed, not by parental force, but through positive encouragement and through the student’s growing awareness of personal consequences. In order for these classes to be successful, the teacher is dependent upon the parents to make certain that their son or daughter keeps up with the course material assigned and to communicate to the teacher if difficulties should arise. In some cases, private tutoring might even be necessary.

Guide to Independent Study:
Academic courses at the 11th and 12th grade level will usually involve this role by the parents. Here, the 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 CLPS at this level will mimic that of a Jr. College program where independent study skills and disciplined planning for completing homework assignments are necessary.

Course Monitor:
Some courses will involve equipment or expertise which necessitate that teaching be done in the classroom and leaves little for the parents to teach at home. This role, therefore, will require the least amount of time by the parent but its importance cannot 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. 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, then the teacher needs to know immediately.

Project Assistant:
Parent involvement is needed, but not on a regular basis. This role is in many respects similar to that of the "course monitor,” but at one or more times during the semester, help at home or at school might be needed in support of a particular project. Drama courses, for example, might involve additional help for student costuming, making puppets, working on sets, etc.

Parent Coach:
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 information and directions concerning home practice on individual skills. This role is used primarily with student athletes in grades 1-8 and possibly 9-10.

The Active Supporter:
This role by the parent usually involves high school athletes. In a competitive high school athletic program, conditioning training and work on individual skills goes beyond the expertise of most parents. As a result, parents are instead required to actively support their children through regular attendance at games and even at practices. Parents are also encouraged to show their support by participating in the athletic booster club, which plays a vital role in the reality of a high school athletic program. At a time when older students are beginning to increase their time away from home as they move gradually toward independence, high school athletics offers parents a regular avenue through which to remain an active part of their child’s life and interests.