10
Components of Successful Community Partnerships

Chapter 3(Powerpoint)

  • Upload
    steven

  • View
    200

  • Download
    0

Embed Size (px)

DESCRIPTION

 

Citation preview

Page 1: Chapter 3(Powerpoint)

Components of SuccessfulCommunity Partnerships

Page 2: Chapter 3(Powerpoint)

Five Components

All interrelated

1. High-Functioning Schools

2. Student-Centered Learning Environments

3. Effective Partnership Teams

4. Principal Leadership

5. External Support

Page 3: Chapter 3(Powerpoint)

High-Functioning Schools

• High functioning institutions develop and maintain comprehensive community partnerships making them noticeable to potential community partners

• Well organized, goal-oriented, and focused on improvement

• Goals are clear and expectations are high for students as well as educators

• These schools are renown for their achievements and progressfrom their community to their state

• Focused on constant improvement with the help of students, their parents, teachers, and community members

• High functioning schools, ultimately, maintain high levels of continuity, contributing to the quality of programs

Page 4: Chapter 3(Powerpoint)

Student-Centered Learning Environments

• The schools' strategies to support students are derived from community partnerships

• Achievement is the primary goal

• Another goal is to have well-rounded students who understand responsibilities

• The community partners appreciate how schools value students

Page 5: Chapter 3(Powerpoint)

Effective Partnership Teams

• Consists of : a school administrator, teacher, parents and community representatives

• A team approach allows for a variety of voices and perspectives to be involved in accomplishing goals

• Helps to view the needs and talents of students, leading to increases in the likelihood of shared ownerships

Page 6: Chapter 3(Powerpoint)

Effective Partnership Teams

• The team is vital because responsibility is evenly spread out, members may change, but team structure is constant

• One person could not do everything, but the team should have an interchangeable leader. All angles should be covered in case anything should happen to the leader

• Diversity and expertise among members – i.e. technology, ties with community, crafting, evaluation

strategies, etc.

Page 7: Chapter 3(Powerpoint)

Principal Leadership

• Strong principal leadership is mandatory for a high-functioning school

• The importance of a principal has been linked directly or indirectly to many favorable outcomes

– these include: high achievements, teacher commitment, and family/community involvement

• Principals support the development of leadership in an area of family/community involvement

• Principals do not always have to be members of the ATP ( action team partnerships) but they assist

• Principals could identify school personnel able to lead these teams, are fully aware and supportive of the teams, arrange class coverage when teachers attend the ATP meetings, and praise partnerships and success

Page 8: Chapter 3(Powerpoint)

Principal Leadership

• Principals find innovative ways to meet the teams demands, whether it be meeting space or support

• Lack of active principal support is an enormous obstacle to a successful community outreach– Teachers feel unsupported and unappreciated without active principal support.

• They serve as facilitators, their job is to make sure that educators remain focused on their objectives

• They connect people in school with community members outside of school

Page 9: Chapter 3(Powerpoint)

External Support

• State and District offices expedite the schools in making organizational and capacity reform

• Ongoing dialogue and feedback about educational practice methods influence the quality of school reforms and strategies– i.e. policy creation and guidance

• States provide training, funding, incentive grants and district partnerships

Page 10: Chapter 3(Powerpoint)

External Support• Districts aid with planning assistance, training,

and administrative support (volunteer coordinators)

• Superintendent and school board members’ support is essential

• Districts support the maintenance of the community partnerships through partnership training programs