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Pp Chapter Summary V
- 1. Steven T. Cochran, EVT 6664
- 3. Activity Focus Sample Activity Student-centered (the most common Foci) Student awards, scholarships, tutors and mentors Family-centered Parenting workshops, adult classes and counseling School-centered Materials, equipment, improvements and event assistance Community-centered Beautification, student exhibits, charity assistance
Notes de l'éditeur
- Chapter Summary: Chapter 1 Building School-Community Partnerships: Collaboration for Student Success Steven T. Cochran, EVT 6664 In chapter I of Building School-Community Partnerships, Mrs. Sanders develops the “why and what” of community involvement in schools. She finds that in the United States, interest between the schools the community has a long standing history. From the concept of community schools to current federal requirements that make community involvement a measurable school improvement goal, scholars and bureaucrats agree that schools and communities should be linked. Sanders believe there are four compelling reasons for the issues longevity in the educational discourse of school-community partnerships.
- 4 Rationales for community involvement in Schools 1. Effective School Functioning: Schools need to assistance from communities to meet their mounting responsibilities reaching child “at risk” (Shore, 1994) Communities can bring resources, both human and material to schools (Epstein, 1995; Melaville, 1998; Waddock, 1995). 2. Economic Competiveness: Schools should train students for the jobs of today and tomorrow. It is vital that schools seek out community business leaders, managers and employers to help prepare students for the changing workplace (Fitzgerald, 1997; Hopkins& Wendel, 1997: Nasworthy & Rood, 1990) 3. Student well-being: Because of changes in the structure and function of U.S. families and neighborhoods, many children and youth regardless of socioeconomic background are growing up without the social capitol necessary for healthy development (Colman, 1987, 1988). Schools can be islands of hope for students whose social environments are increasingly stressed and fragmented (Dryfoos, 1998, 2002, 2003; Nettles, 1991) 4. Community Health and Development: In rural communities the school can be the most important structure for community events and functions (Combs & Bailey, 1992). Schools can be used to foster “Social networks, educational, economic opportunities and cultural richness” to the communities they serve (Keith, 1996)
- The community partnership can have different foci, this will include one or more of the following.
- Potential Community Partners and the Complexity of relationships A National Network of Partnership Schools (NNPS) survey of over 400 schools found a variety of community and governmental agencies that schools were partnered with. The NNPS categorized the partners to the following groups; The most common partnership mention, at 45% of those surveyed, was business partners. After business no other partnerships dominated. The next closest was educational institutions at 9% which included local universities and colleges. Health care institutions and military/government organizations were reported at 8%. Mrs. Sanders feels these numbers indicate a narrow approach to community outreach.
- As varied as the partners, schools have different levels of involvement with each partner. A partnership may be as simple as a book or cash donation from a community member or as complex as tutoring program developed to be done during school, after school and at home. To better understand the varied levels of involvement schools can have with partners Mrs Sanders developed the following continuum; On the far right of the continuum, interaction between the school the partner is complex and on the far left, the interaction is simple. All partner ships are somewhere between the two extremes and schools should consider their level of involvement before engaging in partnership. Schools that have had little experience in community partnering should not attempt partnerships that are too complex until they ensure they have a support system in place.
- Obstacles to Community Partnering 1. Participation Nearly 1/3 of the respondents to the NNPS survey identified insufficient participation as a major obstacle to school-community partnership. Some of this can be attributed to staff burnout (Cushing & Kohl, 1997) but many factors to attribute to lack of participation including poor communication and transportation. Improving your system of communication through phone calls and newsletters can help increase participation. 2. Lack of Time 24% of responders to the NNPS survey identified lack of time as an issue. Schools generally operate during work hours of most organizations. One suggestion to improve time conflicts was to do most of your planning during summer hours. 3. Community Resources Some schools are in located in communities that don’t have many resources. Others are in communities that have many schools vying for the same community partnerships. Schools dealing with a lack of community resources need to seek out partnerships in the community by attending local organization meetings and events. Schools can also seek partnerships outside their local community. 4. Leadership Schools that do not have leadership in place that is committed to community-school partnering will not have effective partnerships unless organizations within the school like clubs or the PTA fill the void and provide direction between the school and the partner.
- 5. Funding Lack of funds can make any partnership die on the vine. Schools should seek grants, donations or hold fundraisers to help in the effort 6. Communication Communication affects all areas of building partnerships. Schools should develop a communication plan as they plan their community –school partnership. 7. Focus Schools should link their community partnerships to their school improvement plan.