Chapter 3(Powerpoint)

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Chapter 3(Powerpoint)

  1. 1. Components of Successful Community Partnerships
  2. 2. Five Components All interrelated 1. High-Functioning Schools 2. Student-Centered Learning Environments 3. Effective Partnership Teams 4. Principal Leadership 5. External Support
  3. 3. High-Functioning Schools <ul><li>High functioning institutions develop and maintain comprehensive community partnerships making them noticeable to potential community partners </li></ul><ul><li>Well organized, goal-oriented, and focused on improvement </li></ul><ul><li>Goals are clear and expectations are high for students </li></ul><ul><li> as well as educators </li></ul><ul><li>These schools are renown for their achievements and progress </li></ul><ul><li>from their community to their state </li></ul><ul><li>Focused on constant improvement with the help of students, </li></ul><ul><li>their parents, teachers, and community members </li></ul><ul><li>High functioning schools, ultimately, maintain high levels </li></ul><ul><li>of continuity, contributing to the quality of programs </li></ul>
  4. 4. Student-Centered Learning Environments <ul><li>The schools' strategies to support students are derived </li></ul><ul><li>from community partnerships </li></ul><ul><li>Achievement is the primary goal </li></ul><ul><li>Another goal is to have well-rounded students who </li></ul><ul><li> understand responsibilities </li></ul><ul><li>The community partners appreciate how schools </li></ul><ul><li>value students </li></ul>
  5. 5. Effective Partnership Teams <ul><li>Consists of : a school administrator, teacher, parents and community representatives </li></ul><ul><li>A team approach allows for a variety of voices and perspectives to be involved in accomplishing goals </li></ul><ul><li>Helps to view the needs and talents of students, leading to increases in the likelihood of shared ownerships </li></ul>
  6. 6. Effective Partnership Teams <ul><li>The team is vital because responsibility is evenly spread out, members may change, but team structure is constant </li></ul><ul><li>One person could not do everything, but the team should </li></ul><ul><li>have an interchangeable leader. All angles should be </li></ul><ul><li>covered in case anything should happen to the leader </li></ul><ul><li>Diversity and expertise among members </li></ul><ul><ul><li>i.e. technology, ties with community, crafting, evaluation strategies, etc. </li></ul></ul>
  7. 7. Principal Leadership <ul><li>Strong principal leadership is mandatory for a high-functioning school </li></ul><ul><li>The importance of a principal has been linked directly or indirectly to many favorable outcomes </li></ul><ul><ul><li>these include: high achievements, teacher commitment, and family/community involvement </li></ul></ul><ul><li>Principals support the development of leadership </li></ul><ul><li>in an area of family/community involvement </li></ul><ul><li>Principals do not always have to be members of </li></ul><ul><li>the ATP ( action team partnerships) but they assist </li></ul><ul><li>Principals could identify school personnel able to </li></ul><ul><li>lead these teams, are fully aware and supportive </li></ul><ul><li>of the teams, arrange class coverage when </li></ul><ul><li>teachers attend the ATP meetings, and praise </li></ul><ul><li> partnerships and success </li></ul>
  8. 8. Principal Leadership <ul><li>Principals find innovative ways to meet the teams demands, whether it be meeting space or support </li></ul><ul><li>Lack of active principal support is an enormous obstacle to a successful community outreach </li></ul><ul><ul><li>Teachers feel unsupported and unappreciated without active principal support. </li></ul></ul><ul><li>They serve as facilitators, their job is to make sure that educators remain focused on their objectives </li></ul><ul><li>They connect people in school with community members outside of school </li></ul>
  9. 9. External Support <ul><li>State and District offices expedite the schools in making organizational and capacity reform </li></ul><ul><li>Ongoing dialogue and feedback about educational practice methods influence the quality of school reforms and strategies </li></ul><ul><ul><li>i.e. policy creation and guidance </li></ul></ul><ul><li>States provide training, funding, incentive grants </li></ul><ul><li>and district partnerships </li></ul>
  10. 10. External Support <ul><li>Districts aid with planning assistance, training, </li></ul><ul><li>and administrative support (volunteer coordinators) </li></ul><ul><li>Superintendent and school board members’ </li></ul><ul><li>support is essential </li></ul><ul><li>Districts support the maintenance of the community partnerships through partnership training programs </li></ul>
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