Chapter 3(Powerpoint)
Upcoming SlideShare
Loading in...5
×
 

Chapter 3(Powerpoint)

on

  • 363 views

 

Statistics

Views

Total Views
363
Views on SlideShare
363
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Chapter 3(Powerpoint) Chapter 3(Powerpoint) Presentation Transcript

  • Components of Successful Community Partnerships
  • Five Components All interrelated 1. High-Functioning Schools 2. Student-Centered Learning Environments 3. Effective Partnership Teams 4. Principal Leadership 5. External Support
  • 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 progress
    • from 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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