Developing and Supporting Educational Leaders for Successful Community Partnerships

2020 ◽  
Author(s):  
Carlos Azcoitia ◽  
Karen Glinert Carlson ◽  
Ted Purinton
Keyword(s):  
Community Organizing ◽  
School Leaders ◽  
Community Schools ◽  
Developmental Model ◽  
Community School ◽  
Traditional Role ◽  
Community Stakeholders ◽  
The People ◽  
Effective Community ◽  
Cultural Fluency

Effective community school leaders build strong, reciprocal, and sustainable partnerships to support student growth, as well as to strengthen families and communities. Developing authentic alliances among teachers, parents, and community stakeholders creates a climate of trust and positive relationships that strengthens democratic schools. Community schools are an effective way to support families and students, as well as to mobilize the support needed to engage the community in developing effective partnerships. Yet in particular, it is community school leaders who cross traditional role boundaries and build cross-cultural fluency while balancing managerial concerns, navigating politics, dealing with external accountability pressures, and fostering shared accountability. They are the people who make community schools successful, and in turn, their leadership promotes positive growth in areas not traditionally perceived as falling in the domains of education. When school leaders engage in community-organizing strategies to enhance the quality of life in neighborhoods, as well as to empower parents to take active roles in the education of their children, they inspire positive holistic changes within their schools and communities. Successful leaders make this look easy, yet the interplay of a leader’s knowledge base, skill set, and disposition is complex. A developmental model based on knowledge, skills, and dispositions that cultivate reciprocal sustainable partnerships is presented within the context of national leadership and community school standards.

A Step Closer to Racial Equity: Towards a Culturally Sustaining Model for Community Schools

2020 ◽  
pp. 004208592095490
Author(s):  
Julia Daniel ◽  
Hui-Ling Sunshine Malone ◽  
David E. Kirkland
Keyword(s):  
New York ◽  
Community Organizing ◽  
Community Schools ◽  
School Level ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Community Stakeholders ◽  
Key Stakeholders ◽  
The Face

In this article, we explore community schools, as first theorized through community organizing, in relation to movements for racial justice in education to address the following question: How has educational equity been radically imagined by the community school movement in New York City to reframe how we understand success, meaningful school experiences, and the possibility for hope, healing, and racial equity in education? Using ethnographic methods, we answer this question by examining what went into the grassroots commitments of organizers and the grasstops implementation of the community schools’ strategy at the district level. This examination sets a context for exploring what we saw happening at the school level, where we observed community meetings with organizers and district officials and interviewed key stakeholders about their deep histories of advocating for equitable reform. Drawing on an abolitionist paradigm, we describe how organizers such as those in NYC, who were interested in transforming systems as a prerequisite to advancing freedom, were the first major advocates of the original community schools project. Valuing the knowledge and strength of communities that have survived and thrived in the face of centuries of oppression, we conclude that community stakeholders in collaboration with education workers, from organizers to students, envisioned a blurring of communities and schools as part of a strategy to build collective power that both exposes and challenges injustice.

Deciphering the magic of community school leadership

2018 ◽  
Vol 99 (5) ◽  
pp. 39-42 ◽  
Author(s):  
Ted Purinton ◽  
Carlos Azcoitia ◽  
Karen Carlson
Keyword(s):  
School Leadership ◽  
Community Schools ◽  
Community School ◽  
Effective Community ◽  
Do So

To build and maintain a genuine partnership between the school and those it serves requires sophisticated leadership. Leaders can develop the knowledge, skills, and dispositions to create effective community schools, and they should do so purposefully, choosing to learn, model, and practice successful strategies in all aspects of their work. Such leadership is valuable in every kind of school, not just in those that fully embrace the community school approach.

scholarly journals Teaching in Community Schools: Creating Conditions for Deeper Learning

2019 ◽  
Vol 43 (1) ◽  
pp. 453-480 ◽  
Author(s):  
Julia Daniel ◽  
Karen Hunter Quartz ◽  
Jeannie Oakes
Keyword(s):  
Teaching And Learning ◽  
Teacher Satisfaction ◽  
Learning Opportunities ◽  
Community Schools ◽  
School Staff ◽  
Community School ◽  
Innovative Teaching ◽  
Workplace Conditions ◽  
Community Stakeholders ◽  
The Rich

The community school strategy calls on teachers, families, and school staff to take on new and more challenging roles to collaboratively address existing educational inequities. For example, deepened family and community engagement in the schools can help incorporate the rich funds of community knowledge and experience, both in the classroom and in making plans and decisions about the school. As school and community stakeholders work together, they can develop learning opportunities and access to services that support student learning and development. Community schools are particularly well-positioned to take advantage of research-backed strategies like integrated supports that help students come to class more prepared to learn, hands-on and innovative teaching and learning opportunities to deepen and extend learning, and sustainable workplace conditions to promote teacher satisfaction and retention. Embracing the link between learning and community, teachers and community school staff ensure that students and communities have opportunities to access rich, challenging, and culturally relevant curriculum and pedagogy, while accessing resources and supports. This expanded conception of what it means to teach in a community school presents new ways for researchers to study and help advance the field as well as the larger community schools movement.

Clients or Partners: The Challenge to Engage Families in Baltimore’s Community Schools

2020 ◽  
pp. 004208592095489
Author(s):  
Jessica T. Shiller ◽  
Keyword(s):  
School Leaders ◽  
Family Engagement ◽  
The State ◽  
Community Schools ◽  
Community School

As community schools grow in numbers, this article argues that the model needs to be interrogated in order to address the power imbalances that exist between non-dominant families and schools. This paper draws on a citywide study of parent interviews as well as public documents and interviews with key community school leaders in Baltimore to understand the state of family engagement with community schools. Using Ann Ishimaru’s equitable collaboration framework, we analyze the data and conclude that while there is a strong foundation, there is room to develop a model that truly engages families as partners with community schools.

scholarly journals Verskillende scenario’s met die oog op privaat-kerkskool, staatsondersteunde en staatskool in ’n veranderende onderwysbedeling

1994 ◽  
Vol 50 (1/2) ◽  
Author(s):  
L. J.S. Steenkamp
Keyword(s):  
South African ◽  
Mother Tongue ◽  
High Standard ◽  
The State ◽  
Community Schools ◽  
Community School ◽  
Supplementary Education ◽  
Attractive Option ◽  
The Church ◽  
Church Schools

Models of education in the new South Africa: Private church schools or state-aided community schools? The Nederduitsch Hervormde Church sees the basis of teaching and education to be a mother-tongue Christian education, culturally directed and of a high standard. Apart from the role of the Church, the state also has a responsibility towards the education of the child. This responsibility cannot be evaded. In the heterogeneous composition of the South African population, community schools are the obvious solution. The state-supported community school is cheaper than private or church schools, and at the same time it gives the state the attractive option of having the parents make a greater financial contribution to these schools. The statesupported community school, moreover, provides a worid-wide recognized model, founded on healthy and accredited educational principles. Nevertheless, very necessary and unavoidable adaption to this model has seriously to be considered by the church, by means of the continued and supplementary education of teachers in their thoughts and their outlook on life.

Baltimore

2018 ◽  
Vol 99 (5) ◽  
pp. 36-37
Author(s):  
Rachel E. Durham ◽  
Jessica Shiller ◽  
Faith Connolly
Keyword(s):  
School Climate ◽  
Community Schools ◽  
School Staff ◽  
Community School ◽  
Student Attendance ◽  
Community Based ◽  
Local Contexts ◽  
Positive School Climate

As community schools spread across the country, community school staff need effective approaches to engaging families and community-based partners. Such principles must be broadly applicable, given community schools’ mandate to adapt to different local contexts. Based on recent research on Baltimore City’s community schools, the authors highlight the approaches shared by community school coordinators in schools that have demonstrated comparatively high student attendance and positive school climate.

scholarly journals Goresan Imaji dan Narasi Budaya Masyarakat Kawasan Candi

2020 ◽  
Vol 15 (2) ◽  
pp. 168
Author(s):  
Wahyu Purwiyastuti
Keyword(s):  
Cultural History ◽  
Community Schools ◽  
Cultural Literacy ◽  
Ministry Of Education ◽  
Cultural Narratives ◽  
Government Officials ◽  
The People ◽  
Social Gathering ◽  
History Approach ◽  
Temple Community

The Cetho people who live on the slopes of Mount Lawu Karanganyar, have images and cultural narratives. Historical social reality is represented through temple artifacts, house architecture, community service activities, social gathering, etc. This article is a description of the imagination and cultural narratives of the people in the form of oral and written. The results of the culture are packaged in the form of historiography. This article uses qualitative research methods with a cultural history approach. Research, observation and assistance have been carried out since 2011 to 2017. Literacy culture has not been implemented based on standard needs. Therefore, historiographic production is still minimal. The Cetho temple community creates more oral culture. The cultural literacy movement launched by the Ministry of Education and Culture in 2017 has not been fully appreciated. Academics hold a “Live in” program to improve literacy culture. Students write historiography during the “Live in” program in the Cetho temple area. Collaboration and synergy between the community, schools, local government officials, and academics is useful to open opportunities for local cultural literacy education in the national interest.

scholarly journals APAKAH PROSES PERENCANAN PEMBANGUNAN DISNAKERTRANS KABUPATEN KULON PROGO SESUAI DENGAN UNDANG-UNDANG NO. 25 TAHUN 2004?

2021 ◽  
Vol 7 (1) ◽  
pp. 22-29
Author(s):  
Junior Hendri Wijaya
Keyword(s):  
Research Method ◽  
Planning Process ◽  
Development Planning ◽  
Plan Implementation ◽  
Community Stakeholders ◽  
The People ◽  
Initial Stage ◽  
The Future ◽  
Stage Process ◽  
Potential Factors

The condition of the people of Kulon Progo Regency, has faced problems and challenges in the future, and by taking into account the strategic and potential factors possessed by the community, stakeholders, and the Regency Government, the Vision of Kulon Progo Regency is as stated in the Regional RPJP of Kulon Progo Regency 2005-2025. . The purpose of this study was to determine whether the development planning process of the Department of Manpower and Transmigration of Kulon Progo Regency is in accordance with law no. 25 of 2004. The research method used is qualitative. These results indicate that the development planning process at the Manpower and Transmigration Office of Kulon Progo Regency is in accordance with Law No. 25 of 2004, this has been proven by the initial stage process starting from the preparation of the SKPD Renstra document compiled by referring to the 2017-2022 Kulon Progo Regency RPJMD which starts from planning preparation, planning determination, controlling plan implementation; and evaluation of the implementation of the plan. However, the concrete implementation is not evenly distributed in the Kulon Progo area.

scholarly journals Administrasi Hubungan Sekolah dan Masyarakat

2020 ◽  
Author(s):  
ZAHRA ABABIL
Keyword(s):  
School Leaders ◽  
School Personnel ◽  
Community Schools ◽  
Literature Study ◽  
Study Methods ◽  
School Research

School leaders need to continuously foster good relations between the school and the community. schools need to provide information to the community about the programs and problems faced, so that the community knows and understands the problems faced by the school. Research uses the literature study method by collecting literature study methods by collecting material materials both sourced from books, journals, and other sources related to the administration of facilities and infrastructure. Related sources are about the understanding of Husemas administration, Husemas administration principles and techniques, Husemas administration process, and also the role of school personnel in Husemas administration.

Sign in / Sign up

Export Citation Format

Share Document