Community Partnership Resource Page
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=189
This webpage provides a variety of resources from the George Lucas Educational Foundation (GLEF) on school and community partnerships.  It includes articles describing programs in specific school districts and research on the importance of community involvement in general.

Business Partnership Resource Page
The George Lucas Educational Foundation
http://www.glef.org/php/keyword.php?id=008
This website highlights successful business partnership programs from across the nation. Including articles, interactive videos, interviews with experts, suggested strategies, and descriptions of effective programs, it is an extensive source of information for business and community leaders looking to maximize the power of their partnerships in the interest of professional learning and student achievement.

The Exponential Results of Linking School Improvement and Community Development:  Collaborative Strategies for Revitalizing Rural Schools and Communities
Southwest Educational Development Laboratory (2000)
http://www.sedl.org/prep/benefits2/issue5/
This issue of their Benefits newsletter outlines eight basic steps for getting a collaborative group going.  The rationale for each step is provided, along with suggested actions that school leaders can take to ensure success.  While intended primarily for rural schools, the suggestions and examples are of value to anyone interested in taking practical steps to strengthen school-community partnerships.

Get Parents Involved: When Mom and Dad Come to Class, Kids Do Better
Seville, Michael. (2005). Edutopia.
http://www.edutopia.org/magazine/ed1article.php?id=art_1310&issue=jun_05
This article describes a program at Christa McAuliffe Elementary, a public school in Silicon Valley, which requires parents to become involved in the school as volunteers. Parents lead lessons based on their personal expertise, act as chaperones on field trips, or provide administrative or technological support after the school day. They also attend a training program that helps parents make active contributions to their children’s schooling.

10 Things Grandparents and Other Concerned Citizens Can Do to be More Involved
North Carolina Department of Public Instruction
http://www.ncpublicschools.org/involvement/10thingsgrandparent.html
The North Carolina Department of Public Instruction describes ten ways in which grandparents and other citizens without children in school can become more involved in education. Suggestions include volunteering in schools as a tutor or mentor, helping children to take advantage of educational resources in the community, and supporting social services that help all children.

What do we mean by “family and community connections with schools? 
Southwest Educational Development Laboratory (SEDL)  (2002, November). Research Brief.
http://www.sedl.org/connections/resources/rb/research-brief1.pdf
This short brief explains that there are many different forms of school-community involvement and emphasizes the need to clarify each group’s understanding of and expectations for such partnerships.  It includes a series of guiding questions to help schools, parents, and community groups decide which type of partnerships to pursue and provides additional references for related research.

Community Partnership Resource Page
The George Lucas Educational Foundation
http://www.glef.org/php/keyword.php?id=189
The George Lucas Educational Foundation is committed to documenting and disseminating information about successful practices in K-12 education.  One complete area of the GLEF website is dedicated to successful community-based partnership programs being used nationwide.  Including articles, interactive videos, interviews with experts, suggested strategies and descriptions of actual programs and approaches being used, it is an extensive source of information for parents, businesses, community leaders and educators looking to maximize the power of their partnerships.

Business Partnership Resource Page.
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=008
The types of supports that businesses can provide to education are significantly different from the types of supports provided by other members of the community at large.  One complete area of the GLEF website is dedicated to successful business partnership programs being used nationwide.  Including articles, interactive videos, interviews with experts, suggested strategies and descriptions of actual programs and approaches being used, it is an extensive source of information for businesses, community leaders and educators looking to maximize the power of their partnerships in the interest of professional learning and student achievement.

What Do We Mean by “Family and Community Connections with Schools?”
Southwest Educational Development Laboratory (Nov, 2002)
http://www.sedl.org/connections/resources/rb/research-brief1.pdf
School leaders are often interested in establishing home/school partnerships in order to develop a shared vision for education within their communities.  These partnerships, however, are often unable to reach their full potential because of different understandings between school members and community members over the meaning of family and community connections.  This two-page research brief from SEDL is designed to clarify the potential benefits of collaborative partnerships between families and schools.  It includes references to related research and five focusing questions that school leaders can use to evaluate the current status of their home/school partnerships.

The Exponential Results of Linking School Improvement and Community Development:  Collaborative Strategies for Revitalizing Rural Schools and Communities
Southwest Educational Development Laboratory (2000)
http://www.sedl.org/prep/benefits2/issue5/
The Southwest Educational Development Laboratory is committed to helping schools and communities work together for the benefit of students.  Establishing and nurturing this partnership is a role that school level leaders must assume and excel at.  This issue of their Benefits newsletter outlines eight basic steps for getting a collaborative group going.  The rationale for each step is provided, along with suggested actions that school leaders can take to ensure success.  While intended primarily for rural schools, the suggestions and examples are of value to anyone interested in taking practical steps to strengthen school-community partnerships.

Bright Ideas Education Grant Program
North Carolina's Electric Cooperatives
http://www.ncbrightideas.com/Nav.asp
The Bright Ideas Education Grant Program, sponsored by North Carolina’s Electric Cooperatives, provides funding to teachers to implement innovative, classroom-based projects to improve student learning. This site describes the grant program, gives instructions for submitting an application, and provides answers to frequently asked questions.

Grants Available
Education Week
http://www.edweek.org/ew/section/grants/index.html
This webpage provides extensive information, including purpose, eligibility requirements, and application information, for grant programs available to teachers.

General Grants for the Classroom
Teachers Count
http://www.teacherscount.org/teacher/grants.shtml
This webpage provides descriptions of and links to a variety of grant programs for teachers. They divide grants into two categories: for the classroom and continuing education and professional development.

Sustaining School Improvement: Communication
Mid-continent Research for Education and Learning.  (2003). 
http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/
5031TG_commfolio.pdf
Breaking down these communication barriers is critical to identifying best practice within a building and focusing the efforts of an entire school community. This four-page document outlines the key elements of communication within a schoolhouse, offers strategies that school leadership teams can use to promote effective communication, provides a rubric for evaluating communication practices, and shares a ‘success story’ from Singing Hills Elementary School in Elizabeth, Colorado.

Their Key to Survival:  Each Other
Gingold, H.  (2004, June). Classroom Leadership, 7(9). 
http://makeashorterlink.com/?U1263262B
This article from the Association for Supervision and Curriculum Development describes the work of four teachers in Liverpool, N.Y. who created a “collaborative teacher network” designed to support one another throughout the school year.  The four teachers worked as a team, planning lessons and instruction, evaluating the results of their teaching, and refining their professional practice.  They set aside time each week to meet with one another, and kept in regular contact via email and phone calls.  As a result, their teaching improved and they each developed skills required of reflective practitioners.

Redesigning Professional Development:  Critical Friends
Bambino, D.  (2002, March). Educational Leadership, 59(6), 25-27. 
http://www.nsrfharmony.org/gene/Bambino_2002.pdf
Because of their shared experiences, teachers can often provide the most effective instructional support to their colleagues.  One model for this type of collaboration is the Critical Friends Group.  This article introduces the concept and benefits of Critical Friends groups and tells the stories of three schools that have implemented Critical Friends groups with great success.

Finding Time for Faculties to Study Together
Murphy, C. (Summer 1997) Journal of Staff Development v.18 n.3
http://www.nsdc.org/library/publications/jsd/murphy183.cfm
Carleen Murphy provides an extensive list of options used by different schools to create time for teachers to meet in “study groups.” Sample strategies include early release, late start, hiring substitutes, and involving parents or business partners in special activities.

Making Time for Adult Learning
Pardini, P. (Spring 1999) Journal of Staff Development
http://www.nsdc.org/library/publications/jsd/pardini202.cfm
This article highlights different methods used by eight schools across the country to create time for teacher collaboration. Strategies include early release, involving students in community service projects, allowing paraprofessionals to cover classes for a limited period of time, and reassessing how faculty meeting time is currently used. The author provides contact information for each of the profiled schools.

Target Time Toward Teachers
Darling-Hammond, Linda. (1999). Journal of Staff Development, 20, (2), p. 31-36.
http://www.nsdc.org/library/publications/jsd/darling202.cfm
This article addresses the importance of teacher time for planning and collaboration to quality teaching.  The author encourages schools to create time for teachers to work in teams that serve a common group of students and provides samples for rethinking schedules from International High School and Central Park East Secondary School in New York City.

Think Outside the Clock: Create Time for Professional Learning
Richardson, Joan. (2002). National Staff Development Council.
http://www.nsdc.org/members/tools/tools08-02.pdf
This article suggests strategies for creating time for professional development and describes a variety of approaches taken by specific schools and districts.  The author suggests “banking” time by lengthening the school day, “buying” time by hiring more teachers or substitute teachers, creating common planning time, and adding professional days to the school year.  She also lists ways to free teachers from instruction occasionally so that they can meet in disciplinary or interdisciplinary teams . 

Plan Thoughtfully for Team Time
Hirsch, Stephanie. (2002). Results. National Staff Development Council. 
http://www.nsdc.org/library/publications/results/res11-02hirs.cfm
The author argues that the key issue with encouraging professional learning is not finding the time but finding a way to use the time well.  She recommends establishing expectations for team learning, specifying the content for learning team time, and teaching processes that encourage smooth meetings.

Partnership pays off for business and schools
Curtis, D. (2000, September 1). Edutopia Online. The George Lucas Foundation.
http://www.glef.org/php/article.php?id=Art_441&key=008
The Bayer Corporation has established one of the most successful business-education partnerships in their “Making Science Make Sense” program.  This article from the George Lucas Educational Foundation outlines the program which provides professional development opportunities for teachers and content-based presentations to students in schools across America.

Business Partnership Resource Page
The George Lucas Educational Foundation
http://www.glef.org/php/keyword.php?id=008
This website highlights successful business partnership programs from across the nation. Including articles, interactive videos, interviews with experts, suggested strategies, and descriptions of effective programs, it is an extensive source of information for business and community leaders looking to maximize the power of their partnerships in the interest of professional learning and student achievement.

Community Partnership Resource Page
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=189
This webpage provides a variety of resources from the George Lucas Educational Foundation (GLEF) on school and community partnerships.  It includes articles describing programs in specific school districts and research on the importance of community involvement in general.

The Exponential Results of Linking School Improvement and Community Development:  Collaborative Strategies for Revitalizing Rural Schools and Communities
Southwest Educational Development Laboratory (2000)
http://www.sedl.org/prep/benefits2/issue5/
This issue of their Benefits newsletter outlines eight basic steps for getting a collaborative group going.  The rationale for each step is provided, along with suggested actions that school leaders can take to ensure success.  While intended primarily for rural schools, the suggestions and examples are of value to anyone interested in taking practical steps to strengthen school-community partnerships.

What do we mean by “family and community connections with schools? 
Southwest Educational Development Laboratory (SEDL)  (2002, November). Research Brief.
http://www.sedl.org/connections/resources/rb/research-brief1.pdf
This short brief explains that there are many different forms of school-community involvement and emphasizes the need to clarify each group’s understanding of and expectations for such partnerships.  It includes a series of guiding questions to help schools, parents, and community groups decide which type of partnerships to pursue and provides additional references for related research.

"Finding Common Ground:  Working with the Community to Provide High-Quality Professional Development"
Teachers take charge of their learning: Transforming professional development for student success
Renyi, J.  (1996). The NEA Foundation for the Improvement of Education
http://www.nfie.org/publications/charge/section4.htm
A portion of this guide to professional development is dedicated to engaging the community in efforts to improve teacher development and student learning. The author describes successful partnerships in specific schools and districts that involve parents or businesses and other professionals in student and teacher learning. It also includes a series of recommendations for creating a "network of learners" consisting of students, parents, teachers, and the community.

Think Outside the Clock: Create Time for Professional Learning
Richardson, Joan. (2002). National Staff Development Council.
http://www.nsdc.org/members/tools/tools08-02.pdf
This article suggest strategies for creating time for professional development and describes a variety of approaches already taken by specific schools and districts.  The author suggests “banking” time by lengthening the school day, “buying” time by hiring more teachers or substitute teachers, creating common planning time, and adding professional days to the school year.  Under “Schools that have Found Time,” the author describes a once-a-week late start schedule at Brandon High School in Ortonville, MI. Similarly, the Rockwood School District in Ellisville, MO, has a monthly early release day for professional development.

Treating teachers as professionals. 
Curtis, D.  (2000). Edutopia Online.
http://glef.org/php/article.php?id=Art_412&key=238
This article highlights Sherman Oaks Community Charter School, where teachers participate in daily conversations for 90 minutes while students have lunch, a study hall, and a recreation period supervised by community volunteers. Conversations focus on professional development, instructional methods, curriculum, and problem-solving for specific classroom situations.

Critical Issues: Providing More Time for Professional Development
North Central Regional Education Laboratory (NCREL) (2004)
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd600.htm
The authors discuss different means to create time for professional development ranging from “traditional strategies,” such as banking time or creating an extended day, to embedding it within the school day or taking advantage of online opportunities. They list “action options” for school board members, administrators, and teachers, in addition to profiling several schools that have taken creative approaches to integrating professional development. They also include a chart listing different strategies, their requirements, effects on parents, and costs.

Making the Most of Volunteers.
Grossman, J.B. and Kathryn Furano. (2002). Philadelphia: Public/Private Ventures.
http://www.ppv.org/ppv/publications/assets/152_publication.pdf
This article explains the kind of infrastructure that organizations such as schools need to put in place in order to maximize the effectiveness of volunteers. The authors discuss screening, training and skills, on-going management and support (including assigning tasks, providing support and supervision), and cost implications.

National Standards for Parent/Family Involvement Strategies
National PTA.
http://www.pta.org/parentinvolvement/standards/index.asp
Strategy four pertains to volunteer programs, listing quality indicators of successful volunteer programs and suggesting the types of materials volunteers should receive during training. Successful programs make parents and other volunteers feel welcome, utilize their skills and expertise, and provide opportunities for working parents to help in creative ways.

Bright Ideas Education Grant Program
North Carolina's Electric Cooperatives
http://www.ncbrightideas.com/Nav.asp
The Bright Ideas Education Grant Program, sponsored by North Carolina’s Electric Cooperatives, provides funding to teachers to implement innovative, classroom-based projects to improve student learning. This site describes the grant program, gives instructions for submitting an application, and provides answers to frequently asked questions.

Grants Available
Education Week
http://www.edweek.org/ew/section/grants/index.html
This webpage provides extensive information, including purpose, eligibility requirements, and application information, for grant programs available to teachers.

General Grants for the Classroom
Teachers Count
http://www.teacherscount.org/teacher/grants.shtml
This webpage provides descriptions of and links to a variety of grant programs for teachers. They divide grants into two categories: for the classroom and continuing education and professional development.

Business Partnership Resource Page.
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=008
This webpage features articles on how businesses can become involved in schools and the benefits of these partnerships. Articles and video clips profile successful programs in which companies provide grants, speakers, field trips, mentoring or job shadowing opportunities for students.

"Finding Common Ground:  Working with the Community to Provide High-Quality Professional Development"
Teachers take charge of their learning: Transforming professional development for student success
Renyi, J.  (1996). The NEA Foundation for the Improvement of Education
http://www.nfie.org/publications/charge/section4.htm
A portion of this guide to professional development is dedicated to engaging the community in efforts to improve teacher development and student learning. The author describes successful partnerships in specific schools and districts that involve parents or businesses and other professionals in student and teacher learning. It also includes a series of recommendations for creating a "network of learners" consisting of students, parents, teachers, and the community.

Partnership pays off for business and schools
Curtis, D. (2000, September 1). Edutopia Online. The George Lucas Foundation.
http://www.glef.org/php/article.php?id=Art_441&key=008
The Bayer Corporation has established one of the most successful business-education partnerships in their “Making Science Make Sense” program.  This article from the George Lucas Educational Foundation outlines the program which provides professional development opportunities for teachers and content-based presentations to students in schools across America.

Community Partnership Resource Page
The George Lucas Educational Foundation. 
http://www.glef.org/php/keyword.php?id=189
This webpage provides a variety of resources from the George Lucas Educational Foundation (GLEF) on school and community partnerships.  It includes articles describing programs in specific school districts and research on the importance of community involvement in general.

Developing Effective Partnerships to Support Local Education
School Communities that Work: A National Taskforce on the
Future of Urban Districts (2002).
http://www.schoolcommunities.org/images/Partnerships.pdf
This paper describes design and operating principles used in effective education and community partnerships. The authors emphasize that partnerships should focus on equity in addition to results and aim to affect youth engagement and development.

Supporting good schools is good business
Goldberg, M.  (2003, September 23). Edutopia Online. The George Lucas Educational Foundation
http://www.glef.org/php/article.php?id=Art_894&key=008
This article outlines the importance of business support for schools. It describes the kinds of supports that businesses can provide, from monetary contributions to lobbying policymakers, and explains the role that businesses can play in the professional growth and learning of teachers.

Think Outside the Clock: Create Time for Professional Learning
Richardson, Joan. (2002). National Staff Development Council.
http://www.nsdc.org/members/tools/tools08-02.pdf
This article suggest strategies for creating time for professional development and describes a variety of approaches already taken by specific schools and districts.  The author suggests “banking” time by lengthening the school day, “buying” time by hiring more teachers or substitute teachers, creating common planning time, and adding professional days to the school year.

Critical Issues: Providing More Time for Professional Development
North Central Regional Education Laboratory (NCREL) (2004)
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd600.htm
The authors discuss different means to create time for professional development ranging from “traditional strategies,” such as banking time or creating an extended day, to embedding it within the school day or taking advantage of online opportunities. They list “action options” for school board members, administrators, and teachers, in addition to profiling several schools that have taken creative approaches to integrating professional development. They also include a chart listing different strategies, their requirements, effects on parents, and costs.

Sustaining School Improvement: Resource Allocation
Mid-continent Research for Education and Learning.  (2003). 
http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment
/5031TG_resourcefolio.pdf
This document outlines the key elements of school budgeting and resource allocation, offers strategies that school leadership teams can use to monitor and support responsible resource allocation within a building, provides a rubric for evaluating resource allocation, and shares a ‘success story’ from Huntington Elementary School in Lincoln, Nebraska.

Policymakers Build Bridges
Southwest Educational Development Laboratory
http://www.sedl.org/policy/insights/n13/welcome.html
In 1998, the Southwest Educational Development Laboratory implemented a program named “Calling the Roll:  Study Circles for Better Schools.”  This program was designed to engage policymakers and community members in meaningful conversations about issues related to school reform through the creation of community based study circles.  This issue of Insights, a SEDL newsletter, outlines the achievements and successes of this program, specifically detailing “what policymakers who participated in the study…had to say about this method of connecting with their constituents.”

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