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Recommendation Four: Ensure that principals and other school personnel are effectively supporting teachers and responding to primary concerns that prohibit teachers from improving student learning. Teacher support should be accessible, proactive, and collaborative in nature.
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Role Group Strategies
Communities
Develop and strengthen home/school partnerships designed to address non-academic student needs and to support school-based instructional reforms.
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Communities in Schools Volunteer Page.
http://www.cisnet.org/about/where.asp?.=NC
This site gives contact addresses, phone numbers, and email addresses for all Communities in Schools (CIS) network offices in North Carolina. CIS encourages community members to become involved in schools through mentoring, helping with after-school programs, bringing health specialists into schools, and teaching job skills.
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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.
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Helping Every Student Succeed: Schools and Communities Working Together
Study Circles Resources Center (2002).
http://www.studycircles.org/en/Resource.14.aspx
This tool explains how study circles engage community members in school improvement efforts and provides the discussion materials necessary for a series of four study groups. Group discussions begin with consideration of what each participant considers a “good education” and progresses to deciding upon specific actions for change.
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North Carolina Public Schools Volunteer Page
http://www.ncpublicschools.org/parents/involved.html
NC Public Schools lists a variety of organizations across the state that can help community members become involved in education.
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The Whitefoord Community: Bringing Schools and Services Together
Furger, R. (2000, September 1). The George Lucas Educational Foundation
http://www.glef.org/php/article.php?id=Art_564&key=189
This article from the George Lucas Educational Foundation outlines the efforts of the Whitefoord Community Advisory Council, a not-for-profit program designed to support the students of Whitefoord Elementary School and Coan Middle School. Bringing together health care, job training and after school enrichment supports, this organization is a model of what communities can do to support education.
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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.
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Family and Community Connections with Schools
Southwest Educational Development Laboratory. (2002, February).
http://www.sedl.org/pubs/sedletter/v14n01/
This issue of SEDLetter addresses issues related to engaging community members in meaningful connections with schools. Detailing mentoring programs, centers designed for community partnerships, and changes needed in teacher preparation programs to fully utilize community connections, this magazine provides a valuable introduction to the power of parents and community members in schools. It also includes a description of an advocacy group created by parents that is actively educating and advocating for student needs in New Mexico.
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What is a Partnership Program?
National Network for Partnership Schools.
http://www.csos.jhu.edu/p2000/program2.htm
This page highlights six types of involvement for partnership programs, summarizing recommendations from the book Schools, Family, and Community Partnership: Your Handbook for Action (Epstein, 1997). The six types of involvement are parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. For each type, the website briefly lists sample practices, challenges and redefinitions, and results.
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