Recommendation One:

Structure the school day to allow sufficient time for direct planning, productive collaboration with colleagues, and overlapping time for mentors and mentees, all embedded within the school day.


Role Group Strategies:

Volunteer to participate in field trips or other extra-curricular activities, work as non-certified personnel in the school, or provide monitored student enrichment programs to free up teacher time.


Broad Creek Middle School, Carteret, NC
The Real D.E.A.L. Schools
Broad Creek Middle School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. Parental involvement and volunteers are an integral part of the school’s success. Volunteer programs include tutoring, mentoring and a partnership with a group of local marines.

Get Parents Involved: When Mom and Dad Come to Class, Kids Do Better
Seville, Michael. (2005). Edutopia.
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.

Grandparents Helping in the Classroom
Christian Science Monitor, March 9, 2006
In this editorial, the Christian Science Monitor reports the mutual benefits experienced by seniors and students when older Americans volunteer in the classroom. Since there will be a dramatic increase in the number of Americans over the age of 65 in the next 15 years, the potential impact of this group is great. The article reports on a recent study of volunteers from Experience Corp in Baltimore and discusses the cost effectiveness of such a program.

Communities in Schools Volunteer Page
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.

Community Partnership Resource Page
The George Lucas Educational Foundation.
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.

North Carolina Public Schools Volunteer Page
NC Public Schools lists a variety of organizations across the state that can help community members become involved in education.

10 Things Grandparents and Other Concerned Citizens Can Do to be More Involved
North Carolina Department of Public Instruction
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.
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.

What is a Partnership Program?
National Network for Partnership Schools.
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.


Promote awareness of the importance of teacher planning, collaboration, and mentoring.


Target Time Toward Teachers
Darling-Hammond, Linda. (1999). Journal of Staff Development, 20, (2), p. 31-36.
This article addresses the importance of teacher time for planning and collaboration to quality teaching. It compares teacher time in the U.S. to teacher time internationally and provides samples for rethinking schedules from International High School and Central Park East Secondary School in New York City.

Helping Every Student Succeed: Schools and Communities Working Together
Study Circles Resources Center (2002).
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.

It’s about time
Wade, C.  (2001). Teaching Quality in the Southeast: Best Policies and Practices, 7.
In this brief, a Wake County Public School teacher outlines the demands placed on a teacher’s time during the typical school day and discusses the importance of providing teachers with time for professional collaboration and reflection.

 Mentoring: Recent Research Highlights
George Lucas Education Foundation. (1999).
The George Lucas Education Foundation summarizes recent research showing the benefits of mentoring for new and veteran teachers and discusses the possibility of “telementoring” in order to counter issues with time and distance.



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