Collaborative Leadership

A RESOURCE GUIDE FOR

UNDERSTANDING COMMUNITY SCHOOLS Collaborative Leadership

October 2012

Prepared by:

Iris Hemmerich

Urban Strategies Council

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©Urban Strategies Council, October 2012

Community School Collaborative Leadership

Table of Contents

A Resource Guide for Understanding Community Schools .......................................................................... 2

Updating the Resource Guide ................................................................................................................... 4

Additional Community School Resources ................................................................................................. 4

Our Community School work with Oakland Unified School District ............................................................. 5

Collaborative Leadership: Literature Review ................................................................................................ 6

Introduction .............................................................................................................................................. 6

Review ....................................................................................................................................................... 6

1. Infrastructure of Collaborative Leadership ................................................................................... 6

2. How Collaborative Leadership Operates ....................................................................................... 7

3. Creating and Strengthening Collaborative Leadership ................................................................. 7

Conclusion ................................................................................................................................................. 8

1. Challenges ..................................................................................................................................... 8

2. Promising Practices ....................................................................................................................... 8

3. Concluding Remarks ...................................................................................................................... 8

Collaborative Leadership: Annotated Bibliography ...................................................................................... 9

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A Resource Guide for Understanding Community Schools

INTRODUCTION

Urban Strategies Council has collected and reviewed more than 175 evaluations, case studies,

briefs and reports for use by those considering or planning a community school or community

school district. Our intention is to provide interested individuals and stakeholders the

resources they need to better understand the unique structure and core components of

community schools. The promising practices, recommendations, tools and information shared

in this document have been culled from documents representing the last 20 years of research

and documentation of community schools across the United States.

We highlighted 11 content areas that we believe to be the most foundational for understanding

community schools. Within each of the content areas, you will find:

1. A literature review: The literature reviews for each content area are organized

around core questions and provide a synthesis of the most commonly identified

solutions and responses to each question, as well as highlights, promising practices,

challenges and recommendations.

2. An annotated bibliography: We gathered and annotated literature in each of the

content areas to underscore key themes, some of which include: best practices,

exemplary sites, models and tools. The annotations vary by content area in order to

draw attention to the most pertinent information. For example, the Evaluations content

area includes annotations of the evaluation methodology and indicators of success.

The 11 content areas include the following:

1. Community School Characteristics

Provides a general overview of the structure, function, core elements, programs and

services of a community school.

2. Planning and Design

Explores the general planning and design structures for community schools, and

discusses the initial steps and central components of the planning and design process, as

well as strategies for scaling up community schools.

3. Equity Frameworks and Tools

Examines literature and tools that can be adapted to an equity framework for

community schools. We included equity frameworks and tools that explore

disproportionality and the monitoring of disparities and demographic shifts.

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4. Collaborative Leadership

Addresses how to build, strengthen and expand the collaborative leadership structure at

community schools. Collaborative leadership is a unique governance structure that

brings together community partners and stakeholders to coordinate a range of services

and opportunities for youth, families and the community.

5. Family and Community Engagement

Explores how community and family engagement operates as well as the challenges for

actualizing it at the site level. Family and community engagement is a unique

component of community schools in which the school, families, and community actively

work together to create networks of shared responsibility for student success.

6. Data Collection and Analysis

Addresses the outcomes measured at community schools, methods for collecting data

at community schools, and short and long term indicators.

7. Assessment Tools

Includes tools used to measure outcomes at community schools.

8. Community School Evaluations

Provides evaluations of community school initiatives with special attention paid to

methodology, indicators of success, findings and challenges.

9. Community School Funding

Explores how to leverage revenue streams and allocate resources at community schools.

10. Budget Tools

Includes tools that support the process of budgeting and fiscal mapping.

11. Community School Sustainability

Explores promising practices for creating sustainability plans, partnership development

and leveraging resources for the future.

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UPDATING THE RESOURCE GUIDE

Urban Strategies Council will continue its efforts to update the Resource Guide with the most

current information as it becomes available. If you know of topics or resources that are not

currently included in this guide, please contact Alison Feldman, Education Excellence Program,

at [email protected]. We welcome your ideas and feedback for A Resource Guide for

Understanding Community Schools.

ADDITIONAL COMMUNITY SCHOOL RESOURCES

National:

The Coalition for Community Schools

http://www.communityschools.org/

The National Center for Community Schools (Children’s Aid Society)

http://nationalcenterforcommunityschools.childrensaidsociety.org/

Yale University Center in Child Development and Social Policy

http://www.yale.edu/21c/training.html

Regional:

The Center for Community School Partnerships, UC Davis

http://education.ucdavis.edu/community-school-partnerships

Center for Strategic Community Innovation

http://cscinnovation.org/community-schools-project/about-cscis-community-schools-

project/community-school-initiative-services-coaching-and-ta/’

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Our Community School work with

Oakland Unified School District

Urban Strategies Council has a long history of working with the Oakland Unified School District

(OUSD) to support planning for improved academic achievement. Most recently, we helped

develop and support the implementation of OUSD’s five-year strategic plan, Community

Schools, Thriving Students. Adopted by the Board of Education in June 2011, the plan calls for

building community schools across the district that ensure high-quality instruction; develop

social, emotional and physical health; and create equitable opportunities for learning. Urban

Strategies Council has worked with the school district, community members and other

stakeholders to support this system reform in several ways:

� Community Schools Strategic Planning: Urban Strategies Council facilitated six School

Board retreats over a 14-month period to help develop the strategic plan. As part of that

process, the District created 14 task forces to produce recommendations for the plan, with

Urban Strategies Council facilitating one task force and sitting on several others.

� Full Service Community Schools Task Force: Urban Strategies Council convened and co-

facilitated the Full Service Community Schools and District Task Force, which created a

structural framework and tools for planning and implementation, and produced a report

with a set of recommendations that formed the foundation of the strategic plan.

� Community Engagement in Planning: Urban Strategies Council partnered with the district

to educate and engage more than 900 school and community stakeholders on how

community schools could best serve them.

� Planning for Community Schools Leadership Council: Urban Strategies Council has been

working with OUSD’s Department of Family, School and Community Partnerships to lay the

groundwork for building an interagency, cross-sector partnership body that will provide

high-level system oversight and support, and ensure shared responsibility and coordination

of resources towards the vision of healthy, thriving children supported through community

schools.

� Convening Workgroups: Urban Strategies Council continues to partner with the District to

convene and facilitate several workgroups developing specific structures, processes, and

practices supporting community school implementation, as well as informing the eventual

work of the Community Schools Leadership Council.

� African American Male Achievement Initiative: Urban Strategies Council is a partner in

OUSD’s African American Male Achievement Initiative (AAMAI), a collaboration supporting

efforts to close the achievement gap and improve other key outcomes for African American

males in OUSD. Urban Strategies Council has developed data-based research; explored

promising practices, programs and policies inside and outside the school district; analyzed

the impact of existing system-wide policies; and developed policy recommendations to

improve outcomes in various areas identified by the AAMAI Task Force.

� Boys and Men of Color: Urban Strategies Council is the Regional Convener for the Oakland

Boys and Men of Color site, which adopted community schools as a vehicle to improve

health, education and employment outcomes for boys and men of color.

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Collaborative Leadership: Literature Review

Introduction

Collaborative leadership brings together partners and stakeholders to coordinate a range of

services and opportunities for youth, families and the community. In order to successfully carry

out the community school strategy, collaborative leadership must occur on a site, district,

interagency, and even state level. We used three central research questions to guide the

literature review of collaborative leadership:

1. What is the infrastructure for collaborative leadership?

2. How does collaborative leadership operate?

3. How do you create, strengthen and expand a collaborative leadership structure?

Published research on collaborative leadership ranging from 2000 to 2012 has been included as

part of this literature review. What is lacking in research and scholarship is a more detailed

account of actualizing various components of a collaborative leadership structure. Key

components are identified and their significance explained, but the processes for

operationalizing certain elements, such as decision-making, are not explored in detail.

Review

1. Infrastructure of Collaborative Leadership

Most literature described collaborative leadership as consisting of three groups of leaders,

which the Coalition for Community Schools refers to as community leaders, leaders on the

ground and leaders in the middle1. Community leaders include members of partner

organizations, companies, public agencies and local government. Leaders on the ground include

school and site level staff. Leaders in the middle include the intermediary or backbone support

organization(s) that help facilitate the infrastructure-building process.

In nearly all community school initiatives, collaborative leadership at the interagency level

begins with a task force which eventually transforms into a community-wide collaborative

council. The community-wide collaborative council includes members from the three

aforementioned categories of leadership. The tasks of a community-wide collaborative council

generally include the development and distribution of a community needs assessment,

strategic planning and decision-making.

At the site level, most literature called for an advisory committee of school staff and service

providers that are responsible for connecting the school with the community, liaising between

1 Blank, Martin J., Amy Berg, and Atelia Melaville. “Growing Community Schools: The Role of Cross-Boundary

Leadership.” Coalition for Community Schools, April 2006.

<http://www.communityschools.org/assets/1/AssetManager/Growing_COMM_Schools.pdf>.

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the school site and larger council, students, families and community, providing site-level

feedback and participating in decision-making. At all of the reviewed community school

initiatives, there was a site coordinator who worked directly with service providers and liaised

with school staff, students, families and community members. Most literature identified the

use of a backbone organization as critical for facilitating meetings and navigating tensions

throughout the partnership process.

2. How Collaborative Leadership Operates

Collaborative leadership operates on an interagency level through the convening of key

partners, stakeholders, and school and district personnel. Representatives from all groups

convene to discuss a common vision and goals, strategize a community school plan and make

decisions. A key role of the collaborative leadership team is to conduct a community needs

assessment and evaluate the resources currently available at or connected to their school. This

process helps inform which programs and services will be provided at the school sites2.

The interagency leadership body designates subcommittees or workgroups that are assigned

specific responsibilities to advance a targeted area of the community school strategy3.

Oftentimes, a site level advisory committee is created to connect the school with the

community, review and contribute to an annual plan, and coordinate events at school. A site

coordinator generally acts as a liaison to school staff, community members, families and service

providers.

3. Creating and Strengthening Collaborative Leadership

In most cases, collaborative leadership began with the convening of a small group of leaders

who discussed a series of questions to navigate what kind of partnership they wanted (i.e. the

size of the partnership, initial desired outcomes, etc.). The initial meetings were identified as a

space to create basic ground rules for interaction, a common vision and goals, a shared system

of accountability, an assessment plan and a process for sharing data. The strategic use and

sharing of data among partners was highlighted as one of the most critical components of a

successful collaborative leadership structure.

In order to strengthen and expand collaborative leadership, the literature suggests that

partners establish the terms and purpose of the joint effort, create and frequently reevaluate

problem-solving procedures, and provide ongoing support and training, such as professional

development. The literature specifically identified the development of partnership checklists as

2 Blank, Martin J., Amy Berg, and Atelia Melaville. “Growing Community Schools: The Role of Cross-Boundary

Leadership.” Coalition for Community Schools, April

2006.<http://www.communityschools.org/assets/1/AssetManager/Growing_COMM_Schools.pdf>. 3 Melaville, Atelia. “Doing What Matters: The Bridges to Success Strategy for Building Community Schools.” Bridges

to Success, January 2004. Pages 12-14 and 21-34. Web. 19 December 2011.

<http://www.communityschools.org/assets/1/AssetManager/Doing_What_Matters.pdf>.

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an effective means to understand and assess each partner’s interests, needs and

competencies4.

Conclusion

1. Challenges

A significant challenge raised by the literature was the facilitation of diverse interests and

perspectives among partners and stakeholders. Community school initiatives should utilize an

intermediary or backbone support organization(s) to help facilitate the collaborative leadership

process, particularly the facilitation of discussions and process building. The use of an

intermediary can help moderate strong opinions and center the group.

2. Promising Practices

In order to build effective collaborative partnerships, the following promising practices were

identified: (1) share a common vision, goals and expectations; (2) develop a problem-solving

process for midcourse corrections; (3) create a shared system of accountability; and (4) share

data. Accounting for measurable progress through shared data was the most emphasized

practice. The use of shared data was highlighted as an effective means to draw more visibility to

an issue, garner support, and shape the future work of collaborative leadership efforts.

3. Concluding Remarks

The literature suggests that a collaborative leadership structure forms the nucleus of a

successful community school initiative. A collaborative leadership structure is necessary to

coordinate multiple support services and communicate with students, families, and the

community. Moreover, the collaborative leadership structure is critical because it creates a

new, participatory space for all stakeholders to engage in mapping the trajectory of a

community school.

4 Institute for Educational Leadership. “Building Effective Community Partnerships.” Institute for Educational

Leadership. Web. 19 December 2011.

<http://www.ojjdp.gov/resources/files/toolkit1final.pdf>.

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Collaborative Leadership: Annotated Bibliography

Achieving Results Through Community School Partnerships

Blank, Martin J., Reuben Jacobson, and Atelia Melville. Center for American Progress, January

2012. Web. January 19, 2012.

<http://www.americanprogress.org/issues/2012/01/pdf/community_schools.pdf>.

The report explores six key strategies that successful community school initiatives use to build

effective partnerships with local government agencies, teachers’ unions and other

organizations. The six key strategies are:

1. Ensuring that all partners share a common vision and agree on the same goals and

expectations;

2. Establishing collaborative structures to engage stakeholders;

3. Encouraging open dialogue so stakeholders engage honestly and constructively with

each other when solving problems and making midcourse corrections;

4. Engaging partners in the use of data in order to account for measurable progress;

5. Creating capacity at the district level to sustain community school work; and

6. Leveraging community resources and braiding funding streams to support programs and

activities.

� Best practices: See six strategies above

� Exemplary sites:

1. Tulsa Area Community School Initiative (TACSI), Tulsa, OK

2. Schools Uniting Neighborhoods (SUN), Multnomah County, OR

3. Chicago Public Schools Community Schools Initiative, Chicago, IL

4. Evansville Community Schools, Evansville, IN

5. Cincinnati Community Learning Centers (CLCs), Cincinnati, OH

6. Say Yes to Education, Syracuse, NY

� Models: Collaborative leadership structure for community schools (pg. 7)

� Level of leadership: Interagency level

Growing Community Schools: The Role of Cross-Boundary Leadership

Blank, Martin J., Amy Berg, and Atelia Melaville. Coalition for Community Schools, April 2006.

<http://www.communityschools.org/assets/1/AssetManager/Growing_COMM_Schools.pdf>.

The report details case studies of 11 community schools in order to illustrate how cross-

boundary leadership helps community schools move from pilot projects to large-scale

education reform strategies. The experiences of leaders in these 11 sites also point to four

strategies for scaling up and sustaining community schools, which include:

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1. Developing diverse financing;

2. Employing technical assistance and professional development;

3. Using data to drive work; and

4. Building broad-based community support.

Moreover, the report breaks down the infrastructure for collaborative leadership into three

major categories: (1) Community Leaders; (2) Leaders on the Ground; and (3) Leaders in the

Middle. The roles and responsibilities for each leadership position are detailed in the report.

� Best practices: See four strategies above


1. Chicago Public Schools Community Schools Initiative, Chicago, IL

2. Cincinnati Community Learning Centers (CLCs), Cincinnati, OH

3. Evansville Community Schools, Evansville, IN

4. Local Investment Commission’s Caring Communities, Jackson County, MO

5. Lincoln Community Learning Centers Initiative, Lincoln, NE

6. Stevenson-YMCA Community School, Long Beach, CA

7. Schools Uniting Neighborhoods (SUN), Multnomah County, OR

8. Achievement Plus, St. Paul, MN

9. San Francisco Beacon Centers, San Francisco, CA

10. Families on Track, South San Francisco, CA

11. Tukwila School-Community Collaboration, Tukwila, WA


Engaging All Leaders (Diagram)

Melville, Atelia and Martin J. Blank. Cable in the Classroom, 2005. Web. 19 December 2011.

<http://www.communityschools.org/assets/1/AssetManager/TH-Sum05-

EngagingAllLeaders.pdf>.

The “Engaging All Leaders” diagram provides a visual representation of the leadership roles of

businesses and foundations, higher education, educators, students, families, public and private

agencies, and government. Each of the leadership roles includes specific responsibilities and all

roles are visually represented as contributing to the core conditions of learning at full service

community schools.

� Models: Diagram of collaborative leadership structure for community schools


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Strengthening Partnerships: Community School Assessment Checklist

Blank, Martin J. and Barbara Hanson Langford. Coalition for Community Schools and the

Finance Project, September 2000. Web. 19 December 2011.

<http://www.communityschools.org/assets/1/AssetManager/csassessment.pdf>.

The assessment checklist contains a series of checklists to aid school and community leaders in

creating and/or strengthening community school partnerships. The “Community School

Partnership Assessment” helps assess the development of the community school partnership.

The “Community School Program and Service Assessment” helps take inventory of existing

programs and services in or connected to your school that support children, youth, families,

and other community residents. The “Community School Funding Source Assessment” helps to

catalogue the funding sources that support these programs and services.

� Tools: Three assessment checklists for strengthening community school partnerships

Advisory Committee Development: Advisory Committee Introduction

Schools Uniting Neighborhoods (SUN) Service System. Department of County Human Services,

Multnomah County, Oregon, 2011. Web. 19 December 2011.

<http://web.multco.us/sites/default/files/sun/documents/advisory_committee_intro.pdf>.

The Schools Uniting Neighborhoods (SUN) document provides an introduction to developing an

advisory committee along with recommendations. The role of the committee is to connect the

school with the community, act as a sounding board, review and help build an annual plan,

break down barriers and sponsor or support events at school. SUN lists potential members from

several areas of community school involvement to consider including in an advisory committee.

The document also emphasizes the importance of representing parents, youth and other

community members on the advisory committee because of their input and crucial connection

to community resources.

� Best practices: How to develop an effective community school advisory committee

� Level of leadership: Site level

(for detailed resources and materials regarding SUN Coordinating Council and

workgroups, visit http://web.multco.us/sun/resources-and-materials)

Advisory Committee Development: Advisory Group Development Worksheets



<http://web.multco.us/sites/default/files/sun/documents/advisory_group_worksheets.pdf>.

SUN outlines three steps for creating and sustaining an advisory committee and provides

worksheets to aid in each step. The three steps are:

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1. Defining the committee’s purpose;

2. Recruiting the right people; and

3. Ongoing support and training.

The worksheets for the first step include relevant questions to ask members as well as sample

committee roles. Step two worksheets include exercises to evaluate the critical skills and

characteristics needed for committee members as well as a skills matrix to aid in future

recruitment efforts. The worksheets for the third step include a series of questions to think

about how to nurture a well-functioning advisory committee. A “Next Steps” worksheet is also

provided and allows members to give feedback on further steps needed to strengthen the

advisory committee.

� Tools: Worksheets on developing and sustaining an effective community school advisory

committee

� Level of leadership: Site level



Planning Forms: Partnership Worksheet



<http://web.multco.us/sites/default/files/sun/documents/partnership_worksheet.pdf>.

The School/Business partnership worksheet provides basic forms that aim to assist school and

partner collaboration. Space is provided for partners and schools to input their contributing

strengths, interests, shared issues and evaluation criteria in order to better understand one

another’s goals and concerns. An idea list for project planning is also provided at the bottom of

the forms.

� Tools: Worksheets on developing school-business partnerships




Education and Community Building: Connecting Two Worlds

Jehl, Jeanne, Martin J. Blank, and Barbara McCloud. Institute for Educational Leadership, 2001.

Web. 19 December 2011.

<http://www.eric.ed.gov/PDFS/ED458700.pdf>.

The report explores the issues in building relationships between schools and community-

building organizations. Interviews and conversations with key leaders inform the

recommendations and strategies to guide interactions. The seven sections of the report are: (1)

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Starting Points; (2) Sticking Points; (3) Summary Points; (4) Building Relationships; (5) Rules of

Engagement; (6) Moving Forward; and (7) Stories of Four Communities.

“Starting Points” outlines the background of school and community involvement and “Sticking

Points” examines differences between school and community organizations. “Summary Points”

charts the rules of engagement in partnerships and “Building Relationships” describes

strategies that have been successful. “Rules of Engagement” offers specific recommendations

and “Moving Forward” provides suggestions for expanding and strengthening school and

community relationships. “Stories of Four Communities” profiles four sites where communities

and schools are working together effectively.

� Best practices: See “Building Relationships” and “Rules of Engagement” (pgs. 21-28)


1. Germantown Community Collaborative Board, Philadelphia, PA

2. Logan Square Neighborhood Association, Chicago, IL

3. Marshall Heights Community Development Organization, Washington D.C.

4. Chula Vista Elementary School District, Chula Vista, CA

� Tools: Wall Chart of Education and Community Building: Rules of Engagement (pgs. 21-

23)


Schools as Centers of Communities: A Citizen’s Guide for Planning and Design

Bingler, Steven, Linda Quinn, and Kevin Sullivan. National Clearinghouse for Educational

Facilities, KnowledgeWorks Foundation, Council of Educational Facility Planners, International,

Building Educational Success Together, Coalition for Community Schools, 2003. Pages 43-

65.Web. 19 December 2011.

<http://www.ncef.org/pubs/scc_publication.pdf>.

The Getting Organized and Getting Started section of the report, although referring to the

planning and design of school facilities, discusses key steps for initiating a planning process and

developing collaborative leadership. Some highlighted key steps include: identifying a handful

of key players in the community; identifying a facilitator; organizing a steering committee;

creating operating norms; and creating a database to track information about members. The

report also emphasizes the inclusion of students in the planning process because they

represent a pool of creativity and enthusiasm. Parents are also important partners because

they can answer questions, gain feedback and suggestions, and suggest ways of helping their

sons and daughters learn.

� Best practices: See “Part Four: Making it Happen” (pgs. 43-65)


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Leading the Way to Meaningful Partnerships

Benson, Lee and Ira Harkavy. Principal Leadership, May/June 2001. Web. 19 December 2011.

<http://www.nassp.org/portals/0/content/48803.pdf>.

The article focuses on the central role of higher education institutions in community school

partnerships. The University of Pennsylvania is discussed as an example of a higher education-

assisted community school partner. In higher education-assisted community schools, advisory

boards help to identify community problems and assist the principal and teachers in advancing

the school's instructional program. Site-based professional educators lead the effort and are at

the core of the governance structure. Ideally, university students, faculty and staff members,

and community members work under the direction of the onsite coordinator. The students

function as liaisons to the higher education institution and assist the onsite community school

coordinator.

� Exemplary sites: University of Pennsylvania with Drew Elementary School, Turner

Middle School, and University City High School in Philadelphia, PA


Doing What Matters: The Bridges to Success Strategy for Building Community Schools

Melaville, Atelia. Bridges to Success, January 2004. Pages 12-14 and 21-34. Web. 19 December

2011.

<http://www.communityschools.org/assets/1/AssetManager/Doing_What_Matters.pdf>.

Part II of the Bridges to Success (BTS) guide describes the governance and planning capacities

needed to support a BTS community school and the process for developing a strong

collaborative initiative. Initially, a task force of interested and influential organizations and

individuals convenes and is responsible for structuring the planning process and conducting a

community assessment. Through the community assessment, community leaders, residents

and family members can share a role in developing the initiative. Site team assessments are

also conducted to create a neighborhood level understanding of all needs and resources.

The task force becomes a community-wide collaborative council and converts their broad vision

into a practical plan with guiding principles. Managers assigned by partner agencies provide

insight by participating on council subcommittees. A full-time person takes primary

administrative responsibility for staffing the initiative and implementing its directives. The BTS

Area School Coordinators support site teams and act as a liaison to school staff, community

members, families and service providers.

� Best practices: See “Community-Wide Governance: A Vision for Change” (pgs. 21-34)


1. Washington Irving Elementary School, Indianapolis, IN

2. George Washington Community School, Indianapolis, IN

3. Vandalia Elementary School, Greensboro, NC

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� Models:

1. The BTS Model: A Community School Strategy (pgs. 12-14)

2. Appendix A: Site Team as a Coordinating Body (pg. 53)

3. Appendix C: Theory of Bridges to Success (pg. 55)

� Tools: Appendix D: Four Phases of Site Team Development (pg. 56)


Building Effective Community Partnerships

Institute for Educational Leadership. Institute for Educational Leadership. Web. 19 December

2011.

<http://www.ojjdp.gov/resources/files/toolkit1final.pdf>.

The report describes the organizational structure of building community partnerships and

provides guiding questions for each stage of building the relationship. The report describes the

structure of the initial meetings of the partnerships and provides sample ground rules,

checklists, and a series of relevant organizational questions. In order to maintain momentum in

the partnership, the report suggests the following:

1. Developing strategies for sustainability;

2. Broadening the focus;

3. Expanding the geographical reach;

4. Developing new or non-traditional partners;

5. Developing an institutionalization strategy;

6. Collaborating with other partnerships; and

7. Developing a graceful exit strategy.

� Best practices: See seven strategies above

� Exemplary sites (case studies):

1. Bethel New Life, Chicago, IL

2. Boston Strategy to Prevent Youth Violence, Boston, MA

� Tools: Assessing your Community Partnership Checklist (pgs. 23-26)


Partnerships by Design: Cultivating Effective and Meaningful School-Family-Community

Partnerships

Ellis, Debbie and Kendra Hughes. Creating School-Family Partnerships Team, October 2002.

Web. 19 December 2011.

<http://www.communityschools.org/assets/1/AssetManager/booklet_Partn_design.pdf>.

“Partnerships by Design” is a comprehensive booklet that lays the foundation for partnership

building and an efficient planning process. It is a practical toolkit that contains forms,

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worksheets, guiding questions and activities to aid in writing a school-family-community

partnership plan. The manual helps representatives of the school community to: (1) identify

characteristics that are most important for youth to be successful in their community; (2)

identify resources and assets in the community that will help youth develop the desired

characteristics; (3) plan and implement a project to promote the characteristics; (4) evaluate

the effectiveness of the project; and (5) communicate findings to the public.

� Best practices: See “Barriers to School-Family-Community Partnerships” (pgs.37-40)

� Tools: Worksheets re:

1. Personal and group assumptions;

2. School climate and environmental checklists;

3. Assessment of current activities;

4. Developing a clear vision;

5. Activity plans;

6. Action plans;

7. Community-school partnership feedback and evaluation surveys;

8. Needs assessment for the school, family and community members;

9. Hurdles and ideas for action; and

10. Roles in partnership development.


Family School Partnerships 2.0: Collaborative Strategies to Advance Student Learning

Henderson, Anne T., Nancy Henderson, Cynthia Kain, Nancy Kochuk, Cindy Long, Barbara

Moldauer, and Carol Sills Strickland. National Education Association, 2011. Web. January 2012.

<http://neapriorityschools.org/wp-

content/uploads/2011/11/Entire_PSC_Profiles_Interactive.pdf>.

The report identifies and describes key partnerships that National Education Association

members have forged in 16 communities. Part I of the report reviews recent research on school

and family collaboration and presents 10 key strategies for creating effective family school-

community partnerships. The 10 key strategies include:

1. Agreeing on core values;

2. Listening to the community;

3. Using data to set priorities and focus strategies;

4. Providing on-site professional development;

5. Building collaborations with community partners;

6. Using targeted outreach to focus on high-needs communities, schools and students;

7. Building one-to-one relationships between families and educators;

8. Setting, communicating, and supporting high and rigorous expectations;

9. Addressing cultural differences; and

10. Connecting students to the community.

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In addition, Part II contains profiles for each of the 16 successful partnership programs.

� Best practices: See 10 strategies above and the following recommendations (pg. 6):

1. At the local level: Build capacity in schools

2. At the school district level: Work collaboratively on policies and practices

3. At the state level: Provide opportunities for dialogue and offer technical assistance

4. At the national level: Promote research-based strategies on family-school-

community partnerships


1. Making Parents Count-James A. Shanks Middle School, Quincy, FL

2. Wicomico Mentoring Project-Wicomico County Public Schools, Salisbury, MD

3. Bringing Learning to Life-Columbus City Schools, Columbus, OH

4. Academic Parent Teacher Teams-Creighton Elementary School District, Phoenix, AZ

5. Parent-Teacher Home Visit Project-Sacramento City Unified Schools District,

Sacramento, CA

6. Revitalizing the Title I School-Parent Compact-Geraldine W. Johnson Elementary-

Middle School, Bridgeport, CT

7. Climate and Culture Committee-Math and Science Leadership Academy, Denver, CO

8. Hispanic Parents Council-Capt. James E. Daly Jr. Elementary School, Germantown,

MD

9. Infinite Campus Parent Portal, Ninth Grade Outreach Program-Washoe County

School District, Reno, NV

10. Before- and Afterschool Support Programs, Elmont Memorial Junior-Senior High

School, Elmont, NY

11. Compadres in Education-Putnam City West High School, Oklahoma City, OK

12. Successful Transitions-Upper Merion Area Middle School, King of Prussia, PA

13. Parent and Community Outreach Initiative-Reading School District, Reading, PA

14. Community School Programs-Evansville Vanderburgh School Corporation, Evansville,

IN

15. Lincoln Community Learning Centers-Lincoln Public Schools, Lincoln, NE

16. SUN Service System-Multnomah County, Portland, OR


Mobilizing a Cross-Sector Collaborative for Systemic Change: Lessons from Project U-Turn,

Philadelphia’s Campaign to Reduce the Dropout Rate

Allen, Lili. Jobs for the Future, January 2010. Web. 23 February 2012.

<http://www.jff.org/sites/default/files/PUT_paper_PDF_VERSION_010610.pdf>.

The report explores the ways in which a staffed cross-sector partnership can move beyond

institutional silos and sustain a commitment to improving outcomes for youth. Although the

paper focuses on the experience of Project U-Turn, a campaign to reduce the dropout rate in

Philadelphia schools, the lessons described are applicable to multi-sector collaborations. The

paper is organized into three sections which provide key lessons from Project U-Turn’s

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experience: (1) Laying the Foundation; (2) Building a Strategic Partnership; and (3) Embedding

the Work in Systems. The first section discusses Project U-Turn’s initial organizing and planning

work and the second section explores developing strategic priorities based on data. The third

section describes the partnership’s efforts to embed and coordinate the work of improving

graduation rates across multiple sectors.

� Best practices:

1. Build a partnership focused on a common mission

2. Create a process for mutual accountability and trust

3. Use data strategically for greater visibility and to drive action

4. Get partners to own the problem and move forward

5. Shape a long-term strategy while acting opportunistically

6. Cultivate and align champions

7. Embed the work across organizations at multiple levels

8. Keep the agenda moving forward

� Exemplary sites: Project U-Turn, Philadelphia, PA


Needle-Moving Community Collaboratives: A Promising Approach to Addressing America’s

Biggest Challenges

Jolin, Michele, Paul Schmitz, and Willa Seldon. The Bridgespan Group, February 2012. Web. 23

February 2012.

<http://www.bridgespan.org/needle-moving-community-collaboratives.aspx>.

The report identifies effective needle-moving collaboratives and provides recommendations for

encouraging more collective action. Various case studies of successful community

collaboratives and their common operating principles are shared. The common operating

principles include:

1. Commitment to long-term involvement;

2. Involvement of key stakeholders across all sectors;

3. Use of shared data to inform the agenda and make changes or improvements; and

4. Engagement of community members as substantive partners.

Additionally, five core elements are identified for contributing to the success of these

collaboratives. The elements are:

1. A shared vision and agenda;

2. Effective leadership and governance;

3. Alignment of resources toward what works;

4. Dedicated staff capacity; and

5. Sufficient funding.

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� Best practices: See four common operating principles and five core elements above


1. Strive Partnership, Cincinnati, OH and Northern Kentucky

2. Children and Youth Master Plan, Nashville, TN

3. Milwaukee teen pregnancy prevention effort-United Way, Milwaukee, WI

4. Operation Ceasefire, Boston, MA

5. Project U-Turn, Philadelphia, PA

6. East Lake Foundation, Atlanta, GA


Collective Impact

Kania, John and Mark Kramer. Stanford Social Innovation Review, Winter 2011. Web. 23

February 2012.

<http://www.ssireview.org/articles/entry/collective_impact>.

The final portion of the article explores the five conditions of collective impact success.

Successful collective impact initiatives typically have the following five conditions that produce

true alignment:

1. A common agenda;

2. Shared measurement systems;

3. Mutually reinforcing activities;

4. Continuous communication; and

5. Backbone support organizations.

A common agenda requires all participants to have a shared vision for change and a common

understanding of the problem and actions to solve it. Shared measurement systems enable the

participants to hold each other accountable and learn from each other’s successes and failures.

Mutually reinforcing activities encourage each participant to undertake the specific set of

activities at which it excels in a way that supports the actions of others. Continuous

communication helps partners recognize and appreciate the common motivation behind their

different efforts. Furthermore, backbone support organizations help create and manage

collective impact initiatives.

� Best practices: See five conditions above


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Channeling Change: Making Collective Impact Work

Hanley Brown, Fay, John Kania, and Mark Kramer. Stanford Social Innovation Review, 2012.

Web. 23 February 2012.

<http://tamarackcci.ca/files/collective_impact_channeling_change_pdf_2.pdf>.

The article aims to expand the understanding of collective impact and provide greater guidance

for those who seek to lead collective impact initiatives. Various organizations are profiled to

exemplify how implementing a collective impact approach can solve large-scale social

problems. The five conditions of collective impact are explained in detail and include:

1. A common agenda;

2. Shared measurement systems;

3. Mutually reinforcing activities;

4. Continuous communication; and

5. Backbone support organizations.

A matrix of the three phases of collective impact is also provided and describes how different

components for success are employed during each phase of collective impact. The three phases

of collective impact are: (1) initiate impact; (2) organize for impact; and (3) sustain actions and

impact. Additionally, a matrix weighing the different types of backbone organizations is

provided.

� Best practices: See five conditions above


Central Office Transformation for District-wide Teaching and Learning Improvement

Honig, Meredith I., Michael A. Copland, Lydia Rainey, Juli Anna Lorton & Morena Newton.

Center for the Study of Teaching and Policy, April 2010. Web. 12 March 2012.

<http://depts.washington.edu/uwcel/news/ctp_cotdtli.pdf>.

The report summarizes main results from a national study of how leaders in urban school

district central offices fundamentally transformed their work and relationships with schools to

support district wide teaching and learning improvement. Five dimensions of central office

transformation are identified and include:

1. Learning-focused partnerships with school principals to deepen principals’ instructional

leadership practice;

2. Assistance to the central office–principal partnerships;

3. Reorganizing and reculturing of each central office unit, to support the central office–

principal partnerships and teaching and learning improvement;

4. Stewardship of the overall central office transformation process; and

5. Use of evidence throughout the central office to support continual improvement of

work practices and relationships with schools.

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The study reveals that central offices have vital roles to play in developing systems of support

for district wide teaching and learning improvement. Four recommendations are highlighted

and include:

1. Engage in central office transformation as a focal point of a district wide reform effort

and as a necessary complement to other improvement initiatives;

2. Start the work of transformation by developing a theory of action for how central office

practice in the particular local context contributes to improving teaching and learning,

and plan to revise this theory as the work unfolds;

3. Invest substantially in people to lead the work throughout the central office, and

especially at the interface between the central office and schools; and

4. Start now engaging key stakeholders, political supporters, and potential funders in

understanding that central office transformation is important and requires sustained

commitment.

� Best practices: See five dimensions of transformation and four recommendations above


1. Atlanta Public Schools, Atlanta, GA

2. New York City/Empowerment Schools Organization (NYC/ESO), New York, NY

3. Oakland Unified School District, Oakland, CA

� Level of leadership: District level

A Handbook for State Policy Leaders: Community Schools: Improving Student

Learning/Strengthening Schools, Families and Communities

Coalition for Community Schools. Coalition for Community Schools, 2002. Web. 20 March 2012.

<http://www.iel.org/pubs/handbook.pdf>.

In the section, “What State Policy Leaders Can Do”, the Coalition for Community Schools

explores how state agencies and policy leaders can take action to support community schools.

The Coalition suggests that states provide necessary leadership in the following three areas:

1. Develop and promote a VISION for improving student learning that incorporates the

critical role of families, communities and schools;

2. Ensure that all state programs and policies FOCUS on supporting student learning; and

3. Make targeted INVESTMENTS in community schools to increase the effectiveness of

existing programs and resources.

Within each category of leadership action, the Coalition offers a list of specific

recommendations for states and includes examples from states that have moved in the

direction of the recommendations.

� Best practices: See pgs. 17-31 for a comprehensive list of recommendations

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1. Thomas Gardner Extended Services School, Boston, MA

2. O’Farrell Community School for Advanced Academic Studies, San Diego, CA

3. University City High School, Philadelphia, PA

4. Flambeau School, Tony, WI

� Level of leadership: State level

Helping Young People Succeed: Strengthening and Sustaining Relationships Between Schools

and Youth Development Organizations

National Collaboration for Youth, Coalition for Community Schools, Institute for Educational

Leadership. National Collaboration for Youth, Coalition for Community Schools, Institute for

Educational Leadership, March 2002. Web. 19 December 2011.

<http://www.communityschools.org/assets/1/AssetManager/helping_YOUNG_people.pdf>.

The article discusses what collaboration between youth development organizations and schools

should look like and how to weave their efforts together. The following essential practices are

identified to overcome barriers:

1. Sustain and deepen the collaboration started at the national level;

2. Start dialogues at other levels;

3. Set a vision for the development of youth;

4. Build on what already exists;

5. Develop a common language between schools and youth development organizations;

6. Identify what should be measured; and

7. Trust each other.

� Best practices: See seven elements above

� Models:

1. Table 1: Features of Positive Development Settings (pg. 11)

2. Table 2: Personal and Social Assets That Facilitate Positive Youth Development (pg.

12)

3. Table 3: National Assembly Findings: School/Community Collaborations Matrix (pg.

13)

SUN Service System: Coordinating Council Workgroup Planning Sheet

SUN Service System. SUN Service System. Web. 29 June 2012.

<http://web.multco.us/sites/default/files/sun-

cc/documents/workgroups_planning_worksheet_final.pdf>.

The SUN worksheet serves as a template to aid the process of creating community school

workgroups.