Community partnership disengagement impact
COMMUNITY PARTNERSHIP DISENGAGEMENT IMPACT
Identify and briefly describe in no more than three to five paragraphs, a current issue or challenge in your school community that you consider to be a barrier to fostering positive Family-Community-School Partnerships.
What are the barriers related to the issue or challenge?
How long has it been an issue?
Who are the stakeholders?
What is the impact of the issue on your school system, your community, and the key stakeholders respectively?
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
ey Buddy so happy to work with you again. I am attaching information for this weeks assignments. please let me know if you need additional information. I would love to work exclusively with you on the course work in this class if you have availability.
Week 1 Activities
During this first week, you will have the opportunity to explore your leadership style and the essence of your leadership presence. As you participate in the activities and assignments, you will develop a personal leadership statement that defines your capacity and compassion as a servant leader.
Why is Community Important to Leaders?
Conners,(2010)
EDDL 614: Creating a Greater Community is a learning opportunity designed to assist you in any leadership capacity in any organization. This course focuses on the structure and impact of successful and effective family, school, and community partnerships, and introduces you to a study of the knowledge, dispositions, and skills needed by school administrators to understand and respond to diverse community systems, interests, and needs.
As a leader, a school administrator must collaborate, communicate, and publically relate with the family-community-school constituents served by the educational entities. “Without that understanding, educators work alone, not in partnership with other important people in student’s lives” (Epstein, 2011, p. 5). “Consequently, many educators enter schools without adequately understanding the backgrounds, languages, religions, cultures, histories, structures, races, social classes and other characteristics and goals of their students and families” (Epstein, 2011, p. 5). In fact, many leaders know the importance of developing relationships, yet they often do not know how to develop and sustain positive Family-Community-School collaborations. For example, some educators express “I cannot do my job without the help of my students’ families and the support of this community” (Epstein, 2011, p. 391). Some parents also say, “I really need to know what is happening in school in order to help my child” (Epstein, 2011, p. 391). Almost any educator has heard comments like those in his or her experience. Therefore, a rationale for this course is to guide you in meeting the challenges posed by those viewpoints.
How do we create those connections that enable community involvement? Mavis Sanders (2006), the author of Building School-Community Partnerships-Collaboration for Student Success, posited that “community involvement is defined as connections between schools and community individuals, organizations and businesses that are forged to directly or indirectly promote students’ social, emotional, physical, and intellectual development” (p. xi).
Sanders (2006) further commented that, “community within this definition of school community partnerships is not constrained by geographic boundaries of neighborhoods” (p. xi), but refers more to what Nettles (1991) explained as the “interactions that can occur within or transcend local boundaries’’ (p.380). This course will examine relations with K-12 education stakeholders, including boards, learners, parents, faculty, staff, and the community at large. You will discover additional techniques to collaborate effectively with families and community members and to mobilize community resources to benefit students and families.
Additionally, this course facilitates and guides the analysis and development of instructional approaches and programs that foster relationship building, communication, student achievement, and families’ knowledge of the curriculum and educational systems. Case studies of connected schools that are heavily engaged with families and communities will be explored. Successful practices of elementary, middle, and high schools that are working to create a welcoming climate for partnerships and to implement partnerships that contribute to student success will also be discussed.
You are expected to develop a broader perspective through this course by viewing your leadership of others and the dynamics of family-community-school outreach and partnering, as though you are watching the process from the “balcony.” In this course, you will look at how you lead, how you relate to others, and how you can prompt a solid collaboration and connection to the students, colleagues, and business and community constituents you serve. Taking a broader perspective may provide you with additional skills and a greater awareness of who you are as a leader, as well as the potential for who you can become as a leader.
Let’s journey together and take a position in the “Balcony of Leadership!”
References
Connors, M. (2010). Untitled [Photograph]. Retrieved and used with permission from http://www.morguefile.com/archive/display/645443
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators, and improving schools. Boulder, CO: Westview Press, Inc.
Sanders, M. G. (2006). Building school-community partnerships: Collaboration for student success. Thousand Oaks, CA: Corwin Press.
WEEKLY OBJECTIVES
Through participation in the following activities, the candidate will:
Articulate a synthesis of applicable research findings and theory on which the study of family, school and community partnerships is based.
Leadership Traits that Foster a Greater Community
Synthesize a set of best practices for family-community-school partnerships based on their identification and review of successful school-based programs as well as emerging collective impact models of collaboration.
Leadership Traits that Foster a Greater Community
Community Partnerships Disengagement Impact
Identifying Issues
Create a set of research and best practices based criteria for identifying, selecting, and assessing community partners, as well as structures and strategies for organizing and managing collaborations to optimize collective impact.
Community Partnerships Disengagement Impact
Synthesize a set of research and best practices based on generalizable attributes of successful family-community-school partnership programs.
Leadership Traits that Foster a Greater Community
Community Partnerships Disengagement Impact
Personal Leadership Assessment
Articulate a synthesis of applicable research findings and theory on practical approaches to family and community involvement in secondary schools.
Community Partnership Disengagement Impact
Personal Leadership Assessment
Identifying Issues
Articulate a synthesis of the major best practices for district and state leadership in school-family-community partnerships, and develop an action plan for identifying and engaging program partners and resources at these levels.
Community Partnership Disengagement Impact
Identifying Issues
REQUIRED STUDIES
The following materials are required studies for this week. Complete these studies at the beginning of the week and save these weekly materials for future use.
Building School-Community Partnerships: Collaboration for Student Success (Sanders, 2006)
Chapter 1: Community Involvement: Why and What?
Chapter 3: Components of Successful Community Partnerships
School, Family, and Community Partnerships (Epstein, 2011)
Chapter 1: Introduction
Read
Change Leader: Learning to Do What Matters Most (Fullan, 2011) [Web page]
Chapter 4: Collaborate to Compete
Action Implications section, pages 101 – 108
On Becoming a Leader (Bennis, 2009) [Web page]
Chapter 3: Knowing Yourself, pages 49-66
Leadership Self-Assessment Questionnaire (Clark, 2015b) [Web page]
Leadership Style Survey (Clark, 2015c) [Web page]
Leadership Matrix Survey (Clark, 2015a) [Web page]
Readings
You will need to complete two required textbooks and one eBook in addition to other study materials, which help you gain a deeper understanding of the concepts and prepare your final project. The two textbooks cover most of the weeks’ required studies, while the eBook is required in Week 7. It is highly recommended that you complete the eBook by Week 7.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Boulder, CO: Westview Press.
Sanders, M. (2006). Building school-community partnerships-collaboration for student success. Thousand Oaks, CA: Corwin Press.
Bennis, W. G. (2009). On becoming a leader [ebrary version]. Retrieved from http://ebookcentral.proquest.com/lib/concordiaport…
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