Collaborative Leadership

A RESOURCE GUIDE FOR
UNDERSTANDING COMMUNITY SCHOOLS
Collaborative Leadership

October 2012

Prepared by:

Iris Hemmerich
Urban Strategies Council

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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©Urban Strategies Council, October 2012

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.

2

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 alisonf@urbanstrategies.org. 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>.
6

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.

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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
Exemplary sites:
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)
Exemplary sites:
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)
Exemplary sites:
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,
15

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.

16

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
Exemplary sites:
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
17

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.

18

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.
20

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
21

Exemplary sites:
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.

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