Although schools and the communities they serve are closely entwined and immunity development is In the best interests of schools, why may school leaders be hesitant about involving schools and students In important community development roles? 4. Of all social Institutions, why might schools be best placed to catalyst community development? 5. What are some likely results of school consolidation in a rural community or urban neighborhood? 6. Beyond the socially integrative functions, what distinct local economic roles might a school have In a rural community or urban neighborhood? . What characteristics of a well-planned school-community partnership project old Indicate It is mutually beneficial? 8. How might a community or neighborhood development activity reinforce what is taught in the public school classroom? 9. What barriers might a community development organization expect to experience when seeking to partner with a public school or school district? 10. How can service learning and place-based education serve to facilitate a viable schoolmaster partnership and accomplishment of local community or neighborhood development needs?
Step 2. Discuss your responses with a group of 4 or 5 classmates Step 1 . Contact your local elementary, middle and high schools. Step 2. Interview the principals about their partnerships with community organizations. Step 3. Have them describe each activity and assess the benefits to the school and community. Step 4. Compile a list of all the organizations and institutions involved with school programs. Step 5.
As part of this project, prepare a list of recommendations for improving psycholinguistic partnerships in your area. Activity 15. 1 Conducting Service-Learning Projects through Schools Here are some examples of school-based service learning projects: 1 . Drop-out prevention: A service-learning project focused on drop-out prevention might coordinate schools with local businesses to partner at-risk students with Job shadowing and mentoring opportunities with local business leaders/members.
These connections will help build bridges between schoolwork and work “in the real world,” and develop stronger ties between schools and local business, better meeting the needs of each while providing important opportunities to at-risk youth. 2. Subject-specific service-learning: Science and reading provide two examples of subjectively service-learning. Connecting college students majoring in science with schools to tutor K-12 students can create opportunities for hands-on learning during or after school hours.
This might involve engaging in environmental projects, such as local water quality testing, cleaning of local stream or river beds, or wildlife conservation efforts. Similarly, college students majoring in language arts or reading might provide tutoring services during or after school for at-risk students, assist in running family literacy programs after school to engage parents in literacy efforts, and/or read to students at the elementary level. . Building school-community connections: Students plan a school-community day, in school-community fair.
The school can set up exhibits of student learning and projects students are engaged in that connect to the community. Community leaders can set up exhibits featuring ways they have been or would like to be involved with the school and with students. Local businesses might provide food and donate prizes or items for auction. Students at the school can perform music or showcase artwork. This would also be a good venue for team-building exercises between 4 immunity organizations and businesses and school staff and leaders, culminating in competitions with awards.
Its projects and programs encourage partnerships between students, teachers, and community members that strengthen and support student Coalition for Community Schools http://www. Communicators. Org The Coalition for Community Schools represents an alliance of national, state and local organizations concerned with K-16 education, youth development, community planning, family support, health and human services, government and philanthropy, as well as national, state and local community school networks.
The Coalition advocates for community schools as a means to strengthen schools, families and immunities and improve student learning. Rural School and Community Trust http://www. Ruled. Org The Rural School and Community Trust is a national nonprofit organization addressing the crucial relationship between good schools and thriving communities. It also serves as an information clearinghouse on issues concerning the relationship between schools and communities, especially in rural contexts. School of the 21st Century. Linking Communities, Families and Schools http:// www. Yale. Deed/ICC/index. HTML Based at Yale University, the ICC program develops, researches, networks, and upraises an educational model that links communities, families, and schools by transforming the school into a year-round, multi-service center that is open from 6 in the morning until 7 at night.
The core components are affordable, high-quality child care for preschool children, before- and aftershock programs for school-age children; and health services, referral services, support, and guidance for parents of young children. Schools and Communities http://www. Intercommunication. Org/programs/schools_and_communities/ This weapon of Enterprise Community Partners documents and disseminates the action’s current efforts to combine school reform and community development.
Web-based Documents and Material Local Governments and Schools: A Community-oriented Approach http://ECMA. Org/ documents/Singapore. PDF (International City/County Management Association, Washington, DC , 2008) Provides local government managers with an understanding of the connections between school facility planning and local government management issues, with particular attention to avoiding the creation of large schools remotely sited from the community they serve.
It offers multiple strategies for local governments and schools to bring heir respective planning efforts together to take a more community-oriented approach to schools and reach multiple community goals-educational, communities across the U. S. Have already succeeded in collaborating to create more counterweighted schools. Includes 95 references and an extensive list of additional online resources. Pop. Report NO: E-43527 Reconnecting Schools and Neighborhoods: An Introduction to School-centered Community Revitalization http://www. Praiseworthiness’s. Rig/cache/documents/647/64701 . PDF (Enterprise, Columbia, MD , 2007) Provides an introduction to school-centered community revitalization. Part 1 presents the case for integrating school improvement into community development, drawing on the academic research linking school and neighborhood quality as well as early results from school- centered community revitalization projects across the country. Part 2 presents the core components of school-centered community revitalization, including both school-based activities and neighborhood-based activities.
The final part of the paper illustrates the diverse approaches currently being taken to improve schools and neighborhoods, drawing on the experiences of eight 7 school-centered community revitalization initiatives in five cities: Atlanta, Baltimore, Chicago, Philadelphia, and SST. Paul. Pop. New Relationships With Schools. Organizations That Build Community by Connecting With Schools. Volumes One and Two http://www. Billingsgate’s. Com/practices/publications/impressionability. Tm (Collaborative Communications Group for the Kettering Foundation, Novo 2004) Case studies of organizations that establish strong connections between communities and schools using many different entry points. Includes a profile of New School Better Neighborhoods, a nonprofit intermediary organization in Los Angels that works to design schools that serve as centers of communities. The organization brings together community stakeholders to plan multiuse development that combines residential, recreational, and educational use of scarce land in densely populated urban areas. Schools, Community, and Development.
