Fall, 1998 No. 5 National Network of Partnership Schools
Meeting the Challenge
How Schools Can Reach OutMavis G. Sanders, Assistant Director
Effective collaborations with the community (Type 6) are important for developing comprehensive programs of partnership. Current educational reforms emphasize the need for mobilizing human and material resources in communities to help students succeed. If they are well implemented, school-community collaborations provide important experiences and services to students, schools, families, and communities. This is something that Network member Dundalk High School in Maryland has discovered through its many connections with the local community.Dundalk High School has conducted partnership activities to promote its students’ academic and social success. The high school’s 8th-grade transition program featured in the Network’s publication, Promising Partnership Practices 1998, involved many types of involvement, including community collaborations. According to Patricia Zavetz, the Action Team Chair in 1998, Dundalk High School worked with feeder middle schools, the high school’s Alumni Association, and local businesses to ensure that eighth grade students and their families were supported in their transition to high school.
The Action Team also worked with others in the school to encourage community linkages that would help students meet the state’s service learning requirement for graduation. Students volunteer their time at local businesses, agencies, and institutions to assist others in their community and to gain meaningful experiences. Local business owner, Jeffrey Sims, provided such an experience to Dundalk High School student, Richard James. Mr. Sims explains, "I want to support and help youth who want to help themselves. This was my opportunity to do so . . . to make a small difference." To recognize Mr. Sims’ contribution, the school provided him with a certificate of appreciation, which hangs in his barbershop in Turner Station, MD—The Cutting Edge.
When asked what he gained from volunteering, Richard said, "I received my service learning credits and I really enjoyed the experience. I especially liked watching Mr. Sims. I learned a lot." Richard is considering becoming a barber himself one day and owning his own shop. He explained, "For one of my tech classes, I’m going to interview Mr. Sims to learn the steps that he took to get where he is." Through his service learning experience, Richard now has a knowledgeable contact in the community with whom to discuss his goals.
The above examples show some of the benefits that can be gained through school-community linkages. However, had they not been asked, Mr. Sims and others in the community would not have known how to become involved in the school’s partnership program. This highlights the importance of schools reaching out so that families and communities can reach in to help students, their families, and the school.
To reach out most effectively, school Action Teams should address the challenges for Type 6 activities when they write their One-Year Action Plans. These challenges include clearly identifying roles, responsibilities, funds, and venues for collaborative activities, and matching community volunteers and resources with school goals to maintain a focused and purposeful program. When these challenges are met, schools can more fully and successfully include the community in their school, family, and community partnership programs.
Look for analyses of 1998 UPDATE data on community connections in the next issue of Type 2.
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