Some school improvement approaches are too rigid. Other approaches are too casual. Educators do not want strategies set in stone, but they do want a “backbone” that will support innovative design.
NNPS offers a unique mix of required structures and flexible processes that enable schools, districts, and states to develop effective – yet responsive – programs of family and community involvement. Over many years, NNPS has learned that each member of this network is unique. Schools, districts, and states vary dramatically in size, history, demographics of students and families, and policy contexts. Yet, all members of NNPS are similar in wanting more effective partnership programs.
Common Structures
NNPS’s requirements are based on years of research and extensive field work. District leaders for partnerships are guided to increase awareness of family and community involvement throughout the district, connect partnership plans with district policy, and assist every school to develop its own partnership program.
Schools are guided to have an Action Team for Partnerships, write and implement plans linked to school improvement goals using the framework of six types of involvement, and evaluate their work and progress. Over one thousand active members of NNPS are proving that highly diverse schools, districts, and states can accept these and other targeted and tested requirements, but they also need room for creative, original practices.
Creative Design
Some critics say that NCLB’s frequent tests restrict schools’ creativity and attention to students’ behavioral development and attitudes toward school. This may be true in some schools, but many NNPS schools are demonstrating a creative spirit. Each edition of Promising Partnership Practices proves that innovative involvement activities are being designed and implemented not only to boost students’ academic skills in reading, math, science, and other subjects, but also to improve student attendance, behavior, health, multicultural awareness, college and career planning, and to strengthen a welcoming and inclusive school climate.
Other critics say that district and state leaders only monitor schools, but do not help them improve. This may be true in some locations, but many NNPS district leaders are facilitating schools’ action teams to develop effective and resourceful partnership programs. And, many state leaders for partnerships are encouraging district leaders to build capacities to assist their schools.
A Magical Mix?
NNPS’s required structures for schools, districts, and states are specific – but few. There is plenty of room for customized choices and creative work on partnerships. The truth is that the mix of research-based structures and flexible processes is not magic. It still takes hard work to find the right leaders, foster collegial support, ensure adequate funding, and have time for sustained attention to partnership program development. The UPDATE data summarized in this issue show that schools and districts need time to build excellent partnership programs.
While not magic, the mix of required structures and flexible plans and practices is the best, tested way to organize leadership and programs on partnerships at all policy levels. This is not just say-so.
At the fall NNPS Leadership Development Conference, a panel of presenters included Judy Carson, state leader at the Connecticut Department of Education and Donna Marino, district leaders from Middletown (CT) Public Schools, Deidra McCollum, co-leader of partnerships in Pasco (WA) School District and Valerie Aragon, principal of Whittier Elementary School in Pasco. They described excellent examples of how they are meeting NNPS requirements for well-structured programs infused with customized approaches and inventive practices.
The “NNPS Way” is helping states guide districts to assist schools to involve families in ways that help improve student learning and healthy development. With energy and enthusiasm, members of NNPS are showing the results of this good mix.