Institute Facilitated By
Merle Siefken
Parent and Educator Partnership
25 S. Washington, Suite 106
Naperville, IL 60540
www.pepartnership.org
630 428 3979
877 317 2733
1
INTRODUCTIONS
Get-to-Know-Your Colleagues
Get-to-Know Your Neighbors
Quickly, introduce yourself to the
others at your table:
1. Name.
2. Where you work.
3. Something about yourself that
we cannot tell by looking at you.
2
District Leadership Institute
By the end of this workshop, you will be able to:
•
Explain the Six Types of Family Involvement
•
Conduct a One-Day Team-Training Workshop for your schools’ Action
Teams for Partnerships
•
Guide schools to write an effective One-Year Action Plan for
Partnerships
•
Describe the roles and responsibilities of district facilitators
•
Select strategies for effective leadership and facilitation on
partnerships for your district
•
Draft a district leadership plan for 08-09
•
Identify PEP resources to help you with your work
3
Why is it important to involve families and the
community in children’s education?
Research shows that:
• Students with involved parents – no matter what their
income or background – are more likely to do better in
school, stay in school longer, and like school more.
• Partnership programs can increase student
achievements, improve attendance and behavior, and
promote positive social skills.
• When partnership practices are tightly linked to school
goals, families become involved in ways that directly
assist students’ learning and success.
4
Why is it important for DISTRICTS to
have a LEADER for PARTNERSHIPS?
Research shows that:
When district leaders provide training and facilitation
to schools’ Action Teams for Partnerships, their
schools:
• Have higher quality partnership programs
• Address more challenges to involve all families,
including those who are typically “hard to reach.”
5
Understand the
Framework of
Six Types of Involvement
6
Keys to School, Family, and Community Partnerships
FRAMEWORK OF SIX TYPES OF INVOLVEMENT
Type 1
PARENTING
Type 2
COMMUNICATING
Type 3
VOLUNTEERING
Type 4
LEARNING AT HOME
Type 5
DECISION MAKING
Type 6
COLLABORATING WITH COMMUNITY
7
Type 1
PARENTING
Basic Responsibilities of Families
Housing, health, nutrition, clothing, safety
Parenting skills for all age levels
Home conditions that support children
as students at all grade levels
Information and activities from families
to help schools understand children
and families
8
Type 2
COMMUNICATING
Basic Responsibilities of Schools
SCHOOL-TO-HOME
 Memos, notices, report cards, conferences,
newsletters, phone calls,
computerized messages, e-mail, websites
HOME-TO-SCHOOL
 Two-way channels of communication
for questions and interactions
9
Type 3
VOLUNTEERING
Involvement At and For the School
VOLUNTEERS
 In School or Classroom
 For School or Classroom
AUDIENCES
 Attend assemblies, performances,
sports events, recognition, and
award ceremonies, celebrations, and
other events
10
Keys to School, Family, and Community Partnerships
FRAMEWORK OF SIX TYPES OF INVOLVEMENT
Type 1
PARENTING
Type 2
COMMUNICATING
Type 3
VOLUNTEERING
Share ONE successful example
of these 3 types of involvement
that YOU have seen in schools.
11
Type 4
LEARNING AT HOME
Involvement in Academic Activities
Activities for parent and child on . . .
How to help at home with homework
Required skills to pass each subject
Curriculum-related decisions
Other skills and talents
12
Type 5
DECISION MAKING
Participation and Leadership
 School Improvement Team or
School Council
 Action Team for Partnerships
 PTA/PTO
 Other school or district committees
13
Type 6
COLLABORATING WITH THE COMMUNITY
 Community contributes to the school,
students, and families
• Business partners
• Cultural and recreational groups
• Health services
• Service and volunteer groups
• Senior citizen organizations
• Faith-based organizations
• Government and military agencies
• Other groups and programs
 School, students, and families
contribute to the community
14
Keys to School, Family, and Community Partnerships
NNPS FRAMEWORK OF SIX TYPES OF INVOLVEMENT
Type 4
LEARNING AT HOME
Type 5
DECISION MAKING
Type 6
COLLABORATING
WITH THE COMMUNITY
Share ONE successful example
of these 3 types of involvement
that YOU have seen in schools.
15
An Inventory of Present Practices of
School, Family, and Community Partnerships
Your TABLE will be assigned ONE TYPE of involvement.
1. LOOK. With a partner, look down the list of activities
for the TYPE you were assigned.
2. CHECK. Check the activities conducted in your
school (or schools you supervise or assist) and the
grade levels that conduct each activity.
3. REFLECT: What comes to mind as you think about the
activities conducted for that TYPE of involvement?
4. CONTINUE. If you finish and there still is time, select
another TYPE of involvement to review.
16
Meet the Challenges
to Reach All Families
and
Learn “Re-definitions” for
Good Partnerships
17
Type 1 - Parenting
Challenge
Provide information to all families who want or need it, not
just to the few who attend workshops or meetings at the
program site.
Redefinition
“Workshop” is not only a meeting on
a topic held at the school building at a particular time, but
also the content of a topic to be viewed, heard, or read at
convenient times and varied locations.
18
Type 2 - Communicating
Challenge
Make all communications clear for all families in languages
and formats that they can understand.
Redefinition
“Communications about school programs and student
progress” are not only from school to home but also
include two-way channels of communication that
connect schools, families, students, and the community.
19
Type 3 Volunteering
Challenge
Recruit widely for volunteers so that all families know
that their time and talents are welcome.
Redefinition
“Volunteer” not only means someone who
comes to school during the day, but also
anyone who supports program goals and
children’s learning in any way, at any place, and at any
time.
20
Type 4 - Learning at Home
Challenge
Develop homework procedures that encourage students to
share something with a parent that they are learning in
class or in an after-school program.
Redefinition
“Homework” not only means work that students do alone,
but also interactive activities that students share with
others at home or in the community, linking schoolwork to
real life.
21
Type 5 - Decision Making
Challenge
Include parent leaders from all racial, ethnic,
socioeconomic, and other groups in the school.
Redefinition
“Decision making” is a process of partnership – sharing
views, solving problems, and taking action toward
shared goals, not just a power struggle between
conflicting ideas.
22
Type 6 Collaborating with the Community
Challenge
Inform all families and students
about community programs and
services.
Redefinition
“Community” includes not only families with children in
the schools, but also all who are interested in and affected
by the quality of education.
23
15 Minute Break
24
Challenge-Go-Round
1. Identify a challenge that your schools must solve to
involve hard to reach families.
2. At the signal, go ’round the room and write a solution to
the challenges.
3. Select one solution that may work in your schools.
25
Reaching Results
and Goals for Student Success
1. Each type of involvement has been linked
to specific results for students.
2. All six types of involvement can be
designed and implemented to contribute to
specific school improvement goals.
26
Reaching Results for
Students
Type 1 – Parenting
Improve students’ attendance in school.
Type 2 – Communicating
Increase students’ awareness of their own
progress in subjects and skills.
Students gain academic skills that are
tutored or taught by volunteers.
Type 3 – Volunteering
Type 4 – Learning At Home
Students complete more homework in
specific subjects.
Type 5 – Decision Making
Students benefit from goal-linked
policies and projects enacted, conducted,
and supported by parent
organizations.
Type 6 – Collaborating with
the Community
Students gain skills and talents in
curricular and extracurricular projects
and experiences with community partners.
27
Action Team for Partnerships
(ATP)
Members of an ATP work together to:
• Review school improvement goals
• Select, plan, implement, and
evaluate family and community
involvement activities linked to
school goals.
• Continually improve partnership
practices.
28
Action Team for Partnerships
(ATP)
Members of an ATP are:
• 2-3 teachers or more
• 2-3 parents/family members or more
• Principal (or assistant principal)
• Other members (nurse, counselor,
community partners)
• 1-2 students on high school
29
School Improvement Team &
Action Team for Partnerships
School Improvement Team:
Action Team for Partnerships:
•
•
SIT oversees the entire school
for family and community
improvement plan
•
SIT meets monthly to discuss
all programs, assess progress,
involvement
•
ATP meets monthly to discuss the
schedule of family and community
and plan for all goals in the SIP
•
ATP oversees the goals in the SIP
involvement activities in the One-
SIT hears committee reports
Year Action Plan, assess progress,
and assists committees to
and improve plans
reach goals
•
ATP provides committee reports to
the SIT
30
School Improvement Goals Team
School Improvement Core Team
ATP
Behavior
Reading
Writing
31
Action Team for Partnerships
School Improvement Core Team
Action Team for Partnerships
Academic
GOAL 1
Academic
GOAL 2
Nonacademic
GOAL 3
Partnership
GOAL 4
Practices from
TYPES 1-6
To meet this goal
Practices from
TYPES 1-6
To meet this goal
Practices from
TYPES 1-6
To meet this goal
Practices from
TYPES 1-6
To meet this goal
32
TABLE TOP DISCUSSION
HOW WILL YOUR SCHOOL ORGANIZE AN
ACTION TEAM FOR PARTNERSHIPS (ATP)?
Each school must discuss and decide:
1. WHO will be the members and leaders of your school’s
ATP?
2. WHEN will the whole Action Team for Partnerships (ATP)
meet?
3. HOW WILL STAKEHOLDERS hear from the ATP about
its plans and progress on family and community
involvement?
4. BE REALISTIC about how frequently reports should be
made.
What questions do you have about the ATP?
33
Creating
Goal Plans
34
School Improvement Goals Lead to a 4-Page
One-Year Action Plan for Partnerships
•
•
•
•
Improve STUDENT ACHIEVEMENT in reading – PAGE 1
• Family Reading Night
• Weekly interactive homework in reading and writing
• Parent/community volunteer book buddies and book talks
Improve STUDENT ACHIEVEMENT in math – PAGE 2
• Family Math Night
• After-school tutoring program in math
• PTA fundraiser for computer software
Increase STUDENT ATTENDANCE rates – PAGE 3
• Attendance team with family volunteers
• Attendance and lateness policies in the school newsletter
• Family dinner with principal for improved attendance
Strengthen the CLIMATE of partnerships – PAGE 4
• Reformat the newsletter to be more family-friendly
• Welcome walks through the neighborhoods
• Family-School picnic before school starts in the fall
35
One-Year Action Plan for Partnerships
Goal Plan
• Goals
– 2 academic goals, 1 behavioral goal
– 1 welcoming climate for partnerships
• Desired results – measurable
• Assessments / Specific measures
• Partnership activities
• Types of involvement
• Dates of activities
• Grade levels involved
• Preliminary actions that must be taken
• Resources or funds needed
• Persons in charge and helping
36
ACTIVITY: GOALS MAP
Use the Six Types to Reach Results
For this activity, use a school improvement goal to:
• At your table, place the goal for student success in the
middle of your Goals Map.
• Focus on one goal.
• Select one activity for each type of involvement to
involve families and the community in productive ways
to help students reach that goal.
37
USE THE SIX TYPES OF INVOLVEMENT
TO REACH A GOAL FOR STUDENT SUCCESS
Choose one major GOAL for STUDENT LEARNING or BEHAVIOR that is
important in your school or a school you know. With a partner, identify
specific family and community involvement activities to support that goal.
TYPE 1: PARENTING
TYPE 6:
COLLABORATING
WITH COMMUNITY
OBJECTIVE FOR
STUDENT
LEARNING or BEHAVIOR
TYPE 5: DECISION
MAKING
TYPE 2:
COMMUNICATING
TYPE 3:
VOLUNTEERING
TYPE 4: LEARNING
AT HOME
National Network of Partnership Schools, Johns Hopkins University
38
ACTIVITY: GOALS PLAN
39
Sample PAGE 1
ONE-YEAR ACTION PLAN
SCHEDULE OF SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS TO REACH SCHOOL GOALS
School: Eney Elementary School
School Year: 200X-200Y
GOAL 1—ACADEMIC
OBJECTIVE 1 – Specific academic subject: (Select ONE curricular goal for students, such as improving reading, math, writing,
science, or other skills that the school will address in the next school year.)
To increase students’ reading abilities as measured on the Michigan State Assessment.
Desired result(s) for THIS goal: Students will increase their scores from 84% How will you measure the
proficiency or better to 92% proficiency or better on the Michigan State Assessment in reading.
results)? Review the state standardized test scores. Plus,
review report card grades and participation records as formative
measures.
Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES
TYPES DATES GRADES
(1-6)
OF ACTIVITIES
Family and community volunteers will be
reading partners for students during the
after-school program (continuing).
3,6
All year
Curbside library in front of the school for
family members to check out reading
strategies books, games, and activity
bags. They will return them inside the
school at the Parent Center. (adapted)
1,4
(2 or more, continuing or new)
ADD MORE
ACTIVITIES…
LEVEL(S)
Grade 2-5
Inform parents about the program
(early Sept.)
Recruit & train reading partners (early
Sept.)
Match volunteers with students (late
Sept.)
Implement and monitor (Fall thru
Spring)
Have volunteers complete exit surveys
(Spring)
All
Connect with the media center for a
kick-off event (Sept.).
Send announcement flyers home
(Sept.).
Implement and monitor (Sept thru
June)
Evaluate participation records (Jan. &
June)
On a weekly
schedule
created by
teachers and
parents
All year
First Thursday
of each week
WHAT NEEDS TO PERSONS
BE DONE FOR IN CHARGE
AND
EACH ACTIVITY &
HELPING
WHEN?
Mrs. Smith & Mr. Lyons
Mr. Blackfoot & Miss
Garcia
40
TRY IT!
Let’s Write ONE PAGE of a School’s OneYear Action Plan for Partnerships!
In this activity you will:
•
Experience the work YOUR schools’ ATP will do at your
team-training workshop and the questions that may arise.
•
Understand the District Facilitator’s role in helping ATPs
IMPROVE THEIR PLANS.
41
Lunch
Afternoon Session
Starts promptly
at 1:00 pm
42
Begin at 1:00 pm
End at 3:30 pm
43
District Leadership Institute
This morning:
• Six Types of Family Involvement
• Starting Points – a survey
• Challenge Go-Round – problem solving
• Action Team for Partnerships and the School
Improvement Team
• One-Year Action Plan for Partnerships – connecting
to your school improvement goals.
44
District Leadership Institute
This afternoon:
• Continuation of Goal Plans, as needed.
• Describe the roles and responsibilities of district
facilitators
• Draft a district leadership plan for 08-09
• Identify PEP resources to help you with your work
45
What’s in a name?
DISTRICT FACILITATOR
FOR PARTNERSHIPS
KEY CONTACT to PEP
A District Facilitator is an external coach, serving as the
SFCP specialist, and charged by the school district to
lead district-level partnership programs and directly
facilitate schools to help them strengthen their
programs and practices of family and community
involvement which support the school improvement
goals.
46
District Facilitator Titles
•
•
•
•
•
•
•
•
•
•
•
External Coach
Family Involvement Coordinator/Director
Student Services Coordinator
Title I /NCLB Director
Community Relations Coordinator
District Volunteer Coordinator
Project Specialist
Community Relations Director
Director of Parent Engagement
Public Relations Specialist
Support Services Supervisor
47
District Facilitator Leadership
• Review or guide the writing of district policy on family
involvement, consistent with the framework and
approaches
• Conduct district-wide staff development on partnerships
• Write column on partnerships for district newsletter
• Make presentations on partnerships
• Collect best practices from schools to share throughout
the district
• Conduct OTHER district-level leadership activities on
partnerships
48
District Facilitation of Schools
• Conduct one-day workshops for Action Teams for
Partnerships (ATP)
• Make monthly site visits to schools or equivalent
contacts
• Hold periodic cluster meetings for ATP Chairs
• Schedule annual meetings with principals
• Convene end-of-year (or mid-year) celebrations for ATPs
to discuss challenges, share best practices, write next
plans
• Help ATPs evaluate programs and progress
• Facilitate schools in OTHER ways to improve their
partnership programs
49
Research and Field Work
with District Facilitators Show:
• A district facilitator (or director for partnerships) must write
an annual Leadership Action Plan for Partnerships,
including district-level actions and facilitation of schools.
• The district must allocate a budget for this work.
• District Facilitators must EVALUATE district-level and
school-based PROGRESS on partnerships in order to
improve from year to year.
• Facilitation MAY BE shared with colleagues at the district
office.
• Leadership WILL BE shared with the Chairs or Co-Chairs
and principals of schools’ ATPs.
50
Administrative Support
District Leaders for Partnership do more and
better with support from:
•
•
•
•
•
•
Superintendent
Other Administrators
School Board
District Policy
Building Principals
Others in Your District?
51
Collegial Support
District Leaders for Partnership do more and
better with INTERDEPARTMENTAL support
from:
• Title I
• ESOL/Bilingual
• Special Education
• Curriculum & Instruction
• Research/Evaluation
• Business Roundtable
• Others in YOUR district?
52
MAJOR SOURCES OF FUNDS
for Partnership Programs
•
•
•
•
•
•
•
Title 1 and other federal programs
Curriculum and Instruction
Bilingual Education
Safe and Drug Free Schools
General Funds
Special Education
State Compensatory Education or other state
programs and grants
• Superintendents’ discretionary funds
• Foundation grants
53
Path to An Excellent District Partnership Program
Administrative
Support
What specific
supports do you
already have in
YOUR district?
Financial
Support
An
Excellent
District
Program
Collegial
Support
54
SCHOOL DISTRICT, IL.
Program Goal for 08-09
In 08-09, the District Facilitator for Partnerships
will work with 3 Partnership Schools.
 Each ATP will include 6-12 members -2-3 parents, 2-3 teachers, and an administrator.
Optional community members and other school staff.
(High School ATPs will include 1-2 students.)
 Each school’s One-Year Action Plan for Partnerships
will include at least 4 goals, with at least 2-4 family
and community involvement activities for each goal.
All six types of involvement will be included among
the activities scheduled throughout the school year.
 Each ATP will implement planned activities, evaluate
the work, and continue their program with training and
encouragement from the district facilitator.
55
What is YOUR program goal
Tailor YOUR goal for YOUR work in YOUR district.
GUESS-TIMATE:
______% my (and colleagues) FTE time on partnerships
______ # days per week on district leadership
______ # days per week facilitating schools
In 08-09, I (and my colleagues) will work with
______ # Partnership Schools
This includes helping (approximately) . . .
_______ # schools to form ATPs and get started
_______ # schools to improve their programs
(already have ATPs)
56
DISTRICT
LEADERSHIP and FACILITATION
STRATEGIES
for School, Family, and
Community Partnerships
LEAD & SUCCEED
57
LEAD & SUCCEED
AWARENESS
DOCUMENT PROGRESS
& EVALUATE OUTCOME
CELEBRATE MILESTONES
ALIGN PROGRAM
& POLICY
GUIDE LEARNING &
PROGRAM DEVELOPMENT
SHARE KNOWLEDGE
58
Leadership & Facilitation Strategies
•
Create awareness
•
Align program & policy
Actively promote the district’s partnership program to key
stakeholders.
Integrate partnership plans and practices with district policies and
procedures. Help schools link partnership plans to school goals.
•
Guide learning & program development
•
Share knowledge
Conduct One-Day Team Training Workshops for schools’ ATPs
and on-going professional development activities for district
and school colleagues. Conduct district-level leadership activities.
Communicate on a regular schedule to increase knowledge about
effective partnership programs, collect best practices, and network
with others locally and statewide.
•
Celebrate Milestones
Recognize progress and excellence.
•
Document progress & evaluate outcomes
Evaluate teamwork, family and community involvement activities,
and the quality of district and school programs.
59
LEADERSHIP AND FACILITATION STRATEGY
Create Awareness
Actively promote the district’s partnership program to key
stakeholders.
Create a Newsletter on Partnerships
60
LEADERSHIP AND FACILITATION STRATEGY
Align Program and Policy
Integrate partnership plans and practices with district policies and
procedures. Help schools link partnership plans to School goals.
Begin with a Partnership Pilot Program
61
LEADERSHIP AND FACILITATION STRATEGY
Guide Learning and Program
Development
Conduct One-Day Team Training Workshops for schools’ ATP and
on-going professional development. Conduct district-level
leadership activities.
Provide two three-hour Action Team for
Partnerships workshops
62
LEADERSHIP AND FACILITATION STRATEGY
Share Knowledge
Communicate on a regular schedule, collect best practices, network with
others locally and statewide
Weekly FAX to Chairs of All Action Team for
Partnerships
63
LEADERSHIP AND FACILITATION STRATEGY
Celebrate Milestones
Recognize progress and excellence
ATP End-of-Year Celebration
64
LEADERSHIP AND FACILITATION STRATEGY
Document Progress and Evaluate Outcomes
Evaluate teamwork, family and community involvement activities, quality of
district and school programs
Document: Provide progress data for
stakeholders
Evaluate: Use survey to collect End-of-Year
Evaluations
FOR ALL SIX STRATEGIES, SEE: NNPS website, www.partnershipschools.org. Click on
Success Stories for the annual collections of Promising Partnership Practices and
summaries of the work of Partnership District Award winners.
65
More Examples: Leadership & Facilitation Strategies and Activities
Strategies for
Developing Your
Partnership
Program
Create Awareness
District-Level
Leadership
Actions your office takes to
assist all schools
• Press releases and district
newsletter
Direct Assistance
to Schools
To help each school’s ATP
strengthen its
partnership program
Speak at schools’ open-house
nights
• Orientation for new
Superintendent
• SFCP Workshop for principals
Align Program
and Policy
Guide Program
Development
• Superintendant mandates
Help school adapt district policy
for own policy
• One-Year Action Plans linked to
School Improvement Plan
• Cluster meetings
One-Day Workshop for school
ATPs
• Mini-grants for SFCP
Advanced topics
• Homework project with
curriculum leaders
“Refreshers” for new team
members
66
More Examples: Leadership & Facilitation Strategies and Activities
Strategies for
Developing Your
Partnership
Program
District-level
Leadership
Actions your office takes to
assist all schools
• Computerized “Knowledge
Share Knowledge
Bank” of sfcp practices
Direct Assistance
to Schools
Actions to assist
each school’s ATP strengthen its
partnership program
Weekly or monthly email or fax to
ATPs from district facilitator
Website on sfcp
• Monthly newsltr for families
Celebrate
Milestones
Document
Progress and
Evaluate
Outcomes
• Promising practices book for
district
Photos, end-of-year celebration,
displays by each school
•Notebook of ALL school
plans
Notebook for schools’ work and
plans
•District UPDATE survey
Schools’ UPDATE surveys
End-of-Year Evaluat’n
67
15 Minute Break
68 2
Exploring
District Leadership Plans
69
Explore District Leadership
Your District
Who will be the District Facilitator for Partnerships?
How much time will be given for this work (percentage or FTE)?
How many schools will develop ATP’s?
What are the demographics of those schools?
–
–
–
–
ELL
ED
IEP
Ethnicity
What Lead & Succeed activities will you first implement?
70
DRAFT of YOUR 08-09
DISTRICT LEADERSHIP ACTION
PLAN FOR PARTNERSHIPS
Page 1: Conduct District Leadership Activities
Page 2: Facilitating Your Schools ATP
Who are YOUR target audiences for leadership
and facilitative strategies?
Which activities will be most effective in YOUR
district for each strategy?
What challenge(s) might you need to solve to
conduct each strategy?
Who can assist you with the activities for each
strategy?
71
Page 1
DISTRICT LEADERSHIP PLAN
FOR SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS
DISTRICT:
LEADER for PARTNERSHIPS/NNPS “KEY CONTACT”
SCHOOL YEAR:
|
GOAL for District-level Activities:
BUDGET FOR THIS GOAL
CONDUCT DISTRICT-LEVEL LEADERSHIP ACTIVITIES
on school, family, and community partnerships
LEADERSHIP & FACILITATION STRATEGIES: CHECK THE OBJECTIVES THAT ARE ADDRESSED BY THE PLANNED ACTIVITIES
□ Create Awareness
□ Align Program and Policy
□ Guide Learning and Program Development
□ Share Knowledge
□ Celebrate Milestones
□ Document Progress and Evaluate Outcomes
ACTIVITIES
and
STRATEGIES
EXPECTED
RESULTS
EVALUATION
TIME PERSON(S)
COSTS
TOOLS
LINE/ RESPON- SOURCES
SIBLE
DATES
OF FUNDS,
AND
RESOURCES
72
Page 2
DISTRICT LEADERSHIP PLAN
FOR SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS
LEADER for PARTNERSHIPS/NNPS “KEY CONTACT”
DISTRICT:
SCHOOL YEAR:
|
GOAL for District-level Activities:
BUDGET FOR THIS GOAL
FACILITATE SCHOOLS’ ATPs on school, family, and
community partnerships
LEADERSHIP & FACILITATION STRATEGIES: CHECK THE OBJECTIVES THAT ARE ADDRESSED BY THE PLANNED ACTIVITIES
□ Create Awareness
□ Align Program and Policy
□ Guide Learning and Program Development
□ Share Knowledge
□ Celebrate Milestones
□ Document Progress and Evaluate Outcomes
ACTIVITIES
and
STRATEGIES
EXPECTED
RESULTS
EVALUATION
TIME PERSON(S) COSTS
TOOLS
LINE/ RESPON- SOURCES
SIBLE
DATES
OF FUNDS,
AND
RESOURCES
The planned activities help this district fulfill:
□ DISTRICT Policies
□ NCLB Section 1118
□ NNPS Expectations for Award Winners
□ STATE Policies
□ Other Title I Requirements
□ Other (list) _________________________________
National Network of Partnership Schools, Johns Hopkins University, 2006
73
District Leadership Institute
DISTRICT FACILITATORS: Are you able to. . .
 Explain the Six Types Framework and
Implementation?
 Describe the roles and responsibilities of district
facilitators?
 Select strategies for effective leadership and
facilitation on partnerships for your district?
 Draft a district leadership plan for 08-09?
 Conduct a One-Day Team-Training Workshop for
your schools’ Action Teams for Partnerships?
 Guide schools to write an effective One-Year
Action Plan for Partnerships?
74
Q&A
What are YOUR QUESTIONS about
YOUR work on partnerships including:
DISTRICT-LEVEL LEADERSHIP
on partnerships?
FACILITATING your schools’ ATPs in
developing their
school-based partnership programs?
75
Follow-up OPTIONS:
How can PEP help you
“Lead and Succeed” in 08-09?
• Send PEP a copy of your FINAL Leadership
Action Plan for Partnerships for 08-09.
• Keep in contact with PEP.
•
• Join National Network of Partnership Schools.
• Other requests and ideas?
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Q&A
Other Questions
All Questions
Final Questions
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YOUR Assignment
Put This Knowledge Into Action!
Please complete the DLI evaluation.
THANK YOU for your leadership on partnerships!
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Merle Siefken, msiefken@sased.org
Toll free: 877-317-2733
Fax: 630-428-4055
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