“The Power of the School – Community – University Partnership” Binghamton City School District Binghamton University Binghamton University Citizen Action – Alliance for Quality Education March 2015 1
Entry Plan – How to Begin a Leadership Position Successfully Dr. Barry Jentz � Hit the ground “learning” not “running” � Begin developing relationships by making connections/relating � Data Collection � Data Collection � Systematic Inquiry � “Golden Hour” for taking action � Avoid the “jump reflex”… � Precludes personal and organizational learning which are the prerequisites of successful performance improvement 2
An Entry Plan Approach “…a systematic, strategic method for beginning a leadership position in a way that positions new leaders to improve their own performance and the performance of their new organizations Dr. Barry Jentz, The Entry Plan Approach, 2008 ∗ Step 1 : Design Entry Plan ∗ Step 2 : Generate Data Systematically Step 2 : Generate Data Systematically ∗ Step 3 : Make Sense of the Data ∗ Step 4 : Form an Action Plan 3
Step 1 - Design Entry Plan � Discuss � Draft � Test � Test � Revise � Publish � Confirm Dr. Barry Jentz, the Entry Plan Approach, 2008 4
Step 2 - Generate Data Systematically � Develop interview questions � Create a list of interviewees and questions � Create a list of interviewees and questions � Share questions � Conduct interviews on-site, if possibl e Dr. Barry Jentz, the Entry Plan Approach, 2008 5
Step 3 - Make Sense of the Data � Analyze data, examine for patterns � Look for beliefs, assumptions, values embedded in the � Look for beliefs, assumptions, values embedded in the culture � Examine information that could be used to improve the system Dr. Barry Jentz, the Entry Plan Approach, 2008 6
Step 4 - Form an Action Plan � Test perceptions/assumptions with a group � Revise action plan, as necessary � Revise action plan, as necessary � Share plan with constituents and public, at large � Implement action plan, revise accordingly Dr. Barry Jentz, the Entry Plan Approach, 2008 7
Unanticipated Outcome - Coalition of Support ∗ January to June 2013 ∗ 100+ Community members interviewed ∗ Volunteers to support the work Volunteers to support the work ∗ Creation of the “Community Partners” ∗ Ongoing communication via “Parent Coffee Hours” ∗ Building a foundation of support 8
Binghamton University’s Center for Family, School, and Community Partnerships ∗ We’re all educators, and each group benefits when we work together ∗ Adds capacity for schools through university student, faculty, and staff contributions faculty, and staff contributions ∗ University students can participate in internships and service learning projects ∗ Faculty can ground research in real-world contexts, and bring innovations in thinking and new testable interventions to schools ∗ Community members create necessary bridges for optimal communication and diverse representation 9
Identified Common Concerns Mental Health as a Public Health Responsibility ∗ In our community, over 40% of children live in poverty ∗ More than 75% are eligible for free / reduced lunch ∗ 20.5% of children from poverty and near poverty have behavioral or emotional problems, compared to 6.4% behavioral or emotional problems, compared to 6.4% of children who are not poor (Howell, 2004) ∗ 75 – 80% of children and youth in need of mental health services do not receive them (Kataoka, Zhang, Wells, 2002) ∗ Untreated mental health concerns inhibit brain development, learning, and social-emotional skills 10 (Shonkoff, 2012)
Culturally Responsive Trauma-informed Approaches for Schools ∗ We understand that many of the children in our schools and communities are impacted by – schools and communities are impacted by – • Specific traumatic events • Ongoing toxic stress • Intergenerational trauma • Repeated daily injuries / microaggressions 11
Understanding stress informs our assumptions ∗ When a person’s behavior is disruptive, or they seem to not care, or they seem to not care, or they behave in a way that is not safe ∗ Wonder: “ What has happened to them?” ∗ Instead of judging: “What’s wrong with them?” 12
Participatory Research for Change ∗ Multiple research projects that are grounded in service to the schools ∗ Faculty collaborate on related projects ∗ Work closely with community partners and school personnel ∗ Seek solutions for local school concerns, and generate innovation that can inform other schools nationally 13
Interdisciplinary Faculty Projects ∗ Social Work, Education, and School Counseling: Culturally responsive and trauma informed strategies for classroom management, strategies for classroom management, pedagogy, and school climate ∗ Social Work, Education, and Nursing: Needs and strengths of custodial grandparents ∗ Human Development and Social Work: Parent leadership training to bring parents into classrooms as volunteers 14
Collaborators vs. Partners Collaborators vs. Partners 15
From Permission to Partnership ∗ Strong relationships and high levels of trust among all parties – these are personal, not institutional ∗ Agreement on common goal: Student Achievement ∗ Agreement on common goal: Student Achievement ∗ Research embedded in service; schools must benefit directly ∗ School/district personnel are essential contributors and collaborators, not subjects of research ∗ Research builds upon existing school culture and norms, even if the goal is change 16
Board of Education Goals ∗ Focus 1: Teaching and Learning – To ensure all students have equal access to rigorous, high quality curriculum that is aligned to the Common Core Standards and delivered through challenging instruction. ∗ Focus 2 : Alternative Education Programs - To ensure students placed in alternative programs make adequate yearly progress (Including BOCES programs, Twilight program, etc.) ∗ Focus 3: Highly Effective Teachers and Leaders – To ensure continuous improvement of administrators and teachers through performance evaluation. ∗ Focus 4: Parent/Community Engagement & Ownership - To create and implement communication methods that ensure families and the community are genuine partners. ∗ Focus 5: School Climate and Safety – To ensure all students experience a safe and positive school climate that welcomes and actively engages all families. ∗ Focus 6: Facility Maintenance - To upgrade and maintain attractive, safe and accessible facilities that promote sustainability. ∗ Focus 7: Fiscal – To align district resources in the attainment of high levels of student achievement and instructional excellence. 17
Process and Assumptions ∗ Transparency and over-communication ∗ Non-negotiables (Goals and Strategies) ∗ Stakeholder involvement and ownership Stakeholder involvement and ownership ∗ Balance district-wide initiatives with autonomy ∗ Monitoring - Use of Data to Identify Success ∗ What, who, when and how ∗ Parent involvement/engagement does not need to be an event 18
Leadership Student- Focused & centered Coordinated Learning Instruction Climate Improvement Improvement in Student Outcomes Close Faculty’s relationships Professional with parents Capabilities and community 19 Source: Bryk, Sebring, Allensroth, Luppescu & Easton (2010 ) Organizing Schools for Improvement: Lessons From Chicago
����������������������� ������� ∗ Our local mission was to develop AQE/CANY Parent Education Committees, which will develop and empower parents and community leaders from empower parents and community leaders from Economically Disadvantaged neighborhoods and Communities of Color. Through leadership, personal and professional development grow legislative champions, who will work to create local community based partnership; working and advocating for the increase of parental participation and involvement in all aspects of local public education � 20
���������������������������� ∗ Everyone who wants to be involved must be given a role. Parents hold primary committee given a role. Parents hold primary committee roles i.e. Chair, Secretary, etc… ∗ Community partners, teachers and advocates are committee supporters and liaisons who offer professional and personal growth, support and/or assistance to Education Committee Members. 21
������������������������������� ��������������������� ��� ∗ AQE/CANY established a partnership with Binghamton University through shared objectives of community empowerment. objectives of community empowerment. ∗ Utilizing the “parent cafe” model, BU and AQE worked together to identify parents interested in getting involved with educational issues. ∗ AQE Parent Education Committee strategized opportunities for outreach. 22
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