Title: Community Schools: An Evidence-Based Strategy for Equitable School Improvement
Headings: Community Schools: An Evidence-Based Strategy for Equitable School Improvement
Community Schools: An Evidence-Based Strategy for Equitable School Improvement
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Content: To ensure a good outcome, pay attention to both the technical and the cultural dimensions of a community school. For example, plan not simply for a longer school day, but also for effective use of time gained. Certified teachers are best positioned to provide additional academic instruction, while community partners can engage students in experiential learning opportunities that connect to the community and foster significant relationships with adults. The work is best accomplished when school and community representatives plan and work together, building a school culture that is collaborative and collegial. Recognize that successful community schools do not all look alike. Develop a plan that operationalizes the four pillars in ways that address local assets and needs, keeping in mind that the context of schools and communities may change over time. Therefore, as events unfold, be prepared to modify the original implementation rather than avoiding programmatic change. As ESSA suggests, use data in an ongoing process of continuous program evaluation and improvement. Provide sufficient planning time to build trusting relationships between the school and an array of service providers as well as parents and staff, being mindful that such collaboration is key to full implementation. Involve the community, parents, and young people as part of the needs assessment, design, planning, and implementation processes.