ISBN-10:
1412959020
ISBN-13:
2901412959024
Pub. Date:
12/30/2008
Publisher:
SAGE Publications
School, Family, and Community Partnerships: Your Handbook for Action / Edition 3

School, Family, and Community Partnerships: Your Handbook for Action / Edition 3

by Joyce L. Epstein

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Product Details

ISBN-13: 2901412959024
Publisher: SAGE Publications
Publication date: 12/30/2008
Edition description: Third Edition
Pages: 376
Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

About the Author

Joyce L. Epstein is director of the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools, principal research scientist in the Center for Research on the Education of Students Placed at Risk (CRESPAR), and professor of sociology at Johns Hopkins University. She has over 100 pub­lications on the organization and effects of school, classroom, family, and peer environments, with many focused on school, family, and community connec­tions. In 1995, she established the National Network of Partnership Schools to demonstrate the important intersections of research, policy, and practice for school improvement. She serves on numerous editorial boards and advisory panels on family involvement and school reform and is a recipient of the Academy for Educational Development’s 1991 Alvin C. Eurich Education Award and the 1997 Working Mother’s Magazine Parent Involvement in Education Award for her work on school, family, and community partnerships. Her most recent book, School, Family, and Community Partnerships: Preparing Educators and Improving Schools (Westview Press, 2001), aims to add the topic of family and community involvement to courses for future teachers and admin­istrators. She earned a Ph D in sociology from Johns Hopkins University.

Mavis G. Sanders is assistant professor of education in the School of Professional Studies in Business and Education, research scientist at the Center for Research on the Education of Students Placed at Risk (CRESPAR), and senior advisor to the National Network of Partnership Schools at Johns Hopkins University. She is the author of many articles on the effects of school, fam­ily, and community support on African American adolescents’ school suc­cess, the impact of partnership programs on the quality of family and community involvement, and international research on partnerships. She is interested in how schools involve families that are traditionally hard to reach, how schools meet challenges for implementing excellent programs and practices, and how schools define “community” and develop mean­ingful school-family-community connections. Her most recent book is Schooling Students Placed at Risk: Research, Policy, and Practice in the Education of Poor and Minority Adolescents (Lawrence Erlbaum, 2000).She earned her Ph D in education from Stanford University.

Steven B. Sheldon is a research scientist with the Center on School, Family, and Community Partnerships and director of research of NNPS at Johns Hopkins University. He is the author of many publications on the implementation and effects of programs for family and community involvement. His work explores how the quality and outreach of school programs of partnerships affect parents’ responses and student outcomes, such as student attendance, math achievement, student behavior, reading, and state achievement test scores. His most recent book guides principals in their leadership and work on school, family, and community partnerships (with Mavis Sanders, Corwin Press, 2009). In his current research, Sheldon is studying the influences of parents’ social networks, beliefs, and school outreach on patterns of parental involvement at school and at home and results for students. He earned his Ph D in educational psychology from Michigan State University.

Beth S. Simon is a social science research analyst at the Centers for Medicare and Medicaid Services, U.S. Department of Health and Human Services. She conducts quantitative and qualitative research to improve the quality of services and communica­tions for health care beneficiaries.Previously, she was an associate research scientist at the Center for Research on the Education of Students Placed at Risk (CRESPAR) at Johns Hopkins University, where her research focused on family and community involvement in high schools and the effects of partnerships on high school student success. She also served as dissemination director of the National Network of Partnership Schools and as developer of the Network's Web site. She earned her Ph D in sociology from Johns Hopkins University.

Karen Clark Salinas is a senior research assistant at the Center on School, Family, and Community Partnerships at Johns Hopkins University. As communications director of the National Network of Partnership Schools, she is editor of Type 2, the Network’s newsletter, and coeditor of the annual collection Promising Partnership Practices. She also coordinates work­shops and provides technical assistance to members by phone, email, and Web site. She is coauthor of the inventory Starting Points that helps schools identify their present practices of partnership; the Measure of School, Family, and Community Partnerships; and materials for the Teachers Involve Parents in Schoolwork (TIPS) process. She is also coproducer of the video National Network of Partnership Schools: Working Together for Student Success. She earned her MSW in social work from the University of North Carolina, Chapel Hill.

Natalie Rodriguez Jansorn is a state and district facilitator of the National Network of Partnership Schools at Johns Hopkins University. In this capacity, she assists state, district, and organization leaders in establishing school, family, and community partnership programs to support students’ school success. She is an experienced speaker at conferences on partner­ships. Previously, she served as the Network’s middle and high school facilitator and devoted particular attention to urban schools. She has developed workshops, tools, and publications to help middle and high schools implement effective partnership activities that are linked to school improvement goals. She is coeditor of the annual collection, Promising Partnership Practices. She earned her MA in education from University of Maryland Baltimore County.

Frances L. Van Voorhisis an associate research scientist at the Center on School, Family, and Community Partnerships and TIPS Coordinator of the National Network of Partnership Schools at Johns Hopkins University. She is the author of research articles on the Teachers Involve Parents in Schoolwork (TIPS) interactive homework process, including a study of the effects of TIPS science in the middle grades on family involvement and students’ science skills. In addition, she conducts research on the progress in partnership program development of states, districts, and schools in the National Network. She designs materials to help members conduct work­shops on TIPS Interactive Homework and on the National Network of Partnership Schools. She also develops and coordinates the Network’s annual collection of new TIPS activities. She earned her Ph D in developmental psychology from the University of Florida.

Cecelia Martin is associate director of the Maryland Parental Information Resource Center (PIRC). She takes leadership in providing technical assistance to school systems and schools to strengthen local programs and practices of family and community involvement. In her prior work with NNPS at Johns Hopkins University, Martin was senior program facilitator for the Military Child Initiative that assisted districts and schools to work more effectively with families in the military. She also conducted workshops and developed materials for state, district, and school leaders to build partnership programs for student success. She was coeditor of the NNPS Promising Partnership Practices 2007. Previously, Martin served in the U.S. Army Reserve and National Guard, was a high school teacher in the Baltimore City Public School System, has a background in special education, and was an assistant professor of English at Baltimore City Community College. She earned her MEd from Towson University and is pursuing a doctorate in educational administration at Howard University.

Brenda G. Thomas is Maryland director of partnership program development and senior program Facilitator at NNPS. She is supported by a collaborative grant of NNPS with the Maryland Parental Information Resource Center (PIRC). Thomas assists district leaders across the state of Maryland to help their schools organize, implement, and improve programs of school, family, and community partnerships. She also provides professional development workshops for other school, district, state, and PIRC leaders in NNPS. She is a coeditor of Promising Partnership Practices, the NNPS annual collection of members’ best practices. Thomas has many years of experience as a teacher, Action Team for Partnerships leader, district-level facilitator for partnerships, and coordinator of parental involvement in the Baltimore City Public School System. She earned her MS in administration supervision from Morgan State University.

Marsha D. Greenfeld is senior program facilitator with NNPS at Johns Hopkins University. She provides professional development to help leaders in districts, states, organizations, and school teams implement and sustain goal-linked programs of family and community involvement. She develops and conducts workshops and provides technical assistance on all aspects of partnership program development. She is coauthor of the book, Family Reading Night (2008, Eye on Education), and a coeditor of annual collections of Promising Partnership Practices. Greenfeld previously was a teacher and district-level facilitator for partnerships in the Baltimore City Public School System. She also worked in the Technical Assistance Branch of the Office of Federal Grants Programs in Washington DC Public Schools and as a partnership coordinator in the national office of Communities in Schools.

Darcy J. Hutchins is a senior program facilitator with NNPS at Johns Hopkins University. She provides professional development to enable district, state, and organization leaders and school teams to establish and maintain comprehensive partnership programs that positively impact student success. Hutchins taught in the Baltimore City Public School System, where she developed and implemented family literacy workshops. She also has experience working with young children with special needs. She is co-author of the book Family Reading Night (2008, Eye on Education), which guides educators to conduct effective literacy events. She also is a coeditor of annual collections of Promising Partnership Practices. She earned her MS in education from Johns Hopkins University and is completing her Ph D in education policy at the University of Maryland-College Park.

Kenyatta J. Williams is a data integration/statistical analyst for Prince George's County Public Schools. He works with staff to create data sets by inputting, downloading, organizing, and analyzing data from the Student Information Management System for evaluation and reporting purposes. In his prior work with NNPS at Johns Hopkins University, Williams collected and coordinated data from all schools, districts, states, and organizations and worked with the research staff on many studies. He is coauthor of annual summaries of UPDATE data for schools and districts in NNPS and several research conference presentations. Williams also coordinated NNPS conferences and institutes and provided technical assistance to NNPS members across the country. He earned his MS in information and telecommunication systems for business from Johns Hopkins University.

Table of Contents

Acknowledgmentsviii
About the Authorsix
Introduction1
1.A Comprehensive Framework5
1.1.School, Family, and Community Partnerships: Caring for the Children We Share7
1.2.Community Involvement in School Improvement: The Little Extra That Makes a Big Difference30
2.Using the Framework in Practice: Stories From the Field41
School Stories: Examples of the Six Types of Involvement41
Type 1Parenting44
Type 2Communicating47
Type 3Volunteering51
Type 4Learning at Home55
Type 5Decision Making59
Type 6Collaborating With the Community63
District Leadership Activities State Leadership Activities75
3.Taking an Action Team Approach81
Organizing an Effective Action Team for Partnerships: Questions and Answers84
What Tools Help an Action Team for Partnerships Conduct Its Activities98
Ten Steps to Success in School, Family, and Community Partnerships104
Checklist: Are You Ready?105
Who Are the Members of the Action Team for Partnerships?106
ATP Committee Structure and Leaders107
First ATP Meeting of the School Year108
Communication Ground Rules109
What Do Successful Action Teams for Partnerships Do?110
Annual Review of Team Processes111
The ABCs of Action Team Leadership112
Action Team Discussion on Meeting Key Challenges to Excellent Partnerships119
Sample Pledges, Compacts, or Contracts122
4.Conducting Workshops127
Team-Training Workshop129
End-of-Year Celebration Workshop146
Workshop Evaluations155
5.Selecting Materials for Presentations and Workshops157
Transparencies and Handouts158
What Do We Know From U.S. and International Studies of Partnerships?161
What Does Research Say About the Development of Programs?162
Theoretical Model of Overlapping Spheres of Influence163
Keys to Successful Partnerships165
Six Types of Involvement166
Sample Practices172
Challenges and Redefinitions178
Expected Results184
Partnerships for Results in Elementary Schools190
Summary Charts for Six Types of Involvement: Practices, Challenges, Redefinitions, and Results194
Structures of Action Teams for Partnerships200
Members of the Action Team for Partnerships202
Levels of Commitment to Partnerships203
Understanding Levels of Commitment204
Small Group Activities for Workshops205
Workshop Warm-Up: Are Two Heads Better Than One?206
Starting Points: An Inventory of Present Practices208
Jumping Hurdles212
School Goals and Results of Partnerships213
Get Ready for Action214
How to Organize Your Action Team for Partnerships215
6.Strengthening Partnership Programs in Middle and High Schools217
Improving School, Family, and Community Partnerships in Middle and High Schools220
Predictors and Effects of Family Involvement in High School235
A Goal-Oriented Approach to Partnership Programs in Middle and High Schools246
Partnerships for Results in Middle and High Schools252
Why Partnerships Are Important in Middle and High Schools258
Special Considerations for Middle and High Schools259
Transitions: Involving Families When Students Move to New Schools260
7.Developing State and District Leadership for Partnerships263
State and District Leadership for School, Family, and Community Partnerships267
State Leadership Roles276
State Leadership Actions277
State Leadership Checklist278
Sample: State Leadership Plan for Partnerships279
Template: States, Districts, and Organizations One-Year Leadership Plan for Partnerships280
District Leadership Roles281
District Leadership Actions282
District Leadership Checklist283
Sample: District Leadership Plan for Partnerships284
What Do Facilitators Do?285
Facilitators' Tasks at the Start of the School Year286
Summary of School Visits287
Standards for Excellent Partnership Programs288
8.Implementing Teachers Involve Parents in Schoolwork (TIPS)289
How to Implement Teachers Involve Parents in Schoolwork (TIPS) Processes291
Interactive Homework292
Sample TIPS Interactive Homework Activities304
Volunteers in Social Studies and Art313
Sample TIPS Social Studies and Art Presentation315
How Do You Get Started With TIPS Interactive Homework or TIPS Volunteers320
9.Planning and Evaluating Your Partnership Program325
Measure of School, Family, and Community Partnerships330
Three-Year Outlines--Form T (Types) and Form G (Goals)336
One-Year Action Plans--Form T (Types) and Form G (Goals)343
End-of-Year Evaluations--Form T (Types) and Form G (Goals)353
10.Networking for Best Results on Partnerships365
National Network of Partnership Schools367
Network website, www.partnershipschools.org369
Index370
Ordering Information (Corwin order form for Handbook)380

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