Developing Effective University
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Transcript Developing Effective University
Developing Effective
University-K12 Partnerships
Bernard Oliver, Director/Professor
Diane Archer-Banks, Program Coordinator
Diana Melendez, Program Coordinator
Sophie Maxis, Graduate Assistant
Jackie Basallo, Graduate Assistant
A paper prepared for the annual K-12 Conference and Innovation Fair, Orlando, FL
October 2007
Principles of Partnership
Agreed upon mission, goals, value and measurable outcome
Relationship of mutual trust, respect, genuineness, and
commitment
It builds upon identified strength and assets, but also addresses
areas that need improvement
Partnership balances power among partners and enables
resources among partners to be shared
Clear, open and accessible communication between the
partners; a common language, listening skills, etc.
Roles, norms and processes for the partnership are established
with input from all partners
Goal of continuous improvement and feedback
Shared credit
They take time to develop (evolutionary)
(CCPH,2000)
Five Essential Elements
of Partnership
Top level commitment
Defined goals and objectives
Two-way communication
Attitudes
Reassessment and evaluation
(Pounder, 1998)
Dilemmas/Challenges
of Collaboration
Need for change toward more
collaborative schools vs persistence of
schools
Resource gains vs costs of collaborative
Professional interdependence vs
professional autonomy
Shared influence vs shared
accountability
Balance of influence vs over control
(Pounder, 1998)
Successful Academic Development
High standards for programs staff and students
Personalized attention
Adult role models
Peer support
K-12 program integration
Strategically timed interventions
Long term investment of students
School-society budge for students
Scholarship support
Evolution that contributes to the interventions
(Gullatt & Jan, 2004)
Research on Early Interventions
(Outreach)
Effective Practices
Key person to monitor the student over time
High quality instruction
Long term investment vs short term investment
Paying attention to student’s cultural background
Peer group for emotional/social support
Financial support/incentives
Limitations
Program attrition
Small number of students
Participant selection
Male participation
Programs are ? Systematic
Limited impact on academic achievement
Long term effects
Program costs
(NPEL, 2001)
Practices That Address College Going
High expectations
Rigorous curriculum
Early identification and support mechanisms
Close relationships between students, parents, teacher
Individual attention and strong sound support
Personalized learning
Access to college information (early)
Exposure to college expectations and experiences
Improved guidance
Increased academic support
High standards
Mentoring
Transition programs
Financial assistance
Parental involvement
Small learning communities
(AYPF, 2001)
Problems of College Access
Lesser financial barriers
Better academic preparation (especially urban)
Encourage focus on college prep
Increase information re: finances, admissions, college
life, etc.
Engage families early
More equitable admissions policies
College information
College advising
Intervention programs
(ACE, 2003)
Impediments to Opportunity
to Learn
Inequalities of family social and cultural capitol
Inequality of resources in communities
Lack of peer support for academic achievement
Racism
Inequalities in K-12 schools/including teacher quality
Segregation of students
Poor academic/personal counseling
Low expectations
High drop out rate
Limited financial support
(NPEC, 2006)
Major Program Characteristics of
Outreach/Academic Support Programs
Counseling (financial aid, career, etc.)
Academic enrichment
Parental involvement
Personal and social enrichment
Mentoring
scholarships
Schools and Families
Students/schools with engaged parents
earn higher grades/test scores
enroll in higher level programs
more likely to be promoted
have more regular school attendance
have better social skills, adaptive behavior, etc.
attend post secondary schools
stronger teacher-parent relationships
improves overall quality of schools
(Henderson, Mapp 2002)
Mission
The mission of the University of Florida Alliance is to enhance
college access for historically underrepresented urban youth by:
t Providing college outreach and awareness
t Engaging parents in the educational process
t Offering professional leadership development to
educators
t Mentoring and fostering student leadership
t Granting scholarship support
in partnership and collaboration with schools and community
agencies.
Core Values
We believe that culturally responsive schooling is conducive to student success.
We believe that early outreach and college awareness enhances college
participation.
We believe in equal access and opportunity to post-secondary education for all
students.
We believe that all students deserve a high quality and well-balanced education.
We believe that parents and families are key partners in the educational
process.
We believe that mentoring and academic support are necessary for student
success.
We believe that all students have the individual talents and abilities to succeed.
Programs
Academic Awareness/Outreach
Ninth grade visits
Explorations in teaching
Parental involvement
Middle school initiative
Student Support
On campus mentoring,
academic & social support
Ninth Grade Transition Support
Partners
Professional Development
Summer Leadership Institute
Novice Teacher
School Assistance
Orange County
Miami-Dade County
Duval County
New Orleans & Atlanta Affiliates
Rubin, H. (2002). Collaborative leadership: Developing effective partnerships in communities and
schools. Thousand Oaks, CA: Corwin Press.
(Summer 2000). Partnership perspectives: Community-Campus Partnerships for Health. 1, 11, entire
volume.
Patriakakou, E., Weissberg, R. P., Redding, S. and Walberg, H. (ed.) (2005). School-family
partnerships for children’s success. New York: Teacher College Press.
De, Carvalho, M. E. (2001). Rethinking Family-school relations: A critique of parental involvement in
schooling. Mahwah, NJ: Lawrence Earlbaum Associates.
Swap, S. M. (1993). Developing home-school partnerships. New York, NY: Teachers College Press.
Greenberg, A. R. (1991) . High school-college partnerships: Conceptual models, programs and issues.
ASHE-ERU Higher Education Department No. 5. Washington, DC: George Washington
University.
Osguthorpe, R. T. Harris, R. C., Harris, F. M., Black, S. (eds.) (1995). Partner schools: Centers for
educational renewal. San Francisco: Jossey Boss
Pounder, D. G. (1998). Restructuring schools for collaboration: Promises and pitfalls. New York: State
University of New York Press.
Henderson, A. T., and Mapp, K. L. (2002). A new wave of evidence: The impact of school, family and
community connections on student achievement. Austin, TX: National Center for Family and
Community Connections with Schools.
Epstein, J. L. (et al.) ( 2002). School family and community partnerships: Your handbook for action.
Thousand Oaks, CA: Corwin Press.