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
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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
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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
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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
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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
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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
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Counseling (financial aid, career, etc.)
Academic enrichment
Parental involvement
Personal and social enrichment
Mentoring
scholarships
Schools and Families
 Students/schools with engaged parents
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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
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We believe that culturally responsive schooling is conducive to student success.
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We believe that early outreach and college awareness enhances college
participation.
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We believe in equal access and opportunity to post-secondary education for all
students.
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We believe that all students deserve a high quality and well-balanced education.
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We believe that parents and families are key partners in the educational
process.
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We believe that mentoring and academic support are necessary for student
success.
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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
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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.