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Community Schools & Enterprise

International Centre of Excellence for Community Schools

Chris JonesExecutive Director

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This workshop

There will be three sections:• Brief presentations• Introduction to

International Quality Standards for Community Schools

• Activity about partnership

• Presentations• Chris Jones, Executive

Director of ICECS• Jane Quinn, Children’s

Aid Society, USA

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The Community Schools context

Children starting school today will be retiring in 2075. What will the world look like then? New technology Migration - one in every 35 people is an international migrant. Economic restructuring and the global economy Environmental change

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What does this mean for children in the future? – Competitive edge – Transferable life skills– Entrepreneurship– Open to new cultures– Health literacy

Our children in the future

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55 countriesLocal focus points e.g.,citizenship and democracy, raising standards and achievement, gaining community support for educationEastern Europe, central Asia and Russia networkCoalition for Community Schools in USANational network in CanadaSub Saharan Network – Zambia, Namibia, Botswana, South Africa, Zimbabwe

Community Schools: an institutional response

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Engagement of parentsLeadership training and supportOpen to the wider communityPartnershipsVariety of teaching methodsAfter school provision and access to childcarePolicies and procedures for inclusion, safeguarding children

UK schools: common practice and part of inspection

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• Information and advice• Training• Resources• Access to highly skilled

people in many countries – leadership, partnership, social inclusion, school culture, lifelong learning, curriculum development

International Centre of Excellence for Community Schools

Community Schools in the US

• Viewed as a strategy, not a program• A strategy for organizing school and

community resources around student success

• At least 90 cities and districts in the US are currently implementing this strategy as a school improvement approach

• Unlike the UK, schools in the US are governed locally (not nationally)

The “Developmental Triangle" Concept

COMPREHENSIVE SUPPORT SERVICES

Community

Family

Child

Several well-known US models:

Beacons (7 cities) Bridges to Success (United Way) Children’s Aid Society Community

Schools Communities in Schools (national) Elev8 (Atlantic Philanthropies—4 cities) Healthy Start (California) Schools of the 21st Century (Yale U.) University-Assisted (U. of Pennsylvania)

Underlying Research Base

Making the Most ofNon-School Time• Reginald Clark• Milbrey McLaughlin• Deborah Vandell

Whole Child Approach/ Application ofDevelopmentalKnowledge• Jacquelynne Eccles• James Comer

Parents’ Active Role• Epstein (six types)• Henderson and Mapp

Coordinated Services Health-Learning Links• Charles Basch

Consistent AdultGuidance & Support• Werner/Benard

(resilience theory)• Fritz Ianni

Newest Research

New research from Chicago (Bryk et al.) foundfive essential ingredients: Principal: driver of change; inclusive

leadership approach Real family and community

engagement Ability to build professional

capacity Student-centered school climate Coherent curriculum

Key Ingredients

Education is First (Overall Goal = Student Success)

Lead Agency as Partner, Not Tenant Full-Time Presence of Lead Agency Joint Planning (Particularly between

Principal and CS Coordinator) Integration of CS Staff into Governance

and Decision-Making Bodies (e.g., School Leadership Team)

Key Program Components

After-School and Summer Enrichment Parent Involvement Adult Education Medical, Dental, Mental Health and

Social Services Early Childhood Community and Economic Development

CCS Research Report 2013

Recent report from Coalition for CommunitySchools summarizes latest research from across the United States

Key results include improved academic performance, improved attendance, higher graduation rates, improved behavior, positive youth development, greater parental involvement

• Leadership• Partnership• Social inclusion• Services• Volunteering• Lifelong learning• Community development• Parent engagement• School culturePiloted in 18 schools now being used in thousands

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Complete agreement on Standards we regard as common to all good practice

Not an inspection toolCan be used to gather evidence to show

inspectors what the schools doesNot a picture of what is, but a guide to what

might be

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Self assessment school development school

We share decisions with partner agencies including community organizations• From the start we plan initiatives together with partners, parents and pupils• We include the experience of junior teachers, pupils, parents, community organizations when we design new initiatives• We share information with partners so that they can make informed decisionsWe take joint initiatives with partners• We share the responsibility and the risks for any initiatives we take• We share the rewards of successful initiatives• We promote and support the actions which are allocated to our partnersWe pool resources with partners for some initiatives to benefit the community and/or the curriculum• When feasible we put our resources into a joint fund to support a joint initiative• When feasible we offer the expertise of our staff for the implementation of joint initiatives• Where possible we include real life examples from business or the community in the contents of our teaching programsWe have a written agreement setting out how we will work together• We know exactly how we will work with partners on each new initiative• Everyone is clear about who is taking the lead on which actions• We honour the agreementWe promote and support each other’s activities• We include information about our partners in any publications, websites, reports etc as appropriate• We acknowledge the contribution made by partners in publicity, reports etc• We encourage community members to participate in the activities provided by partnersWe participate in local, regional and national networks of Community Schools• Whenever possible we attend networking events so that we can disseminate our work to a wider audience and to acquire new skills and knowledge• We inform other Community Schools about our work by sending them newsletters or other appropriate communications Our facilities are available for community use after school, at weekends and during school holidays• Our facilities are available to all groups and individuals regardless of their class, gender, age (as appropriate), sexual orientation, religion or ethnicity or their ability to pay• We make a special effort to ensure that individuals and groups who cannot afford to pay for the use of our facilities can access them We work with others to solve community issues• The school participates in solving problems that are affecting the community• The community is encouraged to participate in solving problems that are affecting the school• The school is willing to participate in activities initiated by other agencies where this will help solve problems in the community

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Partnership

Presenter Contact Information

• Chris Jones, Executive Director, International Centre of Excellence for Community Schools, chris@cejassociates.co.uk

• Jane Quinn, Director, National Center for Community Schools, The Children’s Aid Society, janeq@childrensaidsociety.org