3. The Schools Foundation 2010 Community Engagement Huntsville-Madison County What does this community expect from our schools? We’ve never asked.
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5. The Schools Foundation 2010 Why Is This Important? The health of our local economy and quality of life in our community is directly dependent on the quality of our public schools. Our students must graduate prepared to compete in today’s global economy and to meet local workforce needs.
6. The Schools Foundation 2010 How Do We Know That Community Engagement Works? COMMUNITY NEED PROCESS OUTCOME Chattanooga, TN Only 18% of 3 rd graders reading at grade level Teachers had to reapply for their jobs; teacher & administrator retraining; began afterschool literacy program; bonuses for high performing teachers; volunteers partnered w/ parents By 2006 74% of students test proficient or advanced Long Beach, CA Has the country’s 3 rd highest youth poverty rate Built community ; involved parents. 200 parents & citizens involved in the program; trains parents in literacy skills, fosters community project Cleveland Heights, OH Gap in graduation rate; largest high school on state’s academic watch list Created a community transformation initiative to develop small communities within the schools; Graduate rate increased; school moved to state’s “effective Schools” list
12. The Schools Foundation 2010 Community Engagement Huntsville-Madison County Our communities are changing and the clock is ticking…..
13. The Schools Foundation 2010 Community Engagement Huntsville-Madison County We know that great schools are possible when a community is unified in support of high education standards.
14. What does this mean? When we really focus on something, we make progress! The Schools Foundation 2010
15. The Schools Foundation 2010 Community Engagement Huntsville-Madison County A community partnership in support of public education
16. The Schools Foundation 2010 Community Engagement Huntsville-Madison County A community partnership in support of public education www.theschoolsfoundation.org Scott McLain President, The Schools Foundation [email_address] 256-533-3414 Debbie Beaupre Executive Director, The Schools Foundation [email_address] 256-503-3213
Notas del editor
Other communities have undertaken this work with great success. Community engagement is often the recommended course of action to seek solutions to critical education issues. What kind of community do we have? What kind of community do we want to live and work in? What kind of schools do we have? What kind of schools do we want? What will it take to have the community and the schools that we want? What will it take to have that for our families ? What are will willing to do to get that? What is my role in this effort? What is the role of local businesses? The community as a whole? Of elected officials? Of educators? How can we work together to accomplish our goals?
Co-chairs: Qualities of leadership: well respected in the community, committed to the community engagement initiative, believe that education is the #1 issue in our community; willing to lead the initiative through to conclusion; able to participate in leadership training *Scott McLain, McLain Commercial Real Estate *Stephanie Malone, Girls, Inc. LEADERSHIP TEAM- 18-24 members ; a guiding coalition to lead the work Identifies & recruits larger memberships; identify funding for work; meets regularly every other week during initiative for 1.5 hours@; 30 minutes to recap and plan the work, 1 hr for learning; members commit through the end of the initiative; attend some of the community conversations; attend some board mtgs of TSF; participates in leadership development training; sets the vision, inspires, motivates; commit to learning; composed of a diversified group of individuals representative of the community; COMMUNITY ACTION TEAM -30-50 people interested in community forums focusing on education, interested in serving on the Leadership Team but unable to do so; a growing membership throughout the initiative; serves as a sounding board for the Leadership Team; meets quarterly KEY LEADERS TEAM- FACILITATORS: Conduct neighborhood conversations after training; agree to participate in leadership training- approximately 4 half days; commit to leading at least 4-6 conversations over the life of the initiative, about 1 hour each; representative of the diverse community and of the entire geographical area; can be members of the leadership team and/or Education Commission; willing to learn, and able to lead a group conversation, keep group on topic and managing the focus to achieve the desired goal; able to utilize strategies that encourage sharing in a risk-free environment, ensure that all voices are heard, ensure that comments are recorded appropriately; able to accept comments without criticism; able to schedule commitments and follow through
Facing dramatic growth as a result of BRAC. Local companies can’t fill many entry level jobs. The readiness of our future workforce is a concern. There is a growing demand in our community for graduates with higher level math and science knowledge and problem solving skills. Employers predict an increase in career opportunities in bio-tech, engineering, and technical areas. Meanwhile…..challenges continue to grow: Increase in non-English speaking residents Increase in number of students qualifying for free and reduced meals Increase in demand for social services rises as economic needs increase- housing, medical care, unemployment benefits Why should we expect the schools to do it alone?
We know that great schools are possible when a community is unified in support of high education standards. What happens if we do nothing?
