1Jamie Overstreet, Ed.S.

Over the past ten years school and community partnerships have grown extensively.

The six common affiliations are: Large corporations that their national reputations and

finances to back large-scale empirical studies. Corporations also provide material support to enhance efforts

of educational systematic reform. Business people from mid-level corporate sponsors who lobby

state educational reform on both the state and local through high level visibility participation on various task forces.

Corporate staff taking part in school based educational programs such as tutoring, mentoring, and being guest speakers.

business leaders who serve on local school boards to influence decision making.

Companies who profit from selling services and merchandise to assist in systematic reform.

2Jamie Overstreet, Ed.S.

Sanders (2006) suggests three criteria to ensure successful partnerships. They are:

1. School administrators must be actively involved in the

decision making process to enter a partnership as well as

defining the nature and level of partner involvement.

2. The planning process must have avenues for open communications and the resolution of differences.

3. The process should include procedures for assessment of

effectiveness and growth as a result of the partnership.

3Jamie Overstreet, Ed.S.

Partnerships provide unique opportunities for professional development.

They provide assistance for formal evaluation processes for school-community initiatives.

Universities also lend organizational competence and a high degree of credibility.

4Jamie Overstreet, Ed.S.

These partnerships focus on civic and community contributions to the school environment.

They bring attention to community needs and social and environmental issues.

The goal is to revive traditional classrooms by creating citizens who actively building stronger neighborhoods.

They must have the ability to actively engage students for learning to be productive.

5Jamie Overstreet, Ed.S.

This style partnership was developed to assist in meeting the basic needs of students who struggle educationally.

They provide social services to students and their families.

There must be coordinated and supportive efforts at state levels for these partnerships to be successful locally.

6Jamie Overstreet, Ed.S.

Has several levels of integration:

1. Interagency committees that work to unify

state health and human service program initiatives.

2. Frontline service providers from various organizations providing clients with coordinated services.

3. Services being provided to families at school

sites while allowing voice and a sense of ownership to family members and other

key stakeholders.

7Jamie Overstreet, Ed.S.

Are by definition are self-identified as religious groups or institutions and these vary widely.

These are emerging partnerships that have embraced the collaboration, cooperation, and coordination.

Some focused on reading tutorials programs, problem solving and critical thinking skills.

Some were dedicated to addressing students’ discipline and attendance issues as well as school safety and character enhancement.

8Jamie Overstreet, Ed.S.

Research indicates for faith-based partnerships to be effective the educators and leaders should establish and adhere to the following tenets:

Public schools must be neutral in all of their curricular and extra-curricular activities.

Students’ posses the right to decide whether to participate or not participate in religious activities as long as the rights of others is not infringed upon. 

Students’ choice of program participation is not limited to religious groups.

A student’s decision to participate or the lack thereof in cooperative programs with religious institutions will in no way effect a student’s grades, class ranking, or their participation in any school program. 

There will be no adverse reaction to students’ participation in a cooperative partnership program because of their decision to accept or reject any religious belief.

9Jamie Overstreet, Ed.S.

Lastly, there were three factors cited that decided the effectiveness of a school’s collaboration with various community partnerships.

Shared vision for partnerships to be effective there must be a common vision for all stakeholders. Clearly defined roles and responsibilities where all participants should clearly understand what is expected of them. Open communication and this factor must be present and active from beginning to end. Open communication involves planning and reflection prior to beginning any collaboration.

10Jamie Overstreet, Ed.S.

Some questions that can be helpful are the following:

What is your school’s vision of excellence? What is the goal that this partnership will

help to achieve? What school resources, including time, space,

and personnel, will the partnership require? Is the community partnership project in

compliance with school, district, and state guidelines?

Who in the school will be responsible for overseeing partnership planning, implementation, and evaluation?

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No matter what partnership is formed there are two challenges that must be overcome:

Effective communication between the business, the school, and community prior to and during in the planning process.

Non-collaboration found among most schools, universities, and businesses.

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Sanders, M. G. (2006). Building school-community partnerships: collaboration for student

success. Thousand Oaks: Corwin Press. 

 Other Resources School-Community Partnerships: http://www.ed.gov/admins/lead/safety/training/partnerships/promote_pg6.htm

l  Critical Issues- Constructing School Partnerships with Families and Community

Groups: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/famncomm/pa400.htm  Faith-Based and School Partnerships: http://pdf.researchforaction.org/rfapdf/publication/pdf_file/536/Maluk_H_Faith-

Based_Partnerships_ES.pdf  Connecting Families, Schools and Community Resources: http://www.nassembly.org/fspc/practice/documents/finalCS.pdf 

13Jamie Overstreet, Ed.S.