By Joy G. Dryfoos, Jane Quinn, Carol Barkin
A group college differs from different public colleges in vital methods: it's often open more often than not, ruled through a partnership among the college process and a neighborhood enterprise, and gives a extensive array of healthiness and social providers. It usually has a longer day earlier than and after tuition, good points guardian involvement courses, and works for group enrichment. How should still any such tuition be established? How can its luck be measured? group faculties in motion: classes from a Decade of perform offers the kid's reduction Society's (CAS) method of developing group colleges for the twenty first century. CAS started this paintings greater than a decade in the past and this day operates 13 such colleges in 3 low-income components of latest York urban. via a technical counsel heart operated via CAS, 1000's of different colleges around the state and the realm are adapting this version. according to their very own studies operating with neighborhood colleges, the members to the quantity provide helpful information regarding the chosen application parts. They describe how and why CAS began its neighborhood tuition initiative and clarify how CAS group faculties are prepared, built-in with the varsity approach, sustained, and evaluated. The publication additionally contains a number of contributions from specialists open air of CAS: a urban superintendent, an architect, and the director of the Coalition for neighborhood faculties. Co-editors pleasure Dryfoos, an expert on group colleges, and Jane Quinn, CAS's Assistant government Director of group colleges, have teamed up with freelance author Carol Barkin to supply statement linking some of the parts jointly. For these drawn to reworking their faculties into potent baby- and family-centered associations, this e-book offers an in depth street map. For these involved in academic and social coverage, the publication bargains a distinct instance of research-based motion that has major implications for our society.
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Extra info for Community Schools in Action: Lessons from a Decade of Practice
We felt that this buy-in was essential to ensuring that the community school model would be viewed not as an initiative that was imposed upon the community but rather as one that took into account all partners. We set about establishing support and cooperation for the initiative by first approaching top school officials, school board members, leaders from community-based organizations, and parents. We conducted focus groups, attended school board and parent meetings, and made existing CAS services such as our medical van and summer camps available to neighborhood residents.
Marie O. Weil, “Community Building: Building Community Practice,” Social Work: Journal of the National Association of Social Workers 41, no. 5 (1996): 481–99. 3. The Beacon Schools are public schools that partner with community-based organizations, with financial support from the New York City Department of Youth and Community Development. The community agencies can be awarded funds to operate after-school and other youth and community development programs in school-based sites. 4. Carnegie Council on Adolescent Development, Turning Points: Preparing American Youth for the Twenty-First Century (New York: Carnegie Council on Adolescent Development, June 1989).
We all soon realized that we were defining what it meant to be a community school as we went along. Another issue I faced was my relationship with the principal. How was I supposed to interact with him? Was he my boss? Did he have a final say on matters? Who was in charge? And what would happen when we disagreed? Still another challenge was posed by the multiple constituents in the school, from the custodian to the school safety officers, from kitchen personnel to the teachers, students, and their parents.