Collaborating With The Community

Collaboration is Vital

Public schools have a responsibility to the community they serve. The People pay taxes that directly fund a school’s daily operations. Often, the students live in the communities where the school is located. Their parents may have even attended the same school years ago. The teachers often have taught in the same district for several years. Business leaders, educators, doctors, community leaders all have a connection to the public school system. All people are a product of one system or another.

A school itself is a community (a community of learning). When talking about community, one may also evoke thoughts of collaboration, a common purpose, and shared goals, cultures and ideas. Because a school is of the community it represents, it should work to strengthen the bonds that connect the two. This is why “Collaborating with Community” is one of Joyce L. Epstein’s six types of family and community involvement. Epstein recognizes the importance a school has in the community and vice versa.

In short, Collaborating with Community means a school program should a) accept the impact education has to the community at large and b) integrate those resources provided within the surrounding community to strengthen school programs, family involvement, and student learning (Epstein, 2011.)

Ways To Collaborate

There are several ways to accomplish this pillar of Epstein’s framework. First, schools must be aware that students are not just members of the school but also interact in extracurricular activities on a daily basis. Students and families go to church, participate in charity functions, join after-school programs both on- and off-site, frequent local businesses, work at colleges and universities, play and coach youth sports, join civic organizations like Rotary or Lions Clubs, participate in city and regional public forums, etc. The list goes on and on.

The community can help provide for the needs of students who are in a low socioeconomic environment. Churches and food banks can donate resources to needy students. At the same time, the school can organize food, coat and fan drives for those institutions as well as nursing homes or other public housing. The local symphony orchestra or playhouse can volunteer time and resources to educate students in the arts, perform at assemblies and offer summer programs. In turn, school choirs, theatre troupes and bands can perform in civic forums such as parades, and fundraiser events. Cities and other private institutions (i.e. Boys and Girls Clubs) sponsor youth sports. They are ways to mentor children, offer avenues to stay active and learn perseverance. After-school programs offer tutoring, social skill development and other vital services. When in partnership with such organizations, teachers and schools can reinforce the values of learning. Teachers can communicate where students struggle academically or behaviorally to help create a consistent environment for the students.

The Influence of Higher Education

The role of universities in local schools is of great importance. In Arkansas, there are few outlying areas that aren’t within 90 miles of a college or university. The diversity of educational programs, the specific areas of interest, and research are goldmines for local schools. Universities are also where are teachers are hatched. Pre-service education programs rely heavily on observations and internships within local schools. They are great resources for the soon-to-be teachers as well as those already in the profession. The integration of improved theories and best practices helps those already teaching to improve their pedagogical knowledge. Science departments can assist in district science fairs. English and math departments can provide tutoring in writing and algebra. The theatre department can volunteer time for workshops and a space to perform.

In Fayetteville, a local elementary school, not more than two blocks from the University of Arkansas, participated in a reading and literacy program connecting students to the university’s athletic programs. It was called Book Hogs. The goal of the program was to engage students in reading. The elementary students were tasked to read for a certain amount of hours to reach an escalating set of goals. Also, athletes from all the university’s athletic programs would volunteer their time once every other week and read to the classes. It was a hit. The college students discussed the sport they played and the amount of time and preparation involved. They spoke about achieving goals and reaching for dreams. They also talked about their course work and what they wanted out of life after playing collegiate athletics.

The students kept a log, similar to a reading journal, detailing the books and authors read as well as the minutes spent silently reading. As a result, reading always spiked after a Book Hog athlete came to the class. As a reward, those students who reached certain goals (nearly all of the students) were treated to a field trip to the indoor football facility. They played games with the athletes, met the players and some coaches, ran football drills and had a whale of a time. Each student was given a T-shirt which athletes signed as a parting gift.

Promoting Diversity

This is just one example of how this particular school collaborated with the community. There are thousands of examples. At Aurora 7 Elementary School in Boulder, Colo., they organize a school-wide international fair. The school’s population is diverse with students from every inhabited continent on the planet in mass. Each classroom represented one of those countries. Students studied the country’s history, created flags, identified important historical figures, and learned about the culture.

On the night of the fair, each classroom was decorated as a mirror into that country. When you entered the school doors, each person was given a passport to be stamped upon entering each classroom. In the cafeteria, native food dishes were served so all the families could have a taste each nation’s cuisine. Parents and their children came cloaked in native formal dress. Parents also gave short tutorials on language. By the end of the night, everyone was able to say “Hello,” “Good night,” “Yes,” and “No,” in 20 languages. It was more than a mere demonstration of diversity.

It was a celebration.

Conclusion

In both Fayetteville and Boulder, the schools utilized the community at-large and other organizations to achieve a goal of community involvement. Whether that goal is narrow – like engaging students to read – or more broadly – to celebrate diversity – both programs were effective. They utilized a deep treasure of resources to bring the school and community together for the purpose of educating students and providing life-long learning experiences.

Work Cited

Epstein, J. L. (2011). School, family, and community partnerships: preparing educators and improving schools. Philadelphia, PA: Westview Press.