By Joy G. Dryfoos, Jane Quinn, Carol Barkin
A group tuition differs from different public colleges in vital methods: it really is quite often open as a rule, ruled by way of a partnership among the college procedure and a group enterprise, and provides a wide array of well-being and social prone. It frequently has a longer day prior to and after college, gains father or mother involvement courses, and works for neighborhood enrichment. How may still any such tuition be established? How can its good fortune be measured? group colleges in motion: classes from a Decade of perform offers the kid's relief Society's (CAS) method of growing neighborhood colleges for the twenty first century. CAS all started this paintings greater than a decade in the past and this present day operates 13 such colleges in 3 low-income components of recent York urban. via a technical suggestions heart operated via CAS, hundreds and hundreds of alternative colleges around the state and the area are adapting this version. in accordance with their very own reviews operating with neighborhood faculties, the individuals to the amount provide important information regarding the chosen application elements. They describe how and why CAS all started its group university initiative and clarify how CAS neighborhood faculties are geared up, built-in with the varsity procedure, sustained, and evaluated. The ebook 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 faculties, and Jane Quinn, CAS's Assistant government Director of neighborhood faculties, have teamed up with freelance author Carol Barkin to supply statement linking many of the parts jointly. For these attracted to remodeling their faculties into powerful baby- and family-centered associations, this publication presents a close highway map. For these focused on academic and social coverage, the booklet bargains a special instance of research-based motion that has major implications for our society.
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Additional info for Community Schools in Action: Lessons from a Decade of Practice
As a colleague of mine is fond of saying, we were building the tracks while the train was running. In this fluid and somewhat uncertain environment, it was essential that systems be put in place not only to share information and keep lines of communication open but also to ensure that realistic expectations were being developed and that there was support and understanding for our work. Yet creating systems meant much more than scheduling meetings to share information or solve problems. Successful implementation of the community school model required shared governance, leadership, and management, with all elements operating simultaneously.
We included air conditioning, medical and mental health facilities, a family resource center, and many other design details that made this school friendly and inviting to parents and the community. The design also provided for significant levels of classroom intimacy. For example, in the lower grades, small groups can read, talk, and learn in intimate spaces located between every two classrooms. This shared space can also be used by parents, volunteers, and teachers who need to concentrate their attention on a few selected children at a time.
45–47. 2. 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).