Week 4 School/Family/Community Stakeholder Partnership Development Reflection (W4L01, W4L02, W4LO3, CLO4)
In week 1 you met with your Campus Mentor to establish the School/Family/Community (SFC) Partnership Evaluation process. In week 2 you organized and facilitated the initial meeting of the SFC evaluation stakeholders and in week 3, you analyzed the survey results and reviewed district community partnership policy. This week you will facilitate the second meeting with SFC stakeholders fostering a collegial and supportive climate within the stakeholder group.
Welcome SFC stakeholder committee members providing the meeting agenda. As you did in the first meeting, ask a committee member to take minutes of the meeting to document the discussion and actions taken in the meeting. Provide stakeholders with the data-analysis documents and an overview of the analysis process you employed as well as a document explaining district policies for community partnerships.
Divide committee stakeholders into work groups balanced in representation of school, family and community stakeholders. Work group members will work collaboratively to identify and prioritize areas of strength as well as areas in need of improvement. Have chart paper available for each work group to list their identified strengths and areas in need of improvement. At this point in your meeting you will focus on the areas in need of improvement. Committee members collaborate to identify the top three areas of need.
In their work group, based on the three identified areas of need, have stakeholders brainstorm potential plans for school/family/community partnership projects or programs. Have a representative from each work group list their suggestions for projects or programs on a single chart to collect all work group suggestions. Provide stakeholders three label dots. Each stakeholder will place their dots on what they believe would be the best three partnership projects listed on the chart. Stakeholders will then review which partnership projects received the highest number of dots. Using a collaborative decision-making process, identify the project that is a priority to implement to benefit student learning.
Once the school/family/community project is identified, have stakeholders identify and plan access as well as possible uses of campus and diverse community resources to improve school programs, student learning, and stakeholder communication and participation. Continue to advocate for school and community needs as stakeholders address concerns identified through the data analysis. Have stakeholders incorporate information from the district policy on community partnerships in their considerations. Also, begin planning targeted communication for the SFC project through oral, written, and digital distribution. (5.3)
At your next stakeholder meeting, consider identifying a framework for organizing and planning the actions steps needed to initiate the project, who will be involved, a timeframe for each action step and evaluation of progress of the action step. Additionally, as you continue working on your SFC project, plan how you will evaluate the impact of this project.
After this meeting, write a reflection (a minimum of three well-developed paragraphs) that discusses and addresses the following information:
· Discuss the stakeholder work groups’ process for identifying the SFC project and the impact of collaborative communication in this process
· Discuss stakeholders’ planning for the SFC project including discussion on
· Planning for use of resources
· Advocating for school and community needs in the project
· Potential impact of district policy on community partnerships
· Stakeholder suggestions for targeted communication to staff, families and community members
· Discuss how organizing and leading this school, family, community stakeholder committee in the identification of a SFC project impacted your view of leadership and your skills as a leader.
School/Family/Community Stakeholder Partnership Development Reflection
| EDLD 5339 Week 1 Tasks | Level 1
Does Not Meet Minimum Criteria |
Level 2
Approaches Minimum Criteria |
Level 3
Meets Criteria |
Level 4
Exceeds Criteria |
| Candidate provides a detailed description of the stakeholder work groups’ process for identifying the SFC project and the impact of collaborative communication in this process | Candidate’s description of stakeholders; process identifying SFC project is vague and does not provide clear expectations.
(0 points) |
Candidate description of stakeholders’ process identifying SFC project broadly states that the work was done, but details were not provided.
Candidate’s reflection indicates communicating clear expectations and implementing information gathering. (2 points) |
Candidate provides a brief detailed description of stakeholders’ process identifying SFC project. Candidate reflection indicates communicating clear expectations, implementing information gathering and collaborative communication.
(4 points) |
Candidate provides a thorough, detailed description of stakeholders’ process identifying SFC project.
Candidate reflection indicates communicating clear expectations and rationale to stakeholders in SFC review. Candidate implements information gathering, consensus building strategies supporting innovative thinking and collaborative communication (6 points) |
| Candidate provides a detailed description of stakeholders’ planning for the SFC project including a)Planning for use of resources
b)Advocating for school and community needs in the project c) Potential impact of district policy on community partnerships d) Stakeholder suggestions for targeted communication to staff, families and community members (NELP 5.3) |
Candidate’s description of stakeholders; planning for SFC project is vague and does not provide specific details.
(0 points) |
Candidate provides a description of stakeholders’ planning for SFC project but few details were provided.
Candidate broadly addressed stakeholder planning for use of resources. (2 points) |
Candidate provides
a brief, detailed description of stakeholders’ planning for the SFC project including: stakeholder planning for use of resources, advocating for school and community needs in the project, and potential impact of district policy on community partnerships. (4 points) |
Candidate
provides a thorough, detailed description of stakeholders’ planning for the SFC project including: stakeholder planning for use of resources, advocating for school and community needs in the project, potential impact of district policy on community partnerships, and stakeholder suggestions for target communication to staff, families and community members. (6 points) |
| Candidate discusses how organizing and leading the school, family, community stakeholder committee in the identification of a SFC project impacted his/her view of leadership and his/her skills as a leader. | Candidate does not provide a discussion of how working with his/her campus mentor and leading the SFC stakeholder committee impacted his/her view of leadership and his/her skills as a leader.
(0 points) |
Candidate provides a discussion of how working with his/her campus mentor, organizing and leading the SFC stakeholder committee impacted his/her view of leadership and his/her skills as a leader in a minimum of 1 paragraph.
(2 points) |
Candidate provides a discussion of how working with his/her campus mentor, organizing and leading the SFC stakeholder committee and facilitating work groups in collaborative decision-making
impacted his/her view of leadership and his/her skills as a leader in a minimum of 2 paragraphs. (3 points) |
Candidate provides a thorough, detailed discussion of how working with his/her campus mentor, organizing and leading the SFC stakeholder committee, facilitating work groups in collaborative decision-making, and facilitating the process of developing the SFC partnership project impacted his/her view of leadership and his/her skills as a leader in a minimum of 3 paragraphs. (5 points) |
| Mechanics | 4 or more errors in spelling, grammar, punctuation or APA
(0 points) |
3 errors in spelling, grammar, punctuation or APA
(1 point) |
2 errors in spelling, grammar, punctuation
or APA (2 points) |
0-1 errors in spelling, grammar, punctuation or APA
(3 points) |
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