FORGING PARTNERSHIPS

Operating Principles	Resources
Partnerships with external organizations can be central to the redesign of a school. Partnerships can provide programs and education opportunities that schools often cannot. Managing partnerships can be difficult, but the benefits they can bring (programming, services, resources, training, etc.) are worth the effort. Remain steadfast about insuring that partners remain accountable to school’s mission and intended outcomes. Look to incorporate partner programming throughout the redesigned day rather than scheduling it exclusively in the afternoon hours.
Action Steps
1.      Identify currently established and possible resources/partners within city/town/local area including after-school organizations (like YMCAs), business partners, community non-profits, arts and cultural institutions, mental health and social service agencies, higher education institutions, etc.
2.      Meet with individual or small groups of current and possible partners to introduce them to the idea of ELT school redesign. Engage in brainstorming around what the needs of children are and what the possibilities. Have the partners list the areas they could help out assist, areas of expertise, what they bring.  Share the process, timeline, goals, and decision making process.	QS #1*
3.      Include representatives from all major partner organizations on the planning and redesign teams. The partner organizations need to be responsible for communicating their needs and priorities during the planning process. At the same time, the school and district members are responsible for understanding the needs and priorities of their potential partners.  (If there are several different partners involved with the school, it may be worth forming a subcommittee of these partners to deal with partnerships issues as a unit.)	Research on effective collaboration
4.      Outline key roles for partners (e.g., programming, services, etc.) and how these roles contribute to the overall strategy for improving student achievement.
5.      Once the program model is identified (see “Designing the Educational Program", Steps 7 – 10), work out key details of partner roles and be sure to align these roles with the learning standards.  Determine how partners will be compensated for their participation.	Generic MOU Sample assessment forms of partners

      Question Set #1:  Concerns of Potential Partners
        [Back to Action Steps]

CORE QUESTION
How can partners best enhance the school design and educational program?

• How will different partners be integrated into the school?  How can partners work together to reduce competition for students and resources?
• How will the school system compensate partners for their work in the school?
• What financial and in-kind resources can partners bring to the school?
• How can new partners best be integrated into the design alongside established partnerships?
• How will partners be held accountable to student outcomes?
• Does the district or school have a standard memorandum of understanding (MOU) for partners?
• How will partners performance be assessed?
• How will partners become integrated into the professional development and other activities designed to improve teaching and learning?