Building on Community Resources

TITLE & FOCUS
Title: Building on Community Resources
Descriptions: T his workshop presents practical strategies for building on community resources through a partnership with the local community for the benefit of the educational programs at the school. Participants will explore strategies for creating conditions to secure community resources in order to advance or improve academic and social learning. The application focus is that participants will identify community interests and needs, and build on existing community resources.
NOTES:
  • PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at or details (including an Attendance Roster Form and a Participant Feedback Form)
  • FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).

TARGETED LEARNING FOR THIS WORKSHOP
NOTE: It is recommended that the objectives, guiding questions, and key vocabulary be posted during the workshop.
Key Vocabulary
  • Engagement, Community Resources,
Key Words
  • ISLLC Standards, administrator professional development, principal expectations, parent engagement
Targeted Objectives
  • The principal will create conditions to secure resources necessary to promote academic and social learning.
Guiding Questions
  • How do you best utilize community resources to drive educational improvement in your school?
ISLLC Standard
  • ISLLC#4Collaborating with Families - An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
  • 4c.Building on Community Resources
Research-Based Critical Behaviors
  • Key Process: Supporting
  • Core Component:Connections to External Communities

Agenda and Segment Titles / Slide Numbers / Time in Minutes / Notes
Introduction and/or Overview of Workshop / 20 min.
40 min.
Conclusion & Developing an Application Focus (or other) / 10 min.
TOTAL TIME: / 70 min. (1.3 hr)
Materials, Handouts, Readings, Videos, and other items needed
General Materials (items used throughout whole workshop, and office supply items needed)
  • Facilitator Power Point forBuilding on Community Resources
  • Facilitator Guide for Building on Community Resources
  • Agenda (facilitator makes this on chart paper)
  • Chart Paper and Markers
Handout (list exact title and name of electronic file; add APA format in the Resources section)
  • The Great Conversation – Informal Track
Readings (list exact title and name of electronic file; add APA format in the Resources section)
  • Volmer, J. (n.d.) The Great Conversation. Jamievollmer.com. Retrieved June 18, 2012 from
Videos (list exact title and provide URL; add APA format in the Resources section)
  • ChicagoCISVideos (Producer). (2009, February 3). Communities in schools of Chicago: meeting the needs of students [Video]. Retrieved from
Other technologies or resources that are used
RESOURCES
References:
  • Volmer, J. (n.d.) The Great Conversation. Jamievollmer.com. Retrieved June 18, 2012 from
  • ChicagoCISVideos (Producer). (2009, February 3). Communities in schools of Chicago: meeting the needs of students [Video]. Retrieved from
  • See Needs Assessment Surveys for Title 1 Schools on ADE website azed.gov
Other General Resources: These are items available through ASU for this Workshop (do not repeat items from materials section)
  • Instructional Leadership: Core Components & Key Processes (if workshop is connected to VAL-ED)
  • ISLLC Standards Rubric (if workshop is connected to ISLLC Standards)

Content Experts: Susan Simon; Carol Copp
Presentation Notes
Management Considerations, Notes, etc
Management Notes:
  • Directions / Notes relevant to each individual PowerPoint slide are listed in the PowerPoints notes section
  • Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for participants.
  • Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
  • Typically, each segment of the workshop begins with a slide entitled “Segment Guiding Questions”
  • Closure for each segment and/or the end of the workshop should be adjusted/adapted to the facilitators style
  • Slides 1-8
Notes to Inform Pacing/Adjusting Lesson (FACILITATORS: After studying this workshop, you may make additions to these items)
  • The focus should be “What is the principal’s role and capacity to bring in the right programs that address real needs?” It will be important to link the Chicago program to similar programs in the Arizona Schools. Do Phoenix/Tucson have similar programs?
  • There should be some delineation with the principals about who their team can be as far as determining needs and matching what is already offered. Staff such as school nurse, translator, Title 1 coordinator, and front office staff can be considered part of the team.

Follow-up Strategies for the Introduction
Suggestions for Follow-up
Individual Reflection Questions for Coaching(reflecting on workshop concepts, understandings, options, or application)
Group Discussion Questions for Online Forum (sharing what he/she is “doing” in his/her school)

#4 60 min workshop Template .docPage 1 of 3