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Collaboration C o l l a b o r a t i o n i s n o t j u s t p l u g g i n g o l d s k i l l s i n t o a n e w a r e n a ; i t i s a n i n n o v a t i o n & l i f e - c h a n g i n g p r o c e s s s i m u l t a n e o u s l y e x c i t i n g & t h r e a t e n i n g , w h i c h m a k e s p e r s o n a l & p r o f e s s i o n a l s u p p o r t e s s e n t i a l . K & 0 W h a t i s C o l l a b o r a t i o n ? $ Altering relationships
Uniting organizations and individuals for the purpose of achieving common goals that could not be achieved by any single individual or organization acting alone L ' Key Elements of Collaboration $ Agreed-upon and institutionalized mutuality & common goals
Jointly developed structures & shared responsibility
Mutual authority & accountability for results
Shared resources and rewards O ( Barriers to Collaboration $ Professional socialization, structure & culture
Agency structure, routine, & culture
Legislative mandates or limitations
Professional and agency self-interest P ) Barriers to Collaboration $ Inadequate understanding of strengths & needs of schools
Inadequate understanding of the needs & skills of industry, higher education, community members, & families
Resistance
TIME! Z Q $ Attributes that Promote Partnerships % % $ | A b i l i t y t o L i s t e n
C o n s i s t e n c y
R e l i a b i l i t y
A c c e s s i b i l i t y
P o s i t i v e s e l f - i m a g e
T r u s t
S e n s e o f c o m p e t e n c e
E f f e c t i v e i n t e r p e r s o n a l s k i l l s
S u c c e s s i n p r i o r c o l l a b o r a t i o n s
O p e n n e s s t o o t h e r s i d e a s Z S $ ! Attributes of Successful Partners " " $ C o n f i d e n c e : F e e l i n g a b l e t o d o i t
M o t i v a t i o n : W a n t i n g t o d o i t
E f f o r t : B e i n g w i l l i n g t o w o r k h a r d f o r i t
R e s p o n s i b i l i t y : D o i n g w h a t s r i g h t
I n i t i a t i v e : M o v i n g i n t o a c t i o n
P e r s e v e r a n c e : C o m p l e t i n g w h a t y o u s t a r t Z
$
T % ! Attributes of Successful Partners " " $ Caring: Showing concern for others
Teamwork: working with others
Common Sense: Using good judgment
Problem-Solving: Putting what you know and what you can do into action
Focus: Concentrating with a goal in mind Z 8 # Z ' Making it Happen: Building Partnerships ( ( $ Discuss with each other how information will be shared
Use everyday language
Create effective forums for effective collaborative planning and problem-solving ` # Essential Elements of the Framework $ $ $ y Needs assessments
Goal statements
Prioritization of activities
Strategy Development
Implementation Plans
Evaluation tools z Z z l < Communication Strategies $ Regular, two-way, meaningful
Variety to tools
Establish opportunities to share information
Provide clear information on expectations
Disseminate information on policies, procedures, activities
Provide opportunities for frequent, periodic meetings Z U V W X [ Examples of Partnerships NJAPIE recognizes Exemplary Partnership Programs tied to NJ CCC Standards through its Exemplary Partnership Award program
Awardees are honored at the annual dinner of the NJ Association of School Administrators/NJ School Boards Association @ \ - Bergenfield HS Nursing Apprenticeship Program . . $ Partners:
Englewood Hospital & Medical Center
UMDNJ
Foster relationships & mentoring between health professionals & students
Observations in surgery, pathology
Shadowing of nurses & medical staff \
Z * Z I Z G Z
* I G ] U Camden County Technical Schools Academic Business Connections Luncheon Lecture Series V V $ Partners:
Business leaders, CBOs, government
Network, develop partnerships
Community services
Parenting & family development
Financial matters
Physical & mental health
Career awareness & workplace readiness j
# # ^ X D e l s e a R e g i o n a l H S D e l s e a s S e r v i c e L e a r n i n g - - $ $
Partners:
10 formal partnerships involving 21 teachers & 1600 students
Grade level service learning projects
Infused into language arts curriculum
Experiential learning: service activities
Students plan & implement activities in collaboration with community partners `
= & = & _ L Ewing Township Public Schools Parkway School/Merrill Lynch Mentoring Program M M Partners:
Merrill Lynch
Mentors for students
Long-term prevention/intervention program that often extends beyond elementary school to middle school and into the community
One-to-one mentoring from Merrill Lynch employee for at least a year, one day a week, one hour a day h
Z Z Z Z ` 9 Freehold Regional HS Student Transition Education Program : : Partners:
Community employers & 54 students
Transition support for students with disabilities
School-based & community-based instruction through Structured Learning Experiences
Career Awareness & Vocational Exploration
Vocational Assessment in community v
" 2 S M " 2 S M a V M t . O l i v e T o w n s h i p Y o u n g C o n s u m e r s P r o g r a m , , P a r t n e r s :
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V i s i t f r o m e d u c a t i o n a l c o n s u l t a n t t o R o n e t c o S h o p - R i t e t o i n t r o d u c e p r o b a b i l i t y , f r a c t i o n s , t a n g r a m s ; p r o v i d e s m a n i p u l a t i v e s f o r s t u d e n t s
F a m i l y F u n N i g h t f o r p a r e n t s & S h o p - R i t e r e p r e s e n t a t i v e s
F i e l d t r i p t o S h o p - R i t e b u y i n g f o o d f o r 4 - d a y h e a l t h y m e n u d e v e l o p e d b y s t u d e n t s f o r $ 1 0 0 u s i n g n u t r i t i o n i n f o r m a t i o n f r o m S h o p - R i t e s P u b l i c R e l a t i o n s A d m i n i s t r a t o r & v i s i t i n g 1 0 p r o b l e m - s o l v i n g s t a t i o n s r
Z Z Z Z P
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b , Paramus Public Schools West Brook React Club - - Partners:
Paramus Rotary Club
Develop responsible citizens through service
Be a Life Saver Campaign to help Katrina victims: raised $2,500 for a family
Provided food, clothes, toys, gift certificates to the displaced family
Assisted family to find employment, housing, etc. h
Z Z - Z Z - c > Washington Township Public Schools Student Farmers Grow & Give ? ? d Partners:
Farmers Against Hunger, local farmers, & 700 third grade students
Learn science through discovery
Field trips to local farm, growing crops from seeds, providing food to the hungry
Work in cooperative groups
Environmental issues such as management of natural resources, production & use of energy
Harvest & donate produce to Farmers Against Hunger j
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Education (59%)
Health care
Development of alternative energy sources
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p p t _ x < * H M D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * H M D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * H M ^ % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * H M ^ D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * H M ^ D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * H ^ j % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * H ^ j D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * H ^ j D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * H j % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * H j D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * H j +8 +0 + H 0 + i c [ P L (
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p p t _ x < * L E D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * L E D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * L E Z % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * L E Z D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * L E Z D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * L Z o % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * L Z o D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * L Z o D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * L o | % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * L o | D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
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p p t _ x < * P D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * P D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * P L % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
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p p t _ x < * P L D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
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p p t _ x < * P D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
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B Business is committed to supporting public education
Improved student achievement directly impacts long term business success
Trend is to move away from philanthropic partnerships/relationships
Mutual benefits will define most new partnerships
Accountability is expected Z H
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Unite:
People that care deeply about issues
People that want to improve present practice
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p p t _ x < * X < D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * X < D ' = % ( D+ ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * X < E % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * X < E D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * X < E D ' = % ( D+ ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * X E j % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * X E j D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
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p p t _ x < * X j D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
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Valuing Diversity
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9 M Determine how the education experience can be enhanced.
Identify unmet/under-funded needs of students and school. (Stop/Start/Continue Worksheet)
Reach out to organizations for advice about partnering.
Identify potential partners.
Research local businesses/schools; look for a good fit.
Empower employees to seek opportunities. < a < < 8 _ H
| 0 h ? ̙ 33 _ _ _ P P T 1 0 . :`# + ;b D ' =
@B DC ' =
@B A ? %, ( < + O %, (
< + D9 ' = % ( D ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * | < % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * | < D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * | < D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * | < % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * | < D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * | < D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * | % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * | D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * | D9 ' = % ( D ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * | % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * | D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * | D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * | % % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * | % D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * | % D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * | % N % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * | % N D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * | % N +8 +0 + | 0 + e (
6 +
L Preliminary Planning 6
0 + @ ~ $ 0 J B _ _ _ P P T 9 $
Understand your core values and those of your potential partner. (Matching Needs and Potential Resources Worksheet, p. 20-21)
Draft a partnership proposal.
Submit proposal to potential partner.
Coordinate a follow-up meeting or call. ) @ $ ( ( = D $ ' $ H
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p p t _ x < * D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * D ' = % ( D+ ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * D^ ' = % ( D ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * +8 +0 + 0 + 3 + (
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H a v e a f r a n k d i s c u s s i o n a b o u t v a l u e s , g o a l s a n d n e e d s .
D e v e l o p u n d e r s t a n d i n g o f e a c h p a r t n e r s l e v e l o f i n v o l v e m e n t .
A s s e s s t h e i m p a c t o f t h e p a r t n e r s h i p o n s t u d e n t s .
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( D e v e l o p i n g G o a l s a n d O b j e c t i v e s W o r k s h e e t , p . 2 2 - 2 3 ) .
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p p t _ x < * 7 D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * 7 D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * 7 u % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * 7 u D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * 7 u D ' = % ( D+ ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * u % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * u D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * u D^ ' = % ( D ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * D ' = % ( D+ ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * +8 +0 + 0 + 7 / (
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Evaluation 6
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i Conduct regular evaluation and monitoring. (Self-Assessment Tool for Partnership Improvement, p. 24-25)
l i * $ > $ $ $ H
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p p t _ x < * i D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * i +8 +0 + 0 + $
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D NJ Association of Partners in Education, www.njapie.org
NJ Association of Secondary School Principals, www.principals.org
The Council for Corporate School Partnerships, www.corpschoolpartners.org
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p p t _ x < * 8 D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * 8 D ' = % ( D+ ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * 8 z % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * 8 z D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
p p t _ y < * 8 z D ' = % ( D+ ' = % ( D ' =A @B B B B 0B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * z % ( D ' = + 4 8 ?d C B 1 + # p p t _ w / 2 B C B # p p t _ x B *Y 3 > B
p p t _ x < * z D ' = + 4 8 ?d C B 1 + # p p t _ h / 2 B C B # p p t _ y B *Y 3 > B
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