Creating Links between the School and the Community Beyond its Walls: What Teachers and Principals Do to Develop and Lead School-Community Partnerships

Abstract

This paper is based on a qualitative case study examining the impact of social context on school-community partnerships. Sixty-four students and school personnel at one K-12 magnet school in southern California participated in 21 open-ended, 45-minute interviews. Observations were conducted, and documents were collected. Structural, cultural and agentive issues impacted partnership establishment. Teachers and the principal valued a school culture was conducive to community involvement. They collectively developed the school’s mission and vision with a focus on global citizenship, and initiated partnerships consistent with the vision. The stages of the partnership development process are discussed, and it is argued that they are broadly applicable to the establishment of collaborative activities. Funding and networks contributed to the professional development, resources and technology needed to support partnering. Findings extend research by identifying the educators’ leadership roles in partnering, and the structures and cultures that facilitate it.