Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools: International Exemplars for Practice, Policy and Research PDF
Preview Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools: International Exemplars for Practice, Policy and Research
Hal A. Lawson · Dolf van Veen Editors Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi- service Schools International Exemplars for Practice, Policy and Research Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools Hal A. Lawson (cid:129) Dolf van Veen Editors Developing Community Schools, Community Learning Centers, Extended- service Schools and Multi- service Schools International Exemplars for Practice, Policy and Research Editors Hal A. Lawson Dolf van Veen Educational Administration and Policy Netherlands Centre on Education and Youth Studies/Social Welfare Care (NCOJ) University at Albany, State University Amsterdam , The Netherlands of New York The University of Nottingham Albany , NY , USA Nottingham , UK Windesheim University of Applied Sciences Zwolle , The Netherlands ISBN 978-3-319-25662-7 ISBN 978-3-319-25664-1 (eBook) DOI 10.1007/978-3-319-25664-1 Library of Congress Control Number: 2015959023 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2016 T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. T he publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper S pringer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com) An Overview of the Book This book features a new school-related design, which is structured to meet the needs of vulnerable children and families who reside in challenging places. The full realization of its’ enormous potential hinges on enhanced understanding developed among a broad array of leaders and other key stakeholders. Three questions are especially important: (cid:129) What can be done to speed up the development, implementation, and continuous improvement of these new school related designs, including taking them to scale as needed and warranted? (cid:129) How might the innovation-related risks be reduced at the same time that the costs of innovation-related fl aws and errors prevented? (cid:129) What other innovations are needed to reduce and prevent young people’s risk factors as they are provided with opportunity structures and pathways that enable them to realize their human potential and achieve their aspirations? T hese three questions were instrumental in our planning for this book. We have structured it to serve two main audiences: Newcomers to this work and colleagues who are knee-deep in implementation, scale-up, and scale-out. T he three chapters constituting Part I are connected. Chapter 2 presents the ratio- nale for this new school-related design. Building on this foundation, Chapter 3 pro- vides an overview of this new design. Chapter 4 provides operational details, emphasizing alternatives and the choices they entail for local leaders. All three chapters are jam-packed with information, so much so that they risk information overload. Mindful of the need for all-important practical details, we have provided relevant resources in Appendix A. In other words, the fi rst three chapters address what, why, and so what questions. Appendix A provides practical resources for addressing “how to do it questions,” setting the stage for more of the same in Part II. T he chapters in Part II are one of this book’s most important contributions. We have invited leaders of advanced initiatives in diverse parts of the world to share their respective developmental journeys with this new school-related design. They v vi An Overview of the Book include success stories, progress markers, ongoing challenges, and key lessons learned. All of these contributing authors have gained considerable experience with the new design featured in this book. Although none of the authors claims that their work is done or that their learning is fi nished, all offer demonstrable progress mark- ers and important achievements, enabling them to provide bridled advocacy for their respective versions of the new design. In Part III, we take stock of the individual and collective achievements and les- sons learned from the advanced exemplars provided in Part II. We also outline the next phases in this design and development agenda, spicing the narrative with a pinch of advocacy. In Chapter 13 , we identify nominees for the next phases in the design and development agenda. In Chapter 1 4 , we provide an introductory plat- form for all-important issues of start-up, scale-up, scale-out, and sustainability. We conclude the book with a focus on the universities and governments, framing their engagement as a systems change agenda. O ur narrative is advocacy-oriented, albeit bridled. Advocacy is by its very nature structured to create infectious enthusiasm. To this healthy dose of innovation com- mitment, we add a measure of caution to newcomers as well as experienced colleagues. F or example, avoid the temptation to assume with us that different names for the same kind of school-related design are inconsequential; and also that these designs are essentially the same—or will be at some future time. Instead, take the view that these new school-related designs are best viewed as rapidly expanding social exper- iments, which are infl uenced by their leaders’ perspectives, backgrounds, compe- tencies and aims, together with the infl uences of their respective locales and unique policy contexts. Use the four design principles—invention, intentionality, causality, and con- trast—as you appreciate each alternative. Take stock of the commonalties, but do not stop there. Attend to and evaluate each alternative’s unique features, asking penetrating questions about how and why they are structured and operate in particu- lar ways and what they are able to accomplish and achieve. P erhaps above all, avoid the well-known pattern of studying a particular design developed in a different place with the expressed intent of transporting it wholesale into a different locale. Beware the idea of wholesale “replication.” Substitute the idea of “scale-up” because it accentuates the need for locally tailored design priori- ties at the same time that it provides a transportable blueprint for certain core com- ponents, operational processes, and new roles, responsibilities, practices, and relationships developed to achieve better student, school, family, community, and workforce outcomes. Continue to ask and address important questions as you proceed with your read- ing. How do leaders in diverse parts of the world make informed choices and develop new school-related designs? What are the results? What are the salient les- sons learned for others, especially those considering new school-related designs? The authors of the chapters in Part II provide their own views on these questions. They share their respective developmental journeys with this new school-related An Overview of the Book vii design, and their accounts include success stories, progress markers, ongoing chal- lenges, and key lessons learned. Although all of these contributing authors have gained considerable experience with the new design featured in this book, none of the authors claims that their work is done or that their learning is fi nished. H owever, all offer demonstrable progress markers and important achievements. Together these progress markers and achievements signal the promise of commu- nity schools, community learning centers, extended-service schools, and multi- service schools. This book will achieve its primary aim if readers initiate place-based innovations that help to realize this promise on the behalf of the children, youth, families, and communities that need it most of all. Acknowledgments These book’s contributions are attributable in part to the countless colleagues in several parts of the world who have permitted us to learn with and from them. Our wives top the list. Both are accomplished, innovative leaders, and they have made signifi cant contributions to our professional development. They are joined by other colleagues who have coauthored some of our previous publications and others who have worked side by side with us in community school settings. S everal colleagues graciously have provided informative reviews of early drafts of our work, and this book is a better product because of their feedback. They include Sarah Zuckerman, Francesca Durand, Lynn Lisy-Macan, and Nisa Felicia. Widarto Adi transformed some of our rough-cut sketches into professional fi gure diagrams. B oth of us have had the honor and pleasure of working with innovative policy offi cials in state/provincial ministries and education departments. We remain appre- ciative of all that they have enabled us to learn and do. A dditionally, we owe a debt of gratitude to the organizations that have been pro- viding funding and other supports for our work. They made investments with the aim of garnering future benefi ts. This book is one such return on investment. Ideally, it enables our colleagues in different parts of the world to launch and advance a new school-related design, together with companion systems changes. Such is the work needed to provide much-needed assistance, social supports, and resources to vulner- able children, youth, and families who reside in challenging places, also benefi ting educators, health and social service professionals, community development special- ists, and public policy leaders. ix
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