Garnering Additional Resources and Reducing the Demands on School Staff Schools cannot ignore the needs of the whole child social, emotional and physical as — — they provide academic opportunities that address the full range of learning needs and styles. For most public schools, this challenge is beyond their existing resources. Some may see this as outside the core mission of schools. Community schools, however, with their strategic use of linkages and partnerships, can reach outside their walls to leverage additional services, staff and programs to meet the essential needs of students and enhance the range and quality of their learning. Access to additional resources and the active involvement of community partners support and enhance school efforts to address the facts of life that affect both teaching and learning, such as changing demographics, too much unstructured time for children, transience, violence and unaddressed basic needs. With a shared vision and strategy, community partnerships lessen, rather than increase, the demands made on school staff. Partners share the responsibility for setting high standards and achieving accountability. In many community schools, a full-time community school coordinator, often employed by a community agency, mobilizes community assets and resources. Working on the school leadership team, this individual reduces the burden on the principal by helping cultivate and manage community relationships. This allows principals to focus on improving student learning. Teachers in community schools teach. They are not expected to be social workers, mental health counselors and police officers. Partner organizations, working with no instructional school staff, aid in this work.
Garnering Additional Resources and Reducing the Demands on School Staff Schools cannot ignore the needs of the whole child — social, emotional and physical — as they provide academic opportunities that address the full range of learning needs and styles. For most public schools, this challenge is beyond their existing resources. Some may see this as outside the core mission of schools. Community schools, however, with their strategic use of linkages and partnerships, can reach outside their walls to leverage additional services, staff and programs to meet the essential needs of students and enhance the range and quality of their learning. Access to additional resources and the active involvement of community partners support and enhance school efforts to address the facts of life that affect both teaching and learning, such as changing demographics, too much unstructured time for children, transience, violence and unaddressed basic needs. With a shared vision and strategy, community partnerships lessen, rather than increase, the demands made on school staff. Partners share the responsibility for setting high standards and achieving accountability. In many community schools, a full-time community school coordinator, often employed by a community agency, mobilizes community assets and resources. Working on the school leadership team, this individual reduces the burden on the principal by helping cultivate and manage community relationships. This allows principals to focus on improving student learning. Teachers in community schools teach. They are not expected to be social workers, mental health counselors and police officers. Partner organizations, working with no instructional school staff, aid in this work.