Implementing Campus District-Charter Partnerships: A Case Study of Promising Practices

Institution	New York City Department of Education
Titel	Implementing Campus District-Charter Partnerships: A Case Study of Promising Practices
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Partnerships in Education; School Districts; Charter Schools; Urban Schools; Public Schools; Shared Facilities; Elementary Schools; Literacy; School Culture; Shared Resources and Services; New York (New York) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; School district; Schulbezirk; Charter school; Charter-Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Gemeinschaftsküche; Elementary school; Grundschule; Volksschule; Alphabetisierung; Schreib- und Lesefähigkeit; Schulkultur; Schulleben; Gemeinwirtschaft
Abstract	District-Charter Partnerships (DCP) is an initiative that is part of the Equity and Excellence for All agenda established by Mayor De Blasio. Its goal is to support meaningful collaboration between the district and charter sectors in order to increase educator capacity and student learning in all New York City public schools. Campus District Charter Partnerships (CDCP) is one of the principal programs under the DCP umbrella. Spearheaded by the NYC Department of Education's (DOE) Office of School Design and Charter Partnerships and the Office of Campus Governance, the initiative aims to create a stronger collaborative culture between district and charter schools that share a school campus. As part of CDCP, teams of co-located district and charter educators collaborate within three broad areas: improving campus-wide instruction, student engagement, and parent involvement. Participants are asked to develop goals to address these areas based on the data, needs, and culture of each campus. To better understand how schools implemented CDCP, researchers in the DOE's Research and Policy Support Group engaged in a two-year qualitative investigation that involved observations of CDCP activities; interviews with principals, teachers, and CDCP Directors; and an analysis of artifacts from campus teams' work. The results from the research indicate that school teams effectively participated in CDCP by: (1) Building community among campus team members; (2) Determining a shared strategic vision and goals; (3) Developing structures that promote collaborative planning among district and charter educators; and (4) Engaging the larger school community. The case study herein describes how one campus -- K022 -- implemented CDCP by engaging in these four elements, with a particular focus on how they built a culture of literacy across their Brooklyn campus. In addition, this case study documents how engaging in these practices helped K022 build an effective campus team and develop a strong culture of cross-sector collaboration. (ERIC).
Anmerkungen	New York City Department of Education. 52 Chambers Street, New York, NY 10007. e-mail: RPSGResearch@schools.nyc.gov; Web site: http://schools.nyc.gov/default.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01