Sustaining Catholic Education in and for the Black Community
By Lois J. Carson, Sr. Roberta Fulton, S.S.M.N., Dorothy Gupton, Veronica Morgan-Lee, Freida D. McCray, Mary Crowley McDonald, Kathleen A. Merritt, Sr. Jamie T. Phelps, O.P., Ph.D., Brother Gary Sawyer, ECSA, Deacon Marvin Threatt, PhD.
(Article:
Page 25 of 35)
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One approach to achieving community collaboration is through the development of full-service community schools. As described by Joy Dryfoos, such a school operates in a public school building and is open to all community members "before, during, and after school, seven days a week, all year long. It is jointly operated and financed through a partnership between the school system and one or more community agencies" (2002).
In order to be successful, all members of the community – including young people, teachers, administrators, parents, community agencies, and business people – must work together in making important decisions regarding the full-service community school and its programs. These schools encourage students to be involved in community service and often employ a full-time coordinator who works in conjunction with local agencies to provide a range of services needed by community members. This model is often effective in improving collaboration, academic achievement, attendance, student behavior, and parental involvement (Dryfoos, 2002).
The promotion of school improvement by developing professional learning communities is currently quite popular (DuFour, 2004). Benedictine values of concern for community and respect for all persons emphasize the importance of developing a community of learning. The Commission on Catholic Education shares Martin Haberman's (2004) view that for a school to become a learning community, its members must “share a common vision that learning is the primary purpose for their association and the ultimate value to preserve in their workplace and that learning outcomes are the primary criteria for evaluating the success of their work.” Haberman adds that modeling a love of learning is the surest way to promote enthusiasm for learning among students.
Other important attributes of learning communities include the continual sharing of ideas; collaboration, such as through team teaching and working together on program development and research; valuing a sense of community or camaraderie; and egalitarianism (Haberman, 2004). Students and parents are important partners in the vision of a learning community. Parents provide at least 10 hours of service to the school each year and are welcome to be in the school building at any time. For a school to exist as a learning community, there must be a culture of collaboration, not only among school staff, but among students and parents and the community, as well.
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