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Shared Leadership, Vision, Goals, Outcomes, & Accountability

Shared Leadership, Vision, Goals, Outcomes and Accountability to support “whole-child” development: Community school partners share a holistic vision of student and school success. All stakeholders work closely to align goals, outcomes, and strategies to best meet the needs of the school community. The vision and goals for the school community lead program and partnership development, and help hold all stakeholders accountable for student success.  Shared Leadership Checklist

Community school partners share a holistic vision of student and school success. All stakeholders work closely to align goals, outcomes, and strategies to best meet the needs of the school community. The vision and goals for the school community lead program and partnership development, and help hold all stakeholders accountable for student success.  

1.1 School staff, core partners, families and other stakeholders
are included in developing a shared vision for student success.

♦ A shared vision statement has been created and adopted by all stakeholders.

♦ This shared vision drives planning for the school, and is reviewed and updated to reflect changing needs or conditions.

♦ The shared vision and resultant plan are expressed in the school’s Balanced Scorecard.

1.2 A representative site leadership team – including families, students, community partners, the principal, community school point person, teachers and other school staff – guides collaborative planning, implementation, and oversight. (This could be your School Site Council, but does not need to be).

♦ Site leadership team reflects and represents the school’s student population and community.

♦ The leadership team meets regularly, with agenda and notes distributed to school community at large.

♦ Leadership team member decision-making ability, roles, and responsibilities are clearly defined.

1.3 The principal works with the school’s designated point person, partners and staff to actively integrate families and community partners into the life and work of the school.  

♦ Principal is open to and has mechanisms in place to hear and act on feedback and guidance from school staff and families.

♦ Principal meets regularly with community school point person/coordinator and the site leadership team.

♦ The principal, community school point person and leadership team ensure that new staff, partners, families and students are provided orientations and information about the site’s community school model – & ways to participate.

1.4 Interdisciplinary, cross-sector community partners share responsibility and accountability for student and school success.

♦ Contracts and MOUs define specific agreements, including desired results, between the school and its partners and reflect school goals.

♦ Partners are explicitly included as part of the Balanced Scorecard.

♦ Partners are in the discussion when results are not strong, and are part of the celebration when achievements have been made.

1.5 The school’s Balanced Scorecard explicitly outlines the role of school staff, families, community partners, multidisciplinary teams, and the community school point person in helping to achieve specific results.

♦ Families, community partners, and community school point person are listed in the plan, their roles are defined, and there are articulated goals around how their work contributes to the priorities and goals of the school.

♦ Plan describes how families and partners participated in the development of the BSC.


Tools & Resources

♦  Community School Standards self-assessment checklist.

♦  Power Sharing: Building Community School Partnerships from Friendship to Marriage

♦ Participation and Decision Making Continuum

♦ Processes and protocols from the SFUSD iLab

♦ Sharing Power & Practicing Democracy

♦  Things to Keep in Mind-Family Leadership, Governance & Site Planning

♦ SFUSD School and District Governance & Advisory Groups

♦  2017-18 Budget and Governance Timeline

♦ Bridging Racial Class & Cultural Differences Checklist