Introduction

The winds of change continue to blow in education.  There are multiple reform models designed to transform or reinvent public schools, especially high schools.  One model that the authors have found to be successful in Detroit high schools and in schools throughout the state of Michigan fosters school and business partnerships. Such partnerships can serve to empower schools in picking-up the sails. 

Public education is doing a better job, serving a more diverse and greater student population; yet, the challenges placed on today's educators are increasingly demanding. These additional challenges necessitate the need for community and business alliances with schools to expand and maintain high academic standards.

In 1989, Detroit Public Schools began a rigorous and challenging educational reform effort.  It slowly began to engage both educational and community stakeholders in organizational restructuring of one of the nation's largest school districts.  The need to change the district's educational processes was based primarily on the need to revitalize metropolitan Detroit.  The rebirth of an urban city was predicated on the need to improve the quality and safety of urban public education.  Hence, the district sought out best practices as models on which to base its reform effort. 

This article is based on the personal experiences and general observations of Walter McLean, as a former high school principal.  It also incorporates the collective experience of Dr. McLean and Elysa Toler-Robinson as they co-chaired a commission to build school-business partnerships in Michigan schools.  A rationale and benefits of partnership, elements for an effective partnership, and the role of the principal are presented.  The practices outlined portray the general processes employed by Detroit schools and businesses in implementing partnerships and are designed to assist any school in developing a comprehensive partnership plan.

Rationale and Benefits of Partnerships

Over the last ten years, the organizational locus of influence in high schools has undergone various changes focused on improving educational services for all students.  Significant to these changes in Detroit was the shift from central office control to empowering local school leadership. Site-Based Management became an active component of the local school's improvement plan.  Each local school convened a Site-Based Council that mirrored the stakeholders of the school: parents, business partners, staff, students, and other community-based organizations.

Detroit Public Schools defines a partnership in education as a collaborative effort among school, community, organizations, and businesses for the purpose of improving students' academic achievement, personal growth, and job-readiness. It is crucial for all stakeholders to have a clear understanding of partnership expectations.  We learned partnerships can provide educators with resources and connections that can assist in continuous improvement and the enhancement of education.

We also learned what a difference people make in our schools. Their attitude and enthusiasm can have a significant effect upon achievement and the quality of the educational program.  Through the site councils, parents and the business community leaders were able to see that more than monetary resources are needed to enhance a program.  Parents, community members, civic leaders, educators, and government officials have become increasingly aware that their support and involvement are necessary to provide staff development and to further ensure successful preparation of students for workforce and career development.

In an effort to improve educational opportunities in Detroit schools, a comprehensive partnership plan was designed to increase effective community and business engagement within schools. Through increased public engagement, a more exciting and challenging educational program is now provided for all students. One example of a successful component in our partnership includes a tutorial volunteer program that helps give students needed support and equal opportunities.

From engaging in the process, the following generalizations can be made to assist schools that desire to participate in partnership programs.

Elements for Effective Partnerships

Partnerships are collaborative efforts to achieve mutually agreed upon goals and objectives by matching resources to identified needs of the school.  However, it is equally important for the partnering organization to understand the advantages of a partnership to the respective organization.  Crucial to progressive partnerships is the extent of the commitment of the partners.  This commitment should be periodically reviewed, focused on the impact of plans targeted for student achievement.

In the Detroit experience, school leaders developed understanding of each partner by conducting needs assessments that helped them establish goals, design plans, and identify resources.  Through experience with partnerships, we developed expertise in recruiting, training, and providing orientation for new partners and volunteers.  We learned that careful assignment and alignment of interests helped retain volunteers.  In addition, evaluating the effectiveness of partnerships and recognizing the contributions of partners proved to be important aspects of maintaining a strong program.

Effective partnerships provide schools with resources, training, and expertise that will enable students to link learning with workplace expectations and preparation. Through the collaborative efforts of committed partners, many and diverse opportunities are provided to prepare students to be successful as they progress in school.  Partnerships benefit educators in the following ways:

An effective partnership depends on clear and precise goals.  The advantages to be gained by each stakeholder group must be clearly defined. Furthermore, the elements of a successful collaboration require a strong commitment and dedication of resources by all stakeholders to the following:

Clear expectations, consistency, shared communication, linked resources, cooperation, and open and continuous dialogue are essential in the design and implementation of an effective partnership.  This is the foundation for building a sense of community.

One of the most common forms of school partnerships is with business and civic organizations.  These partnerships provide valuable material and human and monetary resources.  One beneficial outcome of these relationships is the assistance given to students in developing awareness of business protocol.  Students are able to develop skills in human dynamics, teaming, conflict resolution, peer-mediation, time-management, and other interpersonal skills.

Role of the Principal

Effective partnerships involve cooperative efforts and shared goals, positive relationships, and accountability.  Partnerships based on collaboration and integration have proven to be most beneficial.

One of the roles of an effective principal includes that of the public relations agent for the school.  As the public relations agent, the principal needs to ensure that a school improvement plan is a collaboration of all partners. This plan outlines areas of responsibility to ensure appropriately identified learner outcomes and the learning process. Inclusive in this plan is the school's ability to look beyond traditional school boundaries for human and financial support.

The principal serves as a conduit in aggressively seeking these resources. The principal must be receptive to cooperative efforts.  Hence, shared goals, power, and accountability become shared responsibilities.

The principal is crucial in establishing a climate and acting as gatekeeper for change. Yet even a strong principal cannot get much accomplished without cooperation from teachers, particularly when introducing new people or programs to the school or their classrooms.

Conclusion

The greatest challenge facing public schools is the provision of a quality education for all students.  As educators, we are often confronted with criticism on the lack of comparative achievement by urban students to those in surrounding suburban and private schools. A great source of support can come from linking resources with corporations, civic organizations, colleges/universities, and faith-based community groups. 

Partnerships with businesses can assist educators in extending learning opportunities to all students.  Effective partnerships can result in benefits to schools, teachers, students, and the community by providing additional resources, increasing student motivation, providing incentive programs, and communicating school and work-place goals.

With Detroit's commitment to site councils and reform efforts through the development of partnerships, the following has happened:

Editor's note:  For readers who want other perspectives of partnership possibilities, check the following sites:

Business Coalition for Education Reform (BCER)   http://www.bcer.org/

National Alliance for Business (NAB)  http://www.nab.com/

References

O'Callaghan, W. G., Jr.  (1999).  The power of public engagement:  A beacon of hope for American schools.  Manhattan, KS:  The MASTER Teacher.