A national and international expert specializing in community school strategy, family engagement, school/university partnerships and trauma responsive schools.
"Thank you for allowing me to be a part of the panel. It’s important that other communities understand the value of community schools and also know that a technical assistance center exists in NY to support them".
JoAnne provides technical assistance in community school implementation, family engagement strategies, creating school/university partnerships and supporting trauma-responsive schooling. Her company Strategies for Whole Child Education, develops site specific needs- assessment, data collection, and analysis.
Projects help schools address the needs of students, families, teachers, and administrators. In each setting regardless of location, strategies for increased family and community engagement are driving the work. Through individual and small group coaching, site-visits, strategic planning, focus groups, and district-wide community events, schools are well positioned to support all stakeholders.
The Cambridge Handbook of School-University Partnerships offers a panoramic view of research on school-university partnerships (SUPs), laying the groundwork for further development in the field. Through different theoretical and methodological perspectives, it amplifies the voices of scholars and practitioners across various institutions.
This inclusive approach provides a comprehensive resource for researchers, scholars, students, practitioners, and policymakers, that honors diversity while fostering unity and expansion within the field of SUPs. Covering topics from historical foundations to international perspectives, the handbook delves into areas such as teaching, equity, leadership, community engagement, innovation, funding, and policy. By embracing the collaborative essence of SUPs, it promotes mutual benefit and encourages continued exploration in these dynamic settings.
Professional Development Schools are complex and comprehensive school university partnerships focusing on professional development of new teachers and veteran teachers while providing high quality education to P-12 students. The chapters of this book contain the stories of 8 highly successful and nationally recognized professional development schools. Each story provides the reader with practical ideas, procedures and policies that can be implemented by the reader to begin new partnerships or help improve and sustain existing partnerships. Each chapter discusses the rich clinical preparation combined with progressive experiences in PDSs that have made the partnership successful.
How the Professional Development School and Community School strategy might benefit from an integrated perspective serves as the guiding framework for this volume of Research in Professional Development Schools. This book advocates for blending these two approaches to address the needs of P-20 settings and their communities. Because we recognize the inherent strengths in both models, we encouraged chapters that had as a primary focus one or both models as they sought to support teacher preparation and K-12 partners.
