Abstract:

As school principals and other education leaders leave their roles, school divisions must purposefully develop and support school leaders who are equipped for success. While the pressures of increased student performance and accountability become more intense, the need for non-traditional models of leadership development intensifies as well. In this era of diminishing budgets, innovative programs that rely on community resources and expertise can play a significant role in the school reform effort. Success for prekindergarten through 12th grade schools (preK-12) has become increasingly dependent on the financial, intellectual, academic and human resources of their broader communities.
Thriving community partnerships can bring numerous tangible and intangible benefits to children, schools and their communities. When developed and implemented with relentless collaboration, community partnerships can match the right resources with the right needs – including targeting equity of opportunity for traditionally under-resourced schools. Universities are well situated to facilitate these collaborative efforts for schools and their communities. University-community partnerships can be powerful and exciting. They have the potential to alter and improve the practices of schools. Sustaining such partnerships, however, comes with significant challenges (Davis, 2013; Wilson, n.d.). The investment in creating programs that facilitate cross-collaborator vision, goal-setting, resource alignment and accountability is significant.
Successful partnerships engage and empower communities. Regarding university-community partnerships, Wilson noted, “Community partnerships are important because they serve as convenors of people and communities who might not otherwise come together to address significant issues or conditions they face” (Key Features, p. 22). Partnerships build capacity by establishing purposeful relationships, communication, and a sense of responsibility as they engage stakeholders in dialogue about the challenges and solutions ahead of them (Blank, Jacobson & Melaville, 2012; Mediratta, Shah & McAlister, 2008; Wilson, n.d.). Thriving partnerships create learning communities that promote “corporate educational responsibility, with education and business partners equally accountable to each other”… they deepen “public engagement that harnesses and legitimizes the proven power of community organizing…” (Hargreaves & Shirley, 2008, p.4).
For over a decade, schools in central Virginia (USA) have faced challenges in leadership succession planning. Increasingly, area corporate leaders recognize the value of supporting schools found in the communities in which they live and work, while schools recognize that they can partner with the corporate community to develop and retain highly skilled educational leaders. The authors of this paper believe universities can serve as convenors capable of making a difference in schools. They have facilitated leadership focused partnerships among regional school divisions, corporations, charitable foundations and universities. This paper will explore both literature and practical experience regarding the role universities play in securing, developing and sustaining community partnerships to meet the ever-changing needs and competing priorities of our diverse preK-12 communities. It also will share successes and challenges experienced through university, schools and corporate partnerships in central Virginia.

Keywords:

Industry, corporate, university, schools, collaboration, partnership, cooperation, leadership, succession.