Introduction.
School-community partnership is a program in which schools expand their traditional educational system and includes other social and healthcare services for children and their families. (Valli, Stefanski, & Jacobson, 2018). It has become evident that schools and other social services should work in collaboration for the betterment of the children. Schools and private agencies are an integral part of our community and steps should be taken to create various forms of collaborations.
Collaboration between schools and healthcare systems can be termed as the most effective component of school-community partnership. This paper is a plan for the proposed partnership between schools and a healthcare system. As an educator, it is important to have established and maintained a timeline for the project so that evaluation of the project can quickly be done by the end of the project. For the successful completion of the school-community partnership it is essential to designate individuals from both school and health department with specified tasks which will make the working of the project smooth.
There can be different methods for evaluation of the school-community partnership program after the ending of the timeline. For this plan, the best method for evaluation is by examining the perspective of family members and children and the perspective of staff and workers working on the project (Haines, Gross, Blue-Banning, Francis, & Turnbull, 2015). The project should have a positive impact on the health of the children. The children should be immune to viral infections and contagious diseases. The project should also be effective to the school which can be gauged by the academic performance of the students. The healthcare system can get benefit in many ways. The school-community partnership program will help in termination of serious diseases which can affect the whole community badly. It will not be wrong to say that the collaboration between the school and healthcare system will not only affect the school children and their families but the whole community by giving the society healthy youth (Stolp, Wilkins, & Raine, 2015).
Timeline and responsibility Chart
The following chart will describe the duties of the individuals working on the project. The most suitable timeline for this project can be one year.
| Serial No. | Designation of the individual | Task Description | Date for Reporting |
| 1. | School Management | Meeting with clients and making the arrangements for the collaboration | 23rd April-23rd May (2018) |
| 2. | Head teachers | Making amendments to the class schedule for the project | 23rd May-31st May (2018) |
| 3. | Class teachers | Informing the students and their families about the new project. | 1st June- 9th June (2018) |
| 4. | Healthcare staff | Assembling and organizing doctors and helping staff | 11th June- 14th July (2018) |
| 5. | Doctors | Implementation of the project | 1st August (2018)- 1st April (2019) |
| 6 | School Management | Making evaluation Plans and methodology | 1st April- 15th April (2019) |
| 7 | Teachers | Reporting about the evaluation of the plan | 15th April-25th April (2019) |
| 8 | School management | Making a report on the project and ending the project | 25th April-1st May (2019) |
Color-coded time line
- Meeting with clients and arrangements
- Reporting
- Implementation
- Informing the students
- Assembling doctors
- Ending project
- Evaluation Plans
- Amendment to the class schedule
Evaluation Process.
The aim of this project is to increase the level of student’s performance in the school. To evaluate the project the project should be able to give satisfactory answers to the following questions. The health of the students, Change in student’s performance in class, Financial cost and benefits of the project and the perception of students, teachers and the working staff. If the answers to all these questions are positive then it can be said that the school-community partnership was successful.
References
Haines, S. J., Gross, J. M., Blue-Banning, M., Francis, G. L., & Turnbull, A. P. (2015). Fostering family–school and community–school partnerships in inclusive schools: Using practice as a guide. Research and Practice for Persons with Severe Disabilities, 40(3), 227–239.
Stolp, S., Wilkins, E., & Raine, K. D. (2015). Developing and sustaining a healthy school community: Essential elements identified by school health champions. Health Education Journal, 74(3), 299–311.
Valli, L., Stefanski, A., & Jacobson, R. (2018). School-community partnership models: implications for leadership. International Journal of Leadership in Education, 21(1), 31–49.
