The Universal Prekindergarten Program in Community School District Eleven, New York City: A Study in Collaborative Leadership and Systems Building.

Autor/inn/en	Paprocki, Charles; Kolben, Nancy
Institution	Child Care, Inc., New York, NY.
Titel	The Universal Prekindergarten Program in Community School District Eleven, New York City: A Study in Collaborative Leadership and Systems Building.
Quelle	(2002), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Responsibility; Agency Role; Community Cooperation; Community Organizations; Educational Responsibility; Leadership Responsibility; Models; Partnerships in Education; Preschool Education; Program Descriptions; School Role; Systems Building; New York (New York) + Suchen Sie Ihr Suchwort? Erziehungsverantwortung; Analogiemodell; Hochschulpartnerschaft; Pre-school education; Vorschulerziehung; Systembildung
Abstract	This report describes how expanding Universal PreKindergarten (UPK) services in New York City's Community School District 11 (CSD 11) demonstrates how a community school district can work with early childhood programs in the community to integrate early childhood services and public education in the northeast Bronx. The report examines the roles and responsibilities of the stakeholders and discusses the philosophy and strategy put into place to create the collaborative leadership structure. Information was obtained from interviews with the director of early childhood of CSD 11 and staff members, surveys and meetings with directors of community-based organizations (CBOs), advisory board members and parents, reports from kindergarten teachers, and Early Childhood Strategic Group participation on the advisory board. The report highlights the role of the Director of Early Childhood for implementing and managing UPK, and the CSD 11 business model recognizing the leadership role of CBOs. Discussion of the program model focuses on the management plan, building participation in UPK, recruitment and enrollment, program standards and assessment, and professional development. The report concludes by pointing out that if community school districts desire a working relationship with CBOs, they need a clear vision of a collaborative model, mutual respect for the professional commitment of CBOs and schools, a well-functioning CSD management system, an active advisory board, investment in the program and technical support, a strong working relationship with CBO directors, a business model recognizing finance and program needs, attention to parent needs, attention to professional development, and consistent review of how the model is working. The report's three appendices include copies of surveys for parents, directors, and advisory board members. (KB)
Anmerkungen	Child Care, Inc., 275 Seventh Ave., 15th Floor, New York, NY 10001. Tel: 212-929-7604; Fax: 212-929-5785; e-mail: info@childcareinc.org; Web site; http://www.childcareinc.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC