Module 7

Submission Ide: 169ba5b0-08d8-4f5a-8df0-4656c366fb80

20% SIMILARITY SCORE 7   CITATION ITEMS 8   GRAMMAR ISSUES 0   FEEDBACK COMMENT Internet Source   3% Institution   17%

Kathleen O'Briant

Module 7 APA.docx

Summary

 1272 Words  

Running Head: COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 1

Comprehensive Plan for Alumni and Community Collaboration

Introduction:

Communities and schools are often seen collaborating to achieve goals that help both

schools and the community. The common collaboration allows the establishment of such a

relationship that provides benefits for both parties. The basic purpose behind the collaboration

between school and community is to ensure that the school is running smoothly and the

community is playing its role most effectively. According to Valli, Stefanski & Jacobson (2016)

research that school–community partnerships are currently in the forefront of place-based urban

reform efforts. But the literature on these partnerships indicates a variety of models that require

different commitments and resources. As the relationship between school and community

develops, different other factors also get involved such as stakeholders, alumni, parents, etc. The

role of alumni is very critical as the support they can offer is an excellent example of

collaboration school expects from stakeholders, community, etc. In this regard, the Collaborative

Planning and Diagnostic Instrument explains how this relationship can provide different benefits

to different factors. Since this instrument is based in different stages each stage defines a

different purpose. For instance, the use of phases 1-5 executes the comprehensive plan about

maintaining the collaborative environment of k-12 community while 6-14 stages are to explain

the administrative patterns, structure and how the connection of the collaboration would be. In

short, stages 6-14 explains the collaborative relationship with the community. In this paper, not

only the Rubin Collaborative instrument would be discussed but also how the relationship is built

and what is the role of the alumni and how it can be improved for the sake of the community and

school collaboration and how alumni can contribute in the collaboration methods.

Collaborative Planning and Diagnostic Instrument by Rubin Hank

COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 2

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The instrument that is being used here to understand the collaboration connection

between the K12 community and institution is known as Collaborative Planning and diagnostic

Instrument by Rubin Hank. It consists of 14 different phases, each explaining the collaborative

COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 3

is perceived as an advantage, as specific counterarguments and agreements are brought up and

respected. All these perspectives bring forward an advantage that when different people

collaborate and a new wave of respect can be observed. When different opinions are there, a

system is developed that is ready to counteract any criticism when structure development is

being talked about.

The real issue of collaborating is the culture that is developed through the help of stages

8-11. Equal respect and importance should be given to all the parties involved in the

collaboration and when they are given their due importance, they feel honored and they respond

excellently. When such collaboration occurs, stakeholders feel importance which is not only

cause a sense of equality but a sense of trust and open communication through both the school

and community (Kalin & Steh, 2016). Through the collaboration culture, a space is created that

allows the academic institutes to educate not only the students but a much larger population and

that is due to the collaborative relationship between community and school.

After this, the remaining stages that are 9-14, they account for the sustainability,

renewal, and accountability of the collaboration plan that is established in the previous stages.

Since the knowledge from the early stages is applied to the plan that is being derived in later

stages, it enables the parties to remain involved and evaluate the outcome of the plan in terms of

its reliability. As the knowledge is made easily available and enables the team members to take

new orders in such a manner that new leadership is welcomed and different decisions like when

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relationship with their differences and effective factors. The first phase is the launch of the plan.

In this stage, the reasoning behind the relationship and collaboration is established and different

factors are considered like individual persons who are ready to accept their responsibility in this

collaboration. Then comes stages 2-5 that keep their focus on the development of human

resources and the knowledge that is used as a base is derived from stage 1 that was the initiative.

Then again, the knowledge attained from the stages 1-5, a plan is derived that is used in the 6-14

stages. Stage 6 and 7 are related to administrative structure, stage 8-11 is involved in building a

culture of collaboration that allows different partners to come together and stage 12-14,

accountability, sustainability, and renewal is brought into considerations. Keeping all the stages

in mind, stage 6-14 defines the mutual collaboration relationship with the community.

How mutual collaboration is created

As it is explained earlier that the first five stages of Collaborative Planning and

Diagnostic Instrument are known as the beginning stages, stage 6-14 leads the collaboration

process. The plan or reasoning which is given in the starting stages matured in the last 6-14

stages. As it has been told that each stage has its benefits and work according to their demand, in

stages 6 and 7, the system for administrators is developed and structure is finalized. The

administration role if signalized according to the skills, abilities, and experiences along with a

clear perspective. Here it must be remembered that when different personalities come together,

different aspects in an agreement and counter agreements can also be perceived. It was further

explained by Kalin & Steh (2016) as having a variety of knowledge from numerous personalities

to implement the change or bring a change and focus on the previous goals or develop a new

goal.

How alumni are engaged in this process

COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 4

COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 5

References

Cannon, t. (2015). The importance of the alumni network in education. Red Brick.

https://www.redbrickresearch.com/2015/10/29/the-importance-of-the-alumni-network/

Kalin, J & Steh, B. (2016). The goals and conditions of qualitative collaboration between

elementary schools and community: A challenge for professional development. Bulgarian

Comparative Education Society. January 2016:14.

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Now that the role of the collaborative planning and diagnostic instrument has been

discussed, the role of alumni will be discussed now. The role of Alumni is considered very

critical when it comes to school and community and their collaboration. When there are active

alumni in a community, the process of collaboration can be improved in many ways, especially

the stages 6-14. Through alumni, different goals can be created and new policies are developed.

Alumni present forward their knowledge and support and improvise the collaboration process.

When a school invests in alumni that are active in the community, the response is support

and loyalty along with the reference to the future goals and new decisions. It is furthermore

established that due to the possibility of having such a line of communication with alumni is the

number one initiative of the process due to them being able to offer services and resources

throughout the community (Cannon, 2015).

As alumni play their role in the local school and also in the community, they promise a

unique set of skills and experience. When such planning is done, different parties, start showing

their trust in the program and collaboration is considered a success. According to Cannon (2015),

alumni effectively ensure that collaboration impels accountability as it is a crucial part of this

final phase. The support of the sustainability of the program contributes to the simple fact that

alumni are engaged. Lastly, the knowledge contributed to either the reflection of the organization

or a renewal phase will always maintain engagement. Their knowledge consists of previous

successes or failures in which they once played a part in and can help guide the efforts of

collaboration. Outcomes and support among the organization are due to the engagement of the

alumni collaboration.

https://files.eric.ed.gov/fulltext/ED568130.pdf

Valli, L., Stefanski, A., & Jacobson, R. (2016). Typologizing school–community partnerships: A

framework for analysis and action. Urban Education, 51(7), 719-747.