What is the role of teachers and staff in community-school partnerships? During this FREE webinar, Dr. Sanders and Dr. McKinney de Royston will discuss the role of staff and teachers in realizing the transformative potential of community-school partnerships, including full-service community schools (FSCSs). It describes the perceptions, behaviors, and practices of staff and teachers within community-school partnerships, and how school leaders can ensure their staff’s full engagement.

Register online.

Featuring: Mavis G. Sanders, Professor, Department of Education and Maxine McKinney de Royston, Assistant Professor, Department of Curriculum and Instruction

Sanders, Ph.D. in education from Stanford University, is professor of education and affiliate professor for the doctoral program in language, literacy, and culture at the University of Maryland, Baltimore County (UMBC). Her research and teaching focus on the processes and outcomes of school, family, and community collaboration; educational leadership; and African American student success. She has authored over 60 publications, including four books, on the role of school and district leaders in developing and scaling up partnership programs; community engagement as a strategy to improve educational experiences and outcomes for underserved students; and the effects of home, school, and community collaboration on African-American adolescents’ school success. Her current research examines the role of principal and teacher leadership in restructuring learning opportunities for low income students through full-service community schools.

McKinney de Royston, received her Ph.D. in Education from the University of California, Berkeley. She was recently a Ford Foundation Postdoctoral Fellow at the Center for Urban Education at the University of Pittsburgh and a Spencer Foundation Postdoctoral Fellow. Her research examines the pedagogical and interactional features of productive learning environments, especially STEM classrooms, that support non-dominant students’ positive racial and domain-specific identities and learning. Her work has been published in journals such as the Journal of the Learning Sciences, Cognition and Instruction, Teachers College Record, and the Journal for Research in Mathematics
Education.

This event is sponsored by the Wisconsin Evaluation Collaborative (WEC)