Growing out of a meeting to explore alternative directions for community-based education in the Teacher Corps Program, the three papers in this document provide insight into how neighborhood involvement, the coordination and collaborative delivery of human services, and the utilization of political processes can be used to strengthen a community's participation in its educational system. A study of neighborhoods is important to an understanding of how they behave and how they can be changed to solve human problems and to facilitate interaction between school personnel and community members. The Teacher Corps community council can play a central role in coordinating human service delivery and in building a political base to implement desired programs. The council can also encourage the development of community support systems as an important adjunct to the formal human service network. To be most effective, each Teacher Corps project should analyze the political structure of the community it serves and determine how this information can be beneficially used. Such analysis should encompass both formal and informal structures. A brief annotated bibliography is included. (Author/WD)