ERIC Number: ED380901
Record Type: RIE
Publication Date: 1994-Oct
The Principal's Perspective of the Possibilities and Constraints of Neighborhood-Based Interagency Collaboration.
Hammiller, Ruth E.
Although the principal is a vital key in the success of any project involving the school, a variety of constraints interfere with the principal's effectiveness to use interagency collaboration as an impetus for school reform. This paper presents findings of a study that investigated the perspectives of principals toward a neighborhood-based interagency collaboration (CBIC) effort implemented in a large midwestern city from April 1992 to December 1993. A neighborhood interagency team had been formed in two neighborhoods to serve as a clearinghouse, provider, and coordinator of direct services, with a focus on prevention. Data were gathered from observation of all interagency team meetings, and interviews conducted with a total of 36 participants from 8 schools in the 2 neighborhoods--9 principals and project assistants, 3 district-level administrators, 17 interagency team members, 2 parent-school liaisons, and 5 top-level administrators. The principals identified major strengths of the program, its possible goals, limitations, and constraints. Recommendations for meshing CBIC with school reform include: (1) maintain a long-range focus; (2) allocate sufficient time and money for planning; (3) involve all schools in the neighborhood; (4) train school administrators and staff on collaboration; and (5) consider the neighborhood view of community life in choosing the type of interagency collaboration. (LMI)
Descriptors: Administrator Role, Agency Cooperation, Community Coordination, Community Programs, Community Services, Cooperative Planning, Educational Cooperation, Elementary Secondary Education, Integrated Services, Outreach Programs, Principals, Program Implementation, School Community Relationship, Social Services
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (Philadelphia, PA, October 28-30, 1994).