Planning with Purpose in Community Partnerships

District team will build data-driven plans to lead change in their districts using the Future Ready Framework around Community Partnerships.
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Earn Graduate Credit
Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
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About this Micro-credential

Key Method

The district team will leverage human capacity, identify actionable strategies and next steps, and develop a data-driven plan that will use community partnerships to support personalized learning in schools.

Method Components

The Future Ready Schools: Planning with Purpose in Community Partnerships micro-credential is part of the Planning with Purpose stack of the Future Ready Schools micro-credentials. It is designed to support district teams as they build data-driven plans to lead change in their districts using the Future Ready Framework.

What is the Community Partnerships Gear?

Community partnerships include the formal and informal local and global community connections, collaborative projects, and relationships that advance the school’s learning goals. Digital communications, online communities, social media, and digital learning environments often serve as connectors for these partnerships.

Components of Planning with Purpose in Community Partnerships

  • Leverage human capacity in the district to support the development and, ultimately, implementation of a Future Ready Action Plan
  • Identify actionable strategies and next steps for implementation by reviewing district context, data, resources, and best practices
  • Develop a data-driven plan that would use community partnerships to support the realization of personalized learning in schools

Research & Resources

Supporting Research

  • Blank, Martin J., Reuben Jacobson, and Atelia Melaville. “Achieving Results through Community School Partnerships: How District and Community Leaders Are Building Effective, Sustainable Relationships.” Center for American Progress (2012).
  • Henderson, A., Mapp, K., Johnson, V., and Davies, D. (2007). Beyond the Bake Sale: The Essential Guide to Family-School Partnerships. New York, New York: The New Press.


Submission Requirements

Submission Guidelines & Evaluation Criteria

The items in this following section detail what must be submitted for evaluation. An educator will need to receive a “yes” evaluation for Parts 1, 2, and 3 to earn the micro-credential.

Part 1. Overview Questions

  • List the district team members who contributed to the plan for the Community Partnerships gear. Why was it important to involve these people?

Part 2. Work Examples/Artifacts

Please submit the following artifacts:

  • Your Community Partnerships gear assessment. How did the data from the self-assessment inform your plan?
  • Create and upload your plan for Community Partnerships gear. You can provide a brief description of the strategies as needed. (Reference the Future Ready Dashboard for strategies and ideas as you plan)

Part 3: Reflection or Other Type of Additional Assessment

  • How did the data inform your district’s approach to becoming a Future Ready School in Community Partnerships?
  • How will you build internal capacity to implement the plan for the Community Partnerships gear moving forward?

The Future Ready Schools micro-credentials were developed with support from the Friday Institute for Educational Innovation at North Carolina State University.

Except where otherwise noted, this work is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


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How to prepare for and earn this micro-credential - in a downloadable PDF document

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