Abstract
In Section 1 of this book, a three component planning framework was emphasized: Fit for purpose, in our special context, and at this particular time. The exemplar described in this chapter provides an important, compelling example. Leaders designed it for the special needs, problems, and opportunities associated with the expansive frontiers of Saskatchewan, Canada. Inspired initially by the full service community schools initiative developed in Scotland, leaders for this special Canadian and provincial innovation progressively developed their own design as they learned their ways through the attendant challenges and opportunities. In contrast to the full-service school model, they quickly learned that schools were not the best place or the only place for services needed for vulnerable young people and highly mobile, diverse families. Instead of a full-service school with claims for one-stop shopping, they have pioneered the development of a comprehensive school-linked, community-based services system. They describe in detail how they have organized and mobilized local leaders and community health and social services providers for collective action. Special organizational structures called “The Hub” and “The Centre of Responsibility” serve as intermediaries for services provision and policy coordination and change. Educators, students, families and schools are among the beneficiaries, but educators working alone do not have to shoulder often-overwhelming burdens to be the only service providers in particular places. These leader-authors’ lessons learned for other leaders are especially important, including procedures for confidentiality protections and the community linkage strategies they have developed for educators and schools.
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Notes
- 1.
Pseudonym.
- 2.
A Metis Elder is available 1 day a week to mentor students who have children and to work with teachers when invited. Additionally, the school division has an Integrated Learning Consultant who provides teachers with knowledge of First Nation and Metis culture and works as a liaison between the SRPSD and neighboring First Nation communities and First Nation and Metis organizations.
- 3.
(1) The school has a core instructional program with qualified teachers, a challenging curriculum, and high standards and expectations for students. (2) Students are motivated and engaged in learning – both in school and in community settings, during and after school. (3) The basic physical, mental, and emotional needs of young people and their families are recognized and addressed. (4) There is mutual respect and effective collaboration among parents, families and school staff. (5) Community engagement, together with school efforts, promote a school climate that is safe, supportive and respectful and that connects students to a broader learning community (Blank, Melaville, & Shaw, 2003).
- 4.
Problems and needs refer to elevated risk factors.
- 5.
Information Sharing Issues Working Group – Ministries of Justice, Health, Social Services, Education, and Corrections and Policing Division.
- 6.
Information Sharing Guidelines for Community Mobilization and Hubs- April 2013.
References
Blank, M. J., Melaville, A., & Shaw, B. P. (2003). Making a difference: Research and practice in community schools. Washington, DC: Coalition for Community Schools & Institute for Educational Leadership.
Dyson, A., & Todd, L. (2010). Dealing with complexity: Theory of change evaluation and the full service extended schools initiative. International Journal of Research & Method in Education, 33(2), 119–134.
Scottish Office. (1998). New community schools: The prospectus. Edinburgh, Scotland: The Scottish Office.
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© 2016 Springer International Publishing Switzerland
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Salm, T., Caswell, E., Storey, S.G., Nunn, A. (2016). Enhancing and Extending Full Service Community Schools in Saskatchewan, Canada: Educators Becoming Part of the Hub. In: Lawson, H., van Veen, D. (eds) Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools. Springer, Cham. https://doi.org/10.1007/978-3-319-25664-1_6
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