Cultivating Equitable Educational Systems Through Full-Service Community Schools: Exploring the Co-Constructed Role of Teachers

• In Event: Forming and Reforming New Research Trajectories in Educational Change

Abstract

Full-Service Community Schools (FSCSs) have the potential to cultivate equitable educational spaces for underserved students through their emphasis on a) coordinated social and health services, b) expanded learning opportunities that are culturally and community responsive, c) family and community engagement, and d) collaborative school leadership and decision making. To realize this potential, FSCSs require school actors who have a shared understanding of the reform strategy, and the roles and responsibilities of key stakeholders—especially teachers, who have received limited attention in the extant literature. To explore the co-constructed role of teachers in FSCSs, we analyze qualitative survey data from administrators and staff at an award winning FSC high school in an urban district in the northeastern United States.

Authors

• Mavis G. Sanders, Child Trends

• Claudia Lucia Galindo, University of Maryland - College Park