Foreword: Dr. Pedro Noguera
Chapter 1: Addressing the Needs of Children Lost in Our Public
Schools by Embracing the Whole Child
Chapter 2: The Core of Professional Competencies and Knowledge
Essential to the Effective Implementation of a Community School
Chapter 3: Teaching, Learning and Professional Development in the
Community School
Chapter 4: Community Schools As a Results Oriented Strategy
Chapter 5: Sustaining the Community School
Chapter 6: A Call To Action: National Implications for Policy and
Practice
Chapter 7: A Toolkit of Resources, Ideas and Inspirations
References
Eileen Santiago, EdD, has a career that spans 34 years as both a
public school teacher and administrator. She retired after a
fifteen year tenure as the principal of the Thomas A. Edison
Elementary School. Her visionary leadership transformed Edison into
a Community School.
JoAnne Ferrara, EdD, is associate dean for undergraduate advising
and department chair of curriculum and instruction at
Manhattanville College in Purchase, NY. She is a former urban
public school teacher and administrator. She created the college’s
first professional development school in 2002.
Jane Quinn, M.S.W., is the Vice President for Community Schools and
Director of National Center for Community Schools, The Children’s
Aid Society.
This inspiring book captures not only the power of the community
school to address the needs of children and families, but also the
power of a school-university partnership within this setting. The
deep partnership between the Edison School and Manhattanville
College, discussed in this book, serves as a beacon for others
seeking to build such partnerships that not only educate children
more effectively, but also prepare the next generation of teachers
for classroom realities.
*Martin J. Blank, president, Institute for Educational Leadership;
director, Coalition for Community Schools*
I have just finished reading Whole Child, Whole School: Applying
Theory to Practice in the Community School (Santiago, Ferrara &
Quinn), an up-close and personal look at one community school in
Port Chester, NY. This refreshing book brings educational theory
down to earth and provides rich narrative about the realities of
creating a full service community school. It also pays tribute to
the visionary leadership of the school’s principal, and to the many
educators and community partners who enthusiastically embraced the
vision of a school that was of, by, and for the students, teachers
and families who brought it to life every day. By providing a
wealth of narrative and data about the educational and social
experiences of everyone at the school, the authors provide a clear
argument in favor of community schools as an effective model that
belongs in the repertoire of everyone concerned with school
reform.
*Cora Greenberg, Executive Director, Westchester Children’s
Association*
Whole Child, Whole School brought into sharp relief the need for
the community school model and whole child education. As the world
becomes more inter-connected and smaller through the use of
technology we can no longer bring a silo approach to education if
America wants to continue to be a competitor and a leader in a
global age.
I am a parent-graduate of Thomas Edison School. Both my children
attended school there from Kindergarten through the fourth and
fifth grades respectively. They are both thriving and moving along
well in their academic careers due in large part to the strong
foundation they received at Edison. My husband and I both
contributed to the community school project; he as being a member
of the Community School Advisory Committee and me as PTA president
for several years. We have both increased our involvement in the
Port Chester community exponentially as a result.
*Joan Grangenois-Thomas, Co-chair emeritus, Port Chester Cares
Community Coalition, Education Chair, NAACP-Rye, Port Chester*
Community schools, like Thomas Edison in Port Chester, NY, are
revolutionizing the way we approach service delivery to low-income
families. Its positive benefits to families and communities are far
reaching and can include a narrowing of the achievement gap and
greater access to health and nutrition for children. In Whole
Child, Whole School, Eileen Santiago, JoAnne Ferrara, and Jane
Quinn, explore best practices at Edison and other community schools
and present a useful model for teachers, administrators, and civic
leaders that can be implemented nationwide.
*Steny Hoyer, Congressman*
In an environment of financial stress, high stakes testing, and
students too often bearing the weight of poverty, hunger, and
health problems along with their backpacks, it is critical that we
expand our ideas of what prek-12 education means. At AFT, we
recognize that our vision of education must address the needs of
the whole child and engage the community beyond a school’s walls.
Placing the community schools strategy at the heart of our Quality
Education agenda is AFT’s effort to do just that.
Thomas Edison Elementary School is a shining example of this
strategy. As a community school, Thomas Edison not only leverages
resources from both the school and community, but offers targeted
professional development for teachers and other school staff that
pave the way for positive outcomes for students, families, and
communities.
Thomas Edison is the type of public school that every community and
family should have a right to expect for their children. Whole
Child, Whole School: Applying Theory to Practice in Community
Schools shows how to make it happen.
*Randi Weingarten, President, American Federation of Teachers,
AFL-CIO*
The Charles Stewart Mott Foundation has a long history of
involvement with the community school concept—one that goes back to
our earliest days. Given that, we can certainly appreciate—and
applaud—the vision and tenacity demonstrated by those involved in
the rich case study shared here. One of the real strengths of the
community school concept is that it can be shaped and adapted to
meet local needs, which ultimately makes it a powerful force for
learning.
*Willam S. White, president and CEO, the Charles Stewart Mott
Foundation*
This book identifies the theoretical, practical, and policy issues
regarding improving the education of students who are getting lost
in today's school systems. The authors argue that whole-child
education and community schools are the models that can deliver
this instruction. The goal of the book is to discuss the ways that
community schools can provide whole-child education that best meets
the needs of students. The theoretical perspective provided defines
the framework of whole-child education and the background of
community schools. Practically, the book offers strategies (and a
tool kit) to implement the approach, as well as individual
anecdotes that provide a glimpse into real-life experiences and the
personal side to the story. The book does a wonderful job of
addressing the needs of an ever-growing immigrant population of
school-age children. The whole-child approach is discussed in such
a way as to allow educators to utilize these strategies in their
classrooms, while also encouraging administrators and policy makers
to reform their schools and follow the model they provide. Summing
Up: Recommended. Undergraduate, graduate, research, and
professional collections
*Choice Reviews*
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