Building Communities Through Partnerships In a true partnership, everyone becomes stronger. All partners bring strengths and expertise and each should also expect some benefit in return. In a school with strong community ties, teachers feel supported in their work and community members view the school as a valuable asset in terms of community development. Community members actively support teaching and learning and may volunteer time, money, or goods, or otherwise share their expertise, perhaps by serving on planning committees. Unfortunately, the relationship between school and community is not always strong. Where there is not true partnership, the school staff may feel isolated and charged with a difficult job with inadequate resources. Community members may seek unrealistic returns from the school and may appear to micro-manage the operations of the school—in fact, eroding the effectiveness of the teaching and learning process. Lack of trust in public schools may also be demonstrated when parents choose to send their children to private schools or educate them at home, or when taxpayers fail to approve bond issues designed for school improvement. Building partnerships can reverse negative relationships and focus on the community's primary goal of preparing children to become independent, contributing adults. Policymakers have endorsed partnerships at all levels from local to national. For example, Title I mandates programs and practices for partnerships in order for schools to qualify for or maintain funding. Partners can provide expertise and advice in areas necessary for program implementation as well as develop widespread support throughout the community. Did You Know? In 1997, the National PTA established National Standards for Parent/Family Involvement Programs that are supported through research findings that demonstrate the positive impact from parent/family involvement. The standards program provides quality indicators for each of the six standards as well as sample applications that include technology-supported methods. For more information on these six standards visit the National PTA Web site. National Standards for Parent/Family Involvement Programs Communicating: communication between home and school is regular, two-way, and meaningful. Parenting: parenting skills are promoted and supported. Student Learning: parents play an integral role in assisting student learning. Volunteering: parents are welcome in the school, and their support and assistance are sought. School Decision Making and Advocacy: parents are full partners in the decisions that affect children and families. Collaborating with Community: community resources are used to strengthen schools, families, and student learning.