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Creating a Partnership from the Top Down/Bottom Up: Collaborative Approaches for Implementation The Talawanda Schools/Miami University Partnership.

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Presentation on theme: "Creating a Partnership from the Top Down/Bottom Up: Collaborative Approaches for Implementation The Talawanda Schools/Miami University Partnership."— Presentation transcript:

1 Creating a Partnership from the Top Down/Bottom Up: Collaborative Approaches for Implementation The Talawanda Schools/Miami University Partnership

2 Talawanda School District: Partner with Unique Characteristics Oxford Township -- includes City of Oxford, surrounding rural area, and Miami University Milford Township (Darrtown) Hanover Township (West Hamilton and McGonigle) Reily Township (Reily)

3 Miami University: Partner with Unique Characteristics Ohio’s “selective” public university High achievement profile Most students white, middle/upper class 60:40 students, mostly new teachers graduate per year

4 Past Voter Support for Talawanda Schools Prior to consolidation in the 60s, Townships passed 25/26 bonds and levies Following consolidation, townships have not passed a single bond or levy(34/34) Recent string of failed bond issues forced closing of an older elementary building and the strained merger of three schools into two

5 Partnership Possibilities Emerge Receptive governing bodies in place for the first time Mutual interests served by a formal partnership agreement Key political factors arise: perceptions of school district’s underperformance; removal of valuable resources (open admission for Talawanda graduates to the Oxford campus)

6 Key steps toward partnership *sign partnership agreement *create governing structure (a new bureaucracy) *enlist key personnel *create mission and agenda *begin public activities including meeting and designing programs

7 Three key commitments of the partnership 1)Cultivating on-going, institutional support for the partnership 2)Building curricular connections between and among university and school-based classrooms, students, and teachers for the enhancement of student learning and teacher development 3) Engaging in creative, connective activities for expanding the partnership


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