ED 173 957

AUTHORTITLE

INSTITUTICN

SPONS AGENCY

PUB DATENOTEAVAILAELE FROM

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iccummT BESOME

EA 011 975

Decker,. Virginia A., Ed.Building level-Coordinators/Directors and CommuniEducation. Role Guide Series #6.Virginia Univ., Cfiarlottesville. Mid-Atlantic CCfor Community Education.Mott IC:S.) Foundation, Flint, Mich.; 'Office cfEducation (DHE,W) , Washington, D.C.7927p.; For related documents, -see EA 011 970-980Mid-Atlantic Center for Community Education, Schoof Education, Ruffner Hall, University of VirginiCharlottesville, Virginia 22903 t$1.00; $8.25 forof 11 role guides; quantity discounts)

MF01/PCO2 Plus Postage.*Administrator Education; AdministratorResponsibility; *Administrator Role; *CommunityCoordinators; *Community Education; ElementarySecondary Education; Higher Education; *SchoolCommunity Cooperation; *School CommunityRelationship

ABSTRACTThis guide is the sixth in a series of elever

generated in 1978 as the result of workshops that focused on peertraining, a different approach to teaching. The workshops providethe opportunity for members of eleven identified role groups to wtogether with peers. to examine the relationship between theirspecific role group and community education and the ways in /which

they could stimulate their peers to improv,e role performance andeffectiveness. This booklet focuses cn community education as seecoordinators of programs. Topics considered include characteristiof builbing level coordinators; responsibilities, steps in progradevelopment, and evaluation. An extensiv,e sectj.ch on trainingstrategies discusses professional-development of coordinators, .

communications, and interaction between higher education-agenciespractitioners.. (Author/LD)

a

126. ,

*.%

********** -,*************4;*********************************Repro, -tions supplied'by EDRS are the best that can be mad

* ' from the original document.#*************************************####*#*****************##A,#

BUILDING LEVEL COORDINATORS/DIRECTORSAND COMMUNITY EDUCATION

=Role Guide Series #6

otic Coos11' West Virginia College

'tea of Graduate StudiesAppalachian State

University,Virginia State ,

University of VirginiaUniversity of South,

CarolinaGallaudet CollegeMaryland State

Dept. of EducationVirginia Polytechnic

Institute & S. U.West Virginia State

Dept. of EducationNorth Carolina State

Dept. of Public Inst.University of Delaware

Rapt. ocEducation

/C Dept. of ESouth Carolina State

/tIct. -- University of MarylandrylandEducation

Os' Poblic Schools, OfficeWashington; D. -C:

unity s, of Siate'AdministrationNorfolk State CollegeSouth Carolina School

for the Deaf and Blind,

The Role Training Project was made possible by a grant from the'U.S.O.E.Community Education Program. The follow-up activities andpublication of the 'Role Guide Series were made; po'Ssible by grants from theCharles Stewart Mott Foundation. ,

Larry E. Decker, Project Director'Sharon M. Rubright, Project, Assistant

Published by '

,

-

Mid-Atlantic Community EducationConsortiurnC/o University of Virginia

School of-Education - Ruffner HallCharlottesville, Virginis 22903

Printed by Urkiversity of Virginia Printing Office'1979

u.5. DEPARTMENT OF HEALTH.

. Pride: $1.00 , , EDUCATION 4 WELFARENATIONAL INSTITUTE OF

i EDUCATION ...

THIS DOCUMENT HAS E4EEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS-OF VIEW OR OPINIONS

2 rk STATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL4NSTITUTE OFEDUCATION POSITION OR POLICY ,

4

Building Level Coordinators /Directors.and Community Education

ContribUtingOnoydinators/Diretiors:

Nancy Rose .(Facilitator) --Rachel M. Miller jDunbar,41V .& Clarkston, GA

Alice 1. Cribb Barbara ArmHyattsville, MD

Virginia D. Tyndall,Durham, NC

Charles Fox,Barboursville, WV

/James P.' CoffeyCharieston Heights, SC

/ .

°,'I Judy L. ScruggsPittsylvania County, VA

Gerrie SchromWar, WV-

Edna FryeWashington,'DC

Wilbur Hines Mercedes)UAlellFlorente, SC Nolfolk, VA

Ron Kimbrongh Roselied H. HarmonWashington, DC ' La Plata, MD

Doug Walters ''.10 'Ann Hall (Faciitator).

Charleston, WV Charleston, WV

Conway, SC

Clarence E. Knight; jr.'Washington, DC

Judy TaggartNewark? DE.'

zger art Windle.W ngton,.DC

ibsonFlotence,'SC

Jim PraterColumbia, SC

Prances 'B. WrayTryon-, NC' g

Joe AlexanderPittsylvania County,./VA.

"Acknowledgements':Academies: ater al Facilitator: Sharon M. Rubright

Technical i s: -Mary Lou Howerten & Joseph Ringer, Jr.

Editing and:, ewrite: Virginia A. Decker ._

Typing: Gina)/ Alley and June Seay

1

TABL OF CONTENTS

Page

Preface 5

As BUildi'llg-LeVel Coordinhtors, We Believe. -6

Tntroduction7

A

Characteristics of a Building LurecoordinatOr 9

lY

Responsibilities 11

,Program/Processg.ram./Process Development 14

Evaluation2

416

/

Training Strategies..17

x.,, .

- Professionel Dpvelopment :-. 18

Communication_ 20

Interaction Among Higher EducationPractitioners 22,A4Aencies and Prac

Future Direct-ion

Bibliogralphy

°

C

.1

24

26.'

PREFACE

This booklet is a result of two'three-day.Role,Training and Peer Interaction Academies which wereheld in L978 and funded by a training grant fromthe U4S. Office of Education, Community EducationProgram. The format for both Academies was design-ed to focus upon peer training, a method which hasproven to be a useful teaching and informationsharing approach. The sessions provided theopportunity for members of eleven identified rolegroups to work together with peers to examinein-depth :

a) the relationship between their specific:role group and community edutation, and

or

b) the ways in which they could stimpl totheir peers to.improve role pdffor anceand effectiveness.

Material development phases were interw6i7en withboth structured and unstructured problem-solvingactivities. The follqw-up activities and .publica-tions',of the Role Guide Series were made possiblefromgrantsby the Charles Stewart Mott Foundation.

Through a sharing of information, all partici-pants gained knowledge. The information sharedin this booklet is intended-for use both byexperienced individuals and those just enteringthe field. The booklet can help the experiencedindividual to become more aware of additionalaspects-of the role and of directions being takenby others. It can assist the novice in gaining antIverview of the role as seen by those whO haireworked in this capacity. The information alsocan be used as a means, for guiding others in thecommunity to gain a better understanding of themerOle and its relationship to community education.

AS'BUILDING LEVEL COORDINATORS, WE BELIEVE

.We believe that there is rising public insistence

that all levels of government beceme more

responsive to-citizen needs and dhsires.

elieve that there is a limited amount of tiic

.monies and other human and physical resources

available to meet public demands for facil-

ities, programs, and services.

We believe that full utilization of existing

public WIlities, prp4rams, and services is

a desirable community goal.

We believe that-the, energy crisis and other related

dOvelopmehts point up an.increasing need for

all governmental units and_. related public

service organizations to mobilize their

respeCtive resources for the common purpose

/ of improving the quality of community life.

-

We believe- thaf local communities have facilities,equipment, and staff organized for the purpose

of providing opportunities for life-long

learning.

We belieVe that other related public and.private

community organizations piovide programs and

services for community betterment.

We .

believe that no single, cohegive, coordinated

strategy"for the development and utilization

of all the'se relevant community resources has

yet been established.

We believe that there are great potential social

and economic benefits to be derived from

further cboperation in facility and programdevelopment for the benefit of all citizens

through a comprehensive community eduCation

progrAm at the.local level.

6

Introduction

The role of a community education coordinator/director* can encompass a wide range of responsi-bilities and duties, including serving as ateacher, a counselor", an organizer, an administra-tor, a supervisor, a salesman, a leader, acommunicator, and a human relations worker withinthe community.

Ideally, the purpose and Overall goal ofthe community education coordinator is to be acatalystic agent for bringing about a spiritof unity on the part of the community and forhelping peoplealize the great potential theyhave within tHiaiisselves for recognizing and solvingtheir own problems. In the practical terms of .

day-to-day operation, the 'coordinator works withthe community, school .system, and service agenciesin the areas of need identification and programplanning.

In both the long and short range view ofthe role, it is important to note that thecoordinator is a facilitator of a process, not

an administrator of programs. The coordinatoracts as a change agent/activator/resource coordi-nator in the community and becomes the catalystwhich assists the various segments of a communityto organize-to achieve agreed upon goals. The

individual accepting a coordinator's position mustassume the responsibility of 'becoming familiar withthe power stilbture of.the community (both' formal

and informal), the function and status of the many

*Titles may vary from ce.mmunity to community. The -

term "community education coordinator" will beused throughout to refer to the building levelcoordinator, who is sometimes also cal ed thecommunity school director or commun servicefacilitator, etc.

-/

7

7

agencies (both civic,and service) and the needsof all members of Vle total community and mustaccept the challenge to help mold these variouselements together to strengthen the quality of allaspects of life for every individual and for thecommunity as a whole.

Viewed from their perspective as facilitatorsand change agents, the coordinators drafted thefollowing definition of community education.

"Community Education isa processwhich seeks to provide.a coM-,prehensive and coordinated delivery'system of educational, recreational,social," and cultural services as wellas opportunities for continued growthand development cf individuals, families,and communities."

It should be noted that the building level,coordi-nators/directors participants at the Academieswere dealing with primarily a school-based program.,,They noted several advantages associated witha school -based program. These advantages includedthe availability of personnel, materials and thebuilding facility; the community identificationwith the school; and the fact that the schoolserves as a non-political entity within the .community. However, the coordinators viewed ajointly-operated program (school and -agencies)as having the additional advantages of a broaderfinancial support base and the possible `furtherreduction or -elimination of unnecessary duplicatedservices. The possible-colplicatiohs in clommunica-tion and coordinati.on were seen:as hurdles to beovercome rather than barriers that would blockprogress.

8 8

CHARACTERISTICS OF A BUILDING LEVEL COORDINATOR

The building level coordinator views himself /s

herself as a person who must work cooperativelywith a variety of community members in allsituations. Because communities and situationsare different, the identification of skills,competencies, and personal chara teristtcs ofcoordinators is an area of much discussion.Studies have bee conducted to determine those

iparticular quali es necessary to be an effectivecommunity. education coordinator. Over the pastfew years, listings of-competencies and character-istics have been generated by researchers andpractitioners. The competencies identified asessential by coordinators at.the Academies were

1. Communication2.10 Decision making3, Operation (management and prograMming)

,4. Human/public relations5. eProblem solving/planning6. Evaluation

They also agreed that coordinators must -have the

following personal characteristics:

1. Warmth, understanding, and tolerancefor differences

.2.4 Receptiveness3..0 Sensitivity4. Loyalty

,5. Enthusiasm and commitment6. Patience and persistance7. Good health and neat personal appearance

The degree to which each of these personal/ characteristics and competencies is present willinfluence the effectiveness of the coordinator asa4facilitator..

.1/

9

The backgrounds of those in community educa-tion coordinator positions are etremel(y variedwith training ranging from Master's Degree at,theuniverscity level to "on-the7Aob'r training and"learn as you go":experiencs. The question of,certification and training,"is an important .issue.

Omo coordinators. Most states presently-have11144.4

no cer .fication requirements or guidelines forhiriing.. Coordinators feel that requirementsshould be set.and that.tiae requirements should bebased 'upon' competencies,, rather than on degreesor teaching"certificates. They belietre that ifcertification ,is to become a reality and to servethe be9t interests of the community; it musttake into account the skills, abilities, andpersonal qualities needed to facilitate aneffective relationship with the community to beserved.

b

,1 0

R.ESPONS .IBILITIES

The role of the community education, coordina-tor in a community and the responsibilities assumedwill be dependent upon the job description, thegoals, and the objectives of the program. Themajority of activities will be either administrativein nature or will deal with the community educationprocess (facilitative functionS).

The following" is a list of the major re-spon-.

sibilities which emerged in"tbe coordinatorsrole group discussion.

1. Commun cation: The codrdinator utilizeseffective communication skills

a. Disseminating ideas and informationfor/to'the community.

b. Conducting public relations activitiesthrough media and personal.communica-tion.

c.,Pacilitating collaborative efforts'..'d.'Rdteiving and sharing individual,

group, and community ideas.e. Ma'tntaihing open lines of communication

with staff and support persons.f. Establishing mutually beneficial

relationships among agencies.g. Coordinating prpcjramming efforts among

agencies to avoid duplication and4 reduce'competitcion.

2. Learning Facilitator: Tile coordinatorfunctions as a learning ((facilitator by:

a. Maximizing opportunities for citizenleadrship and involvement..

b. Developing procedures for effectingindividual, family,' and community charige

through involvement.

11

c. Employing. processes for involvingindividuals, groups, agencies, andinstitutions in effelting communitychange.

gr. Developing group' interaction skills.

. Administration - The coordinator acceptsrespons, bility for.;

a. Dev loping a budget and a financialplan to insure that financialconsiderations (overhead, salaries,publicity, etc.) are met.

b. Determining, in cooperation with thecommunity advisory council:the scopeof program activities as well as goalsand objectives for future programmingbased on community input.

c. Orgaiizing, supervising, and evaluatingprogram staff (developing job descrip-tions, interviewing, hiring,'andtraining).

d. Supervising building and equipment,useto insure 'smooth, effective operationof activities.

e. Developing techniques and a managementprocess. .

4

f. Knowing, interpreting, and incorporatpg,

the poliCies of the agency,whi6h thecoordine.tor is representing.

g. Work-iilg with principal/staff in pro-gramming and operation. of programs.

h. Identifying sources of potdntialrevenue and initiating grant procedures.

4. PrograM Development: The coordinator'sfunction as a pr9gram developer centersarounddassisting in:

a. Conducting needs assessment /evaluation(both formar and informal).

b. Conducting resource identification,assessment, and. involvement.

c. FacilitAing program design, impleMen-._tation, and, coordinated delivery.

12 12

d. Recognizipg the autonomy'of existingservides and programs within thecommunity.

1.-

5. Professional Development: The coordinator.continuously must develop. his /her profess-ional competenciei thr:ough:

a. Readiny.iprafessional materials.41

Attending and contributing to profess-.Tonal Workshops and Conferences

-c. Povidingidn'-service training Opportun-'ities forStaff;adVifcry council members,:-and others InVolired in-community ethics-

tion efforts 4n the'community.:d. Participating in staff-development

being Carried out for. others in thy,

commlihity. *,

rPossessing the recommended skills and charac-

'rteristics and having identified his/her responsi--'bilities, the community education-coordinator can,.begin to develop and implement the community educa-tion process within 'the community. To a highdegree, the leadership assumed by the coordinatorin meeting the responsibilities will affect theprogram's level of.success.

13

13

4

.0

PROGRAM/PROCESS DE OPMENT*

The steps taken in developing a program are

'difficult to prioritize because they depend on

the community, the coorninator's knowledge of. thatCommunity, and the political and financial situa-tion. 'With a logical and sequential progression

of activities that but1IZ53riftch-.Q.ther and thatreflect'.the needs and wants of the community, aprograi can be cleveloped:and implemented whichwill serve the community. Coordinators haveidentified a list 'of activities that can serve,

as a process and product-orientation guidelinefor development:

1. Identify and meet-with community anschool personnel,

40an informal basis

.;

.genCy,leaders and

2. Increase community leadership's adschool staff's awareness and under-standing of community education concepts,

' 3. Establish community task force/advisoryboard,

4. Conduct informal assessment of needsby task force,

5. Develop mini-programs to address initial.identified needs,

6. Evaluate classes and activities on a

continual basis,

*"Program" is used'in the broad sense to include

the total effort,service, activities, coordination,collaboration and other elements. The term is not

synonomous with classes.

`Is

14

14

7.' Implement a formal needs assessmentipocest,

8. Plan and implement a program based on-diagnosis of survey results and communityresources, tnd

9'. Evaluate program formally and modify. where needed.

The path.to.program development and imple-mentation is not alwayS smooth. The most oftenmentioned problem is that' of communication --both the use of. media for communicating directlyto the cOmmunity.memb'ers and the personal ability,to communicate effe4ively on a verbal,°one-to-onebasis or in front.of-a group.

Other problems'identified as being common tomany coordinators' programs include:

1. PrOtection of territory/Clients served :/

among state,and.local agencies andeducational institutions (turfism).

2. Lack of financial resources.

3. Lack. of understanding of the role of/the coordinator'in a school-based /operation by school ana agency personnel.

4 Apathy and/or lack of support in/theschool and/or segments of community.

I

Strategies for solving these problems dependon the personal strengths of a coordinator butthey usually employ both communication and humanrelation skills. The strategies suggested fOrcommunicating' with the community-wide populationare ones which have Troven effective for a numberof coordinators. They include:

1.. Establishment of an inter-agency taskforce to serve as a sounding board and todisseminate information.,

. ,

15

1

2. Estab,lishment of an effective andvon-goingpromotion campaign through all available.resources of media (television, r dio,newspaper, newsletters, flyers, p omotionbrochurbs).

3: ES.tablishmen-4Lof awareness sessions inthe community-1nd school by advisory

. council members. .

5

EVALUATION ,

,a;

The area of evaluation is. receiving increasedattention. In mosit community education programs,

1:

the cpordinatoris asked to provid on-goingevaluation of staff (prof,essibmal nd volunteer),facilities, activities /projects, contribution. ofcooperating agencies, developMent and implementa-tibn processes, the advisory council, and budget/finange. Unfortunately, evaluation is an area inwhich many Coordinators have'had little or notraining.

Most coordinators recognize the need to havetraining and assistance in this area. They agreethat the purpose of each evaluation effort mustbe understood before any meaningful evaluationplan can be developed. The reason for-conductingany,evaluatien should be clear because itdetermines the info mation to be collected andthe manner in whic results are to be used.

Coordinators ge rally believe that.. thepurposes of evauati include:

1. Monitoring the progress of the'programtoward reaching goals and objectives.

2. Assessing the quality of professionaland volunteer staff.

3. Determining strategies for setting.program directions or modifying exist-ing procedures based on evaluationresults.

'Insuring that the community education 6

program is client and cost effective(an-Lncreasingly important elementfor a program's success). .-

-.TRAINING STRATEGIES

\ Many Coordinators are hired because..thei.-poSsess skills and'abilities developed' in other

'ids which are of value in community education.fi- Of Nn they have,little'Or no training specificallyin community edUCation. --In.many states, prepara-tio programs through higher education are not

- available; 'and.even'Ywhere fOrnial 'programs areavailable, there!remains a need for i_n-serVicebtrainingwhich provides practical, job-relatedeXperiencesandactivities. The development ofplans to provide on-going. .training' allows thecoordinator to acquire needed skills and competen-cies and to up-date'and improve others.

The most useful training strategy is one inwhich the partficipant is involved in discusSionsand experiences designed to develop skills inprogram development, program design, planning andmanagement, and interpersonal relations, Theseactivities, when conducted small group sessionswith a resour.ceader, sI)ould provide activeinvolvement, rather than passive listening. The"peer training" concept has proven valuable .

-because it enables the-individual coordinator toparticipate in problem solving and idea sharingwith others in the same field who, most likely,are encountering the same types of problems.andexperiences. In peer training, a high degree ofreinfOrdement is achieved,. and coordinators areable to clarify their roles in community, educationthrough continued dialogue and discussion withother practitioner's.

The following need-areas were identified andstrategies were developed to meet them:

1. Professional, development2. Communication3: Interaction among higher educatioh

4agencies.and practitioners

17 (

I. Professional'developro

A. Objectivg\

1. ,To develop and maintain skills thatare necessary for the effectivefunctioning of the coordinator,inthe community education process

2. To create an awareness among /',

4

...

community edudation 'Coordinattiors, .,1

that continued 'training -is necessary'

for a viable' commun/ty educationprocess.v

To develop a,pro6d0for greater

:opportunities for personal andindividual training in communityeducation. .

.>

4. Td.provide diverse training- experiencesfor community education coordinatorsin the/areas of community leadership,staff 'exchanges, teaming (rookiesand veterans), and in-serviceactivitieSg.

5. To provide in-service workshops and",,;seminars focusing pn predetermined

'needs of coordinators.

B. Activities-and Tasks.

1. On-site visitation - It was -recommend-7

ed that ins4itutions of higher educa-tion-and sEtte education agencies withcenters for community education should,

provide assistance for local !communityeducation coordinators to visit othei-

community education programs in

*etation.'

2. Staff exchanges - commu ityr educationcoordinators should ex hang on-sitevisits to develop in ghts and under-standing of other community educatiOn,

18 18

. ,

- operations) These exchanges .

could consist of Varying time,e417'frames.

3. Supervisi on of "rookie" interns -New community education coordinatorsshould be teamed with veteran- (coordinators-for a period of time /in order to'develop a better under-.

. standing of the day-to-d4y.operationsof ' community eddCation.

4. 'On'- -going staff ,development - A. staffstrategy should be developed toprovide for continued..renewal arei,updating of community educationcoordinator skills. This could be aformal or,infor"mal in-service processas need dictates.

5. Workshops and eeminars - Workshopsand seminars should be developed at .

local, state, and regiOnal levelsregarding specific 'needs of coordina-tors as determined through an assess-

. ment instrument. 'These experiencesshould, in some cases, be exclusivelyfor coordiAators while.others shouldprovide interadtion.between coordinatorsand-those in other roleP uch as .

,principals erintende ts, directors,agency ersonrie and 1 y citizens.

6. Commurilty interaction and gettingacquainted with community leaders -Community education. coordinatorSshould spend'varying amounts of timewith community and professional opinionleaders on a coptinuifig basis.

C, Resources needed

1. Receptive community educationdepartment and director

2. List of local opinion leaders

)

O

3. LiSt ofIstate or egional communityeducation cbordinat s and community,education programs

4. TechnicaL.assistancelfrom a coMMunityequi.cation center for on-going staffdevelopment

5. Local community education library.resources,

6. Access to professional literature(updated)

D. Time Frame,- Open-ended (continuedmaintenance)

E. Potential pitfalls

1. Lack of cooperation for trainingon the part of community educationdirector or central office staff

...Lack/limited finandeS

3. Uncooperative 'staffiadministration

4. Closed community leadership

5.qoack of understanding of thecommunity education process

Time conflicts/inflexible schedules',

II. Communication

A. Objectives

1. To develop a proceSs for disseminatingmaterials among coordinators

1

2. To disseminwie community educationmaterials designed by cooAinators

3. To provide opPortunities'for dialogueamong coordinators.

!Pt

B.

4. To de n arid implement a multi-media ining approach

1

5. To deve a.lwritten.or toinforms exchange system amongcoordi TS

1.-Coordinati

2. Multi-and imp emeexpertis

3. Dirpctoof special cprograms

newsletter

raining package depigneded by coordinators withthe field

oordinators with a listmpetencies and special

4. S aring.comm nity education materials

C. -Resou ces neededIf

1. Coordinator committeg to edit andprint newsletter

2. Multi-media ecraipment.and filmdevelopment

3. Consumable supplies,' office supplies,postage

4. Budget (private foundations, businessand industry, local school systemsmight be sources)

5. Higher education community educationcenters

6. State departments.4

7. Local public school, institutions

D. Time frames

1.'1ewsletter

21

continuousZi

<AP

2. Sharing materials immediately

Multi-media training package - one

year for development

E. Potential pitfalls

1. Lack of funds for-multi-media

2. Lack of needed equipment available:on local level

3. Lack of facilitator for initiatingsuggested communications package

III. Interaction among higher education agencies

and practitioners

O

A. Objectives

1. To expand knOiwledge of the communityeducation coordinator roles in the

field of community education andrelated areas

2. To provide an arena in an academicatmosphere fgr the input of practicalexperiences'in community education

3. To increase interaction (dialogue)between the academicians (theory)and the community educator in the

field (practitioner)

B. Activities

1. Completing formalized universitycredit course

2. Supervising community educationinterns

3. Participating in curriculum develop-

ment and revisions

4. Serving as a resource person and/orinstructor in a university

22

2.2

5. Encouraging the development of acertificate or degree program in

,4kommunity e ucation

C. Resources)

.1. Instituti ng of higher education

/5Profess °nal. associations

3(rHModel programs

D. Time frame - continuous

E. Potential pitfalls1

1. Legitimizing university programs

2. Lack of cooperation with highereducation institutions

3. Lack of student/community interestin the field

4. Lack of funds

5. Unresponsive bureaucracy

1/1KS

23

23

O

4' FtJ I.E DIRECTION

'Several interrplated factors will influence

the future directi-6n of.communi:ty education.Prominent among these factors are.thequality ofthe professionals, the-cooperative efforts ofagencies and, perhaps most impoittant, 4th.e,level

of commuriity",involvement. -Y

Allmu

involved in 2mPlementing,the

Iconcept u be concerned about the roles, compe-tencies, a d attitudes of the professionals irp"'

the field. uture planning must include bettertraining for the coordinator who daily facesbroad and varied tasks. Successfully carrying outtasks, such as conducting needs assessments andevaluations, requires specific technical skillswhich many coordinators do not have. Trainers of

professionals must become increasingly aware ofthese training needs and must assist in implement-

ing strategies to overcome'deficiencies., Addition-

ally, emphasis must be placed on defining clearlythe basic skills and characteristics needed bycoordinators so that competent persons mayidentified more readily. The concept of peer

training appears to be extremely beneficial in this

area and coordinators welcome future opportunities

to plan, develop, and implement training packagesdesigned to assist those who serve in that role.

A second factor likely to influence future

,directions, is that of agency cooperation: The

increasing emphasis on the efficient use ofresources.is viewed by coordinators as an added

impetus for agencies to come together to cooperate

and share'resoUrces. Collaborative efforts often

result in broader-based financial support, expandedservices, less duplication,.and increased cost

effectiveness. Studies which point ty the benefits

derived from communi, education by the community,

the school, and agencies will aid in securing

interagency cooperation.

-2424

Greater cooperation among agencies also willresult in legs emphasis on "turfs:" -Consequently,new cooperative models of community education arelikely to emerge in which the, educationalinstitution is not the coordinating vehicle in acommunity education program. The role of spon-sorship whether by sehool systems, parks andrecreation boards, or another a.gricy - must becomeless important and the emphasis;must be-_placedon,the services provided.

Regardless of t.he'progress made by professionalcommunity educators and agencies, the dominpnt,factor in the future direcilion of community-educa-tion rests in Community involvement. 'Recognizinghis fact, coordinators recommend that a task force.

dvisorycommittee be established in every. community to provide leadership and to facilitatecommunity input in the decision-making process.,One of the coordinator's major responsibilitiesmust be to promote citizen involvement and toassist in developing leadership sk.11s amongcommunity.members.-

25 25

\

BIBLIOGRAPHY

Bott6m, R. "The#Community School Director - Fish

,,or Fowl?" Community Education Jouinal,,ugust,

/// 1971,-p. 24.

Decker, L.E. and J.T. Goldsmith, "A Political-Action Guide for the Community Educator,"Community Education Joixnal,,,Septemb'er/October,'1974, p. 34.

DeS'anctis, V. 'Portrait of a Community Education

Director," Community, Education Journal,/nnuary/Febru,4ry, 1974,.p. 38.

Ellis, P. and J. Sperling. "The Role of theCommunity School. Director as Organizer,-"

Community Education Journal, ff#nuary, 1973,

pp. 54-56.

Gardner, P. and B. Lutz. "How to Find YourCommunity_ (and Keep it)," Community Education.

Journal, September/October, 1975, pp. 47-49.

troth, A. "The Do's and Don't's for a Community

School Director," Community Education Journal,.

Maroh, 1973, p. 45.

Nance, E.E. "The Community Education Coordinator,"

Community Education Journal, November, 1972,

PP. 52-55.

Rbss, Nancy, "List of 300 age9cies and'organIzations

providing Community. Services: .A Eist for Coor-7.:

dinators" available from Shawnee Community

Center, Dunbar, Wept Virginia.

c Walker, J. "Job Description - Community School

Director," Community Education Journal, November,

1973, p. 26.

Warden, J.W. -(ed.) Toward Community: A Community

Education Sourcebook, Mid-Atlantic Community

Education Consortium, 1977, pp. 145-160.

26

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