Gaining Administrative School and Community Buy- In

Abstract

Critical service learning (CSL), by its very nature, is conducive to collaborating, building a sense of community, and promoting a positive school climate (Kaye, 2010). In developing the CSL project, it is essential to understand the organizational structure of the school and how to collaborate with key stakeholders. The analysis of the organization should include a review of the school’s mission, its educational priorities, and level of administrative support. Schools have many competing priorities, such as improving academic achievement, curriculum development, Common Core learning standards, and promoting social and emotional learning (SEL). The school- based practitioner must recognize the school’s educational priorities and understand how CSL can support one or more of these priorities. This information should be ascertained prior to meeting with the school leader. Furthermore, the school- based practitioner should be fully prepared to articulate connections between CSL and specific school priorities when seeking administrative approval for the project. The principal’s support as the school leader is critical to the development of a new program within the school. To ensure the success of the CSL project, the school social worker or school- based practitioner must first confer with administrators about the value of this work, which may be viewed as more radical than day- to- day interventions with students. Sharing literature that speaks to the effectiveness of CSL may assist in this process. Therefore, as a first step in developing a CSL program in the school, the practitioner should reach out to the school principal. For CSL to be successful, the practitioner must clearly express to him or her how CSL aligns with, supports, or enhances one or more of the school’s educational priorities. Aligning with one of the school’s priorities represents an ideal way to gain buy- in from the principal and other school leaders. To ensure the success of the CSL project, the school social worker or school- based practitioner should share the value and uniqueness of this approach, which builds on students’ strengths and assets. It is also important to collaborate with teachers and community partners to develop an effective program.