Hi Chanel,
I find it most helpful to have a formal assessment for your partnership. I have used an MOU that clearly outlines the roles of my program and organization/institution and the expectations and roles of the community partner. A formal assessment process then happens each year whereby the partner assesses itself in meeting the outlined expectations, they assess us (my program) and I assess the partner. We meet to go over each other's assessments and work out an improvement plan or determine whether the partnership should continue, expand, or any other changes we deem necessary. Having formal tools allows you to be objective and not just operate from an emotional/subjective place. Having the assessment tools help to understand why things are going well. or not so well. The annual meetings allow me to relay what's going well with another partner so the more troublesome partners can "step up" their game. A Google search of "Partnership Assessment" will give you lots of amazing tools to choose from. I find that some of the Universities have developed the very best tools and trainings on how to use the tools.
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Demetri Broxton
Director of Education
Museum of the African Diaspora
San Francisco CA
Original Message:
Sent: 07-06-2016 11:33 AM
From: Chanel Thervil
Subject: Enrollment Practices for School- Based Partnerships/Ed programs?
Hello All,
I am new to my position at the ICA and we have a robust amount of partners participating in all of our teen programs. It also seems as though many of those partners have been grandfathered in, which means adding or subtracting partners is a delicate situation. Could any of you share some enrollment practices that you find useful? And any ideas for supporting and enforcing consistency with partners?
Chanel Thervil
Community Outreach Coordinator
The Institute of Contemporary Art/Boston
New Address: 25 Harbor Shore Drive, Boston, MA 02210
T 617-478-3119
cthervil@icaboston.org
www.icaboston.org