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Part Three: Stage 1 Overview

Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 | Stage 6

MILESTONES:

imagemap CONVENE INNOVATORS ASSESS READINESS COMPILE A CONVINCING RATIONALE FOR SCALE-UP BROADEN COLLABORATIVE LEADERSHIP COMMIT TO A MOTIVATING SHARED VISION INCREASE VISIBILITY
 

STAGE 1: DECIDE TO SCALE UP
OVERVIEW

Stage 1 begins to develop the first characteristic of effective scale-up: a shift in ownership and activity across several functions, including leadership development, data collection, alignment of shared goals, and efforts to build broad community engagement. At the end of Stage 1, an initiative emerges with shared ownership, a motivating shared vision, and growing capacity to broaden community support.

Initially, a small group of innovators interested in expanding community schools—citizens, funders, school leaders, state and local policymakers, participants in similar community initiatives, and providers—comes together to ask, What is our community’s capacity to launch a successful scale-up effort? To evaluate community readiness, the innovators need to share personal, community-based, and organizational knowledge. Their conversations create learning communities in which innovators from a variety of sectors engage as equals—despite differences in the types of authority and resources they command. Based on their findings, the innovators develop a rationale for scale-up and use their contacts and talking points to recruit additional stakeholders.

As the initial group of innovators expands, new participants get to know each other and share knowledge and their dreams of what a system of community schools might look like. They visit local community schools or jurisdictions where community schools are beginning to scale up. They consider how a commitment to scale-up is likely to affect their personal and organizational interests. Eventually, the group reaches agreement on a broad vision for scale-up. The initiative goes public with its vision by developing a marketable brand and using local success stories to broadcast the idea of community schools and deepen community knowledge and support.


 
 
NOTE:

Change starts with leadership and vision, not with money. Participants may take turns hosting conversations and providing facilitators if needed. They have the knowledge and experience to help make their case. While innovators need to be alert to possible funding streams, they do not need to concern themselves primarily with finances at this stage. The absence of funding does not provide an excuse to say "we can’t do this."



 

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Guide Home - IntroductionPart I - Part II - Part III - Part IV - Appendix - Tools

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