Policy & Practice February 2018

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Leaderswho aimto foster a commitment to a shared visionand set of values can build consensus and common ground by modeling skills in reflective practice, which is “the ability to reflect on one’s

clarity and the opportunity for leaders to fine-tune their vision to one that is more broadly owned. This sets the stage for active experimentation and shared learning about why differences exist and what it takes to successfully work through disagreement. These are examples of what Leana and Van Buren (1999) 4 describe as desirable features in an organization because high-quality social relationships built on trust and a commitment to shared goals are the key to unlocking the col- lective assets needed to build social capital. Why DoesThis Matter? Sociologist Robert Putnam said, “If we want prosperity, we might begin by working to restore the fabric of com- munity.”  5 Social capital, the idea that value is generated though our relation- ships or social networks, which allow individuals to achieve things they could not on their own, 6 has implica- tions for how we create opportunities for everyone to learn and thrive. Leaders of community-based human- serving organizations and schools can design environments for families to develop social capital through coordi- nated networking, family leadership, and family learning activities that include all those in helping and care- giving roles. Research on promising practices in family engagement and adult learning indicates that effective partnerships are sustained through coordinated group learning that is focused on building collective and peer learning only after relationships of trust are developed between families and schools. 7 Laying the Foundation for Community Engagement and Inclusion Community leaders in Madison, WI worked together to develop a broad and inclusive vision for a com- munity preschool following years of declining graduation rates among low-income Black and Latino youth who live in the city’s South Side. 8

the capabilities and untapped exper- tise of parents to care for their loved ones in new and brave ways. Reflecting on the factors that shape our experience is often a useful starting place in the “learn by doing” work that APHSA’s Organizational Effectiveness team undertakes with leaders and teams looking to strengthen their readiness and capacity to “help people become who they are.” In each of the settings described, the environment was intentionally designed for pursuit of social, emo- tional, and educational care goals that included the intentional use of everyday events to promote a mindset of growth, development, and learning. The daily routines and activities of the community provided a sense of order, predictability, and safe space that created opportunities for trusted social exchange. At a foundational level, leaders demonstrate commitment to building safety and trust by consistently demonstrating integrity of motive and action. Leaders who “walk the talk” strengthen their credibility in their organization and community. Modeling consistent behavior also sets clear expectations for the high quality of care expected of team members by creating a sense of “stickiness” and connection to the organization, which can ultimately strengthen relationships in the community. In “Working in the Lifespace,” Phelan describes caregiving as not merely an instrumental task but a “self in action” task. “The way we carry out our work depends on our values and beliefs and own experiences.” 2 Leaders who aim to foster a commitment to a shared vision and set of values can build consensus and common ground by modeling skills in reflective practice, which is “the ability to reflect on one’s actions to engage in a process of con- tinuous learning.”  3 Feedback from this learning provides greater role The Importance of Leadership

actions to engage ina process of continuous learning.”

Using a two-generation, community impact approach, the vision of One City Learning is to “cultivate a com- munity of happy, healthy, thoughtful, and resourceful children who possess the capacity and commitment to empower others, change their world, their families, and communities for the better.”  9 In her welcome letter to parents at the beginning of the school year, Marlo Mielke, Vice President and Center Director of the school, outlines a set of behaviors that parents will be able to observe in their children that go hand in hand with creating authentic relationships through play. Grounded by the guiding prin- ciples of AnjiPlay: Love, Risk, Joy, Engagement, and Reflection, 10 teachers, parents, and grandparents, facilitate opportunities for children to observe and reflect on their own experiences and right to self-deter- mination through play. By respecting the rights of children to problem solve and learn, adults gain deeper insights on how children express their needs in the context of their shared environ- ment. Developed by Cheng Xueqin, as a response to the “left behind” child population of rural China, the model has drawn international attention for its success in addressing educa- tional inequity. 11 As the first pilot site in America, community leaders in Madison hope to open a dozen addi- tional sites in the next 10 years as a

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