A Family School

d a l e -
Partnership Experience

G l e n
M o u n t a i n v i e w
Com m u n i t y
r n i n g C e n t e r
Le a
Presented by Meghan Allen, Fall 2019
 M y W o r k
+ MULTIFACETED ROLES
- SUPPORTING THE LEARNING LAB WITH
TUTORING AND MENTORING
- SUPPORTING THE FAMILY SCHOOL PARTNERSHIP
SPECIALIST IN DAILY ACTIVITIES
- OBSERVING AND ENGAGING IN CRITICAL
CONVERSATIONS ABOUT POLICIES
-SUPPORTING THE "GLENDALE IN ACTION"
STUDENT LED GROUP
 Overview
THE COMMUNITY LEARNING
CENTER

GLENDALE MIDDLE SCHOOL AND

MOUNTAIN VIEW ELEMENTARY IN
GLENDALE, UTAH
+ campus containing two schools, health clinic, pre-
school, and community gathering spaces
+ volunteer run ~ 2,000 hours per year
+ primarily grant-funded
 Resources, Assets,
Community
BRINGING THE SCHOOL TO
THE FAMILIES

KITCHEN GARDEN EDUCATION HEALTH

donations, food pantry teachers continuing (esp. esl) clinic

cooking classes students pre-k (dual lingual) eye screenings
gathering space families afterschool care scare fare
coffee with parents community organizations health and wellness
THE LEARNING LAB
quality , free child-care
tutoring, homework help
language support
mentoring
relationships
food-resource
life-enrichment activities
Where
Relationships
Matter
Keri Taddie and the CLC stress authentic
relationships above all else. Reciprocity,
authenticity, and genuine care and concern
are at the core of all that the CLC does.

“When grounded in the principles of trust, shared responsibility, and authentic

participation, families, schools, and community groups can create the dynamic
partnership that enables all students to succeed.” Weiss et. al. p. 41
- Members of the CLC are already giving
180% of themselves, fully immersed as
members of the community
-need for time
The Nature of
-need for employees
-prevention of engaging fully with students Non-Profit
because of the systemic barriers
GRANTS, GRANTS, AND
MORE GRANTS....
Where did I fit into all of this?
A Functional
Relationship
RECIPROCITY WITHIN THE
CLC

my experiences with a diverse range of roles

over the semester allowed me a vital
perspective into the learning lab and the CLC
that proved a useful voice for the team.

Goal: professional narrative to be copied and

pasted, edited and rearranged, and ultimately
a time-saving mechanism
 PROFESSIONAL NARRATIVE
used for typical grant applications and other
funding sources in the future (3+ pages

The Work
supported with demographic data

A RESPONSE TO THE WORK

pesonal experience informed my writers voice,
allowing for deeper connection with future WHAT THE NARRATIVE
audience and authentic reflection.
BECAME AND WHAT
AN ASSETS BASED LETTER OF HAPPENED FOR ME
RECOGNITION
I dove deeply into the assets of the Learning Lab,
focusing entirely on it's many strengths and
programs and beneficial elements for students
LOGIC BASED V. FEELING BASED
understanding of the work it takes to make non
profit and family partnerships possible

The Work
empathy for administrators

SHIFTED MINDSET, UNPACKED

BIASES
highlighted assets of Glendale, rather than WHAT THE NARRATIVE
informing what i'd perceived as deficits BECAME AND WHAT
RESPONSIBILITY
. HAPPENED FOR ME
dedication to finding resources and means to get
them
dedication to partnership building

dedication to advocacy
 SOMETHING TO
t r o c i t y i n t h e THINK ABOUT
u a l l y e v e r y a
virt a n k i n d w a s
h i s t o r y o f h u m
p o p u l a c e t h a t
enabled b y a
f r o m a r e a l i t y
turned a w a y e ,
o p a i n f u l t o f a c
s e e m e d t o
that a l l y e v e r y
wh i l e v i r t u
c e a n d j u s t i c e
l u t i o n f o r p e a
revo p o s s i b l y b y a
ha s b e e n m a d e
e w h o c h o s e t o
g r o u p o f p e o p l
a n d d e m a n d e d
bea r w i t n e s s
a r w i t n e s s a s
tha t o t h e r s b e
M e l a n i e J o y
we l l . ” –