Cultivate a supportive peer community among coordinators and connect them to county and state professional development to sustain the role¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because the coordinator role is new and singular on each campus, the report recommends building a peer community and providing access to external professional development. The report notes that "When coordinators form bonds and trusting relationships, they can lean on one another for both support and to deepen their work, and they are more likely to stay year after year." Coordinators also attended offerings from the Los Angeles County Office of Education, the Regional Technical Assistance Center, and the State Transformational Assistance Center, which the report links to California's spoke-and-wheel technical assistance investment.

Design Implications¶

Context¶

Requirements¶

• Structures that bring coordinators together regularly; county and state technical assistance infrastructure; encouragement and assistance for coordinators to access external opportunities

Constraints¶

• Retention and support benefits are reported from one district over two years; the external opportunities depend on state-level technical assistance investments that other states may lack

Target Learners¶

• Community school coordinators, especially those new to a newly created role

Target Learning Goals¶

• Coordinator retention, well-being, leadership growth, and sustained implementation quality

Related Strategies¶

• Build coordinator capacity through a structured weekly professional learning community with personalized coaching and targeted assets-and-needs-assessment training
• Provide sustainable, dedicated funding for community school coordinators plus technical assistance and capacity-building
• District strategies for sustaining and supporting community schools initiatives

Examples¶

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Key Sources¶

• Germain, E., Klevan, S., & Espinoza, D. (2026). Community schools in Lynwood Unified: Building capacity for districtwide implementation. Learning Policy Institute. https://doi.org/10.54300/947.934