A few weeks ago, I had the privilege of co-presenting a session at the Aurora Institute Symposium—a national convening dedicated to transforming K-12 learning by advancing more personalized, competency-based education models. It’s always a bit daunting to speak before a room full of new faces, so I was grateful to be co-presenting with colleagues from Salem Public Schools—Chelsea Banks, Dean of Innovation, and Elena Rodriguez DePaul, Innovation Manager; along with Katelyn Adams, Director at Salem State University’s Center for Civic Engagement.
Drawing from Real-world Experience
WPS has collaborated with Salem Public Schools on their Reimagining Middle School Initiative over the past two and a half years. The Reimagining Middle School Initiative is a model for how school districts can collaborate with community organizations to transform learner experience. Our session was designed to showcase how community partnerships are not just an ideal—but a tangible, actionable strategy for creating more equitable learning. To ground the session, I began by sharing four key pillars from the WPS guide to school-community partnerships:
Student Voice – Engaging students meaningfully in the learning process and incorporating their feedback throughout the partnership cycle.
Inclusive Environments – Ensuring that all learners, particularly those from marginalized communities, have equitable access to learning opportunities.
Engaging Experiences – Creating learning environments that expose students to real-world applications and future possibilities.
Two-Way Dynamic – Building partnerships where both community organizations and schools share a vision for mutual impact.
Chelsea and Elena discussed the importance of relationship-building and co-design in partnerships. They highlighted how their work with community partners had evolved over time, moving from episodic engagements to deep, ongoing collaborations that are responsive to student needs and community priorities. Their approach emphasizes the value of working with partners before, during, and after a learning experience to ensure that everyone is aligned in terms of shared vision and responsibilities.
Katelyn added another layer to the conversation by pointing out the challenges of sustaining partnerships over time. How do we keep partnerships growing? How do we ensure they are not just short-term projects but long-term, sustainable collaborations that benefit both students and community organizations? Katelyn’s insights into the importance of succession planning and building a sustainable infrastructure were essential in framing the conversation around the long-term viability of partnerships.
Interactive Dialogue
We invited session participants to brainstorm and discuss their own goals for partnership building. Many were excited to share their experiences working with local businesses, cultural institutions, and other community groups, while others were eager to learn how to initiate partnerships with local schools or districts. This kind of peer-to-peer exchange is one of the most valuable aspects of conferences like the Aurora Symposium. Having the opportunity to connect with others facing similar challenges and aspirations is invigorating. Here are just a few insights that came from those in the room:
"One thing I’m taking away from today is the importance of vulnerability when receiving hard feedback from students about new experiences." This comment really stuck with me. It’s a reminder that real student engagement requires not just designing the "right" experiences, but designing “with” learners. The best place to start is to hear directly from learners about what’s working (or not working) in the partnership.
"The awareness that a partnership is defined by [whether] both partners are benefiting..." When both the school and the community organization are mutually benefiting from the collaboration, it sets the stage for a long-term, sustainable partnership that truly impacts the students.
"I really appreciated the connection of college students to middle school students." Several participants were intrigued by how college students could play a role in building community partnerships, from co-designing learning experiences to serving as mentors. This is an area where I see a lot of potential for growth—connecting higher education institutions with K-12 schools can create a valuable ecosystem of support that benefits both groups.
Energized and Renewed
Aurora equipped me with new ideas and strategies to carry into our community innovation work at WPS. While it’s true that these partnerships require effort, creativity, and sustained commitment, the rewards are immense: more engaged learners, stronger communities, and a greater sense of purpose and belonging for all involved. As I look ahead, I’m excited to continue working alongside my colleagues in Salem and beyond to design transformative learning.
Get the Action Guide
For those looking to dive deeper into this work, check-out the WPS Action Guide—a tool we developed to help guide schools and organizations through the stages of building and sustaining effective partnerships. Whether you’re just starting out or looking to take your work to the next level, this resource offers practical advice and frameworks to ensure that your partnerships are designed for effectiveness and long-term sustainability.
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The WPS Institute creates innovative programs and partnerships to transform learning. We advance models of schooling where learning thrives everywhere, in classrooms and beyond; where students and their families are empowered to shape their own educational journeys; and where entire communities contribute to the development of young people.
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