The Role of Inter-Organizational Collaborations and Partnerships in Leading K-12 Education of Ethnically and Linguistically Diverse Newcomers

Abstract

Purpose: The article's purpose is to highlight the nature and structure of collaborations and partnerships that school leadership engages with as they work with Ethnically and Linguistically Diverse Newcomer families, and the experiences the parents consider meaningful. We aim to provide insights for school leadership preparation and development and also draw attention to opportunities for community and inter organizational collaboration, and partnerships that support K-12 school leaders as they work with ethnically diverse newcomer families. Design/methodology/approach: Phenomenology was the methodological approach used to gather and analyze thoughts and reflections derived from interviews and focus group discussions with 12 school principals and 24 parents. Data from school principals focused on their experience of working with ethnically diverse newcomer families, whereas data from the newcomer parents focused on their experience with school leaders. Findings: Findings revealed how schools, settlement agencies, ethnic and non-ethnic community associations, other newcomer service providers such as counsellors, culture brokers and government support services and post-secondary institutions can work as collaborators and in partnership to enhance school leaders' effectiveness in supporting ethnically and linguistically diverse newcomer families to transition smoothly into the school system. It highlights the types of partnerships and nature of contributions which includes orientation, assessment and placement, language teaching and translation, career supports and professional development, volunteering, fundraising, after school programming and culture brokering. Practical implications: The article advocates for strong partnerships between schools, settlement agencies and other newcomer service providers. It underscores the importance of allocating system-level time for meaningful interaction and engagement with newcomer families. Recommendations point towards a more inclusive, collaborative and culturally responsive approach to supporting newcomer students in educational settings. Knowledge, skills and dispositions for initiating and nurturing inter and intra organizational collaboration and partnerships should be integrated in school leader preparation and development. Originality/value: The study offers a valuable model for partnerships and collaborations that can inform other school jurisdictions and structures, both nationally and internationally. The success of this model emphasizes the importance of formalizing partnerships through agreements, policies or memoranda of understanding to ensure the longevity and sustainability of beneficial practices.