JoAnne Ferrara is the associate dean of undergraduate programs and a professor. Prior to joining the Manhattanville faculty, she held positions as a general and special education teacher, a literacy coach, and school administrator for the New York City Department of Education. Reuben Jacobson is an adjunct professor at the American University in Washington, D.C. Previously, Reuben served as the Deputy Director for the Coalition for Community Schools at the Institute for Educational Leadership (IEL). Reuben has been a leader in the community schools field for 10 years, helping to grow and strengthen community schools by working with national partners and local leaders.

• DedicationForeword: Dr. Jeannie Oakes, Presidential Professor of Education Equity Emeritus, UCLA, and Senior Fellow in Residence, Learning Policy Institute AcknowledgementsIntroduction JoAnne Ferrara and Reuben Jacobson The Community Schools Movement: Emergence and Growth Trends Reuben Jacobson The Imagineers of Community School LeadershipLynda Tredway, Institute for Educational Leadership, Matthew Militello, East Carolina UniversityCommunity School Teacher Leaders Enhance LearningEllen Pais, Sarah Hurst, Deborah Lowe, Jessica Wadle, Jennifer Carey Rosenbaum, Los Angeles Education Partnership, HAAT Re-imagining Teacher Preparation: The Role of Community Schools JoAnne Ferrara and Diane Gomez, Manhattanville CollegeThe Community School Coordinator: Connecting Hearts and Mission Lissette Gomez, Children’s Aid SocietyTransformative Family Engagement in Community SchoolsMegan Hester, New York University Metro Center,Natasha Capers, NYC Coalition for Educational Justice The Voices for Equity: Youth Leadership in Oakland Community SchoolsKendra Fehrer and Aurora Lopez, Stanford University, Oakland Unified School DistrictCommunity School Partnerships and Continuous Improvement Adeline Ray and Carl Enger, Chicago Public SchoolsThe Role of the School District Alison McArthur, Tony Majors, and Kelly Noser, Metro Nashville Public Schools

With its attention to the people who make community schools possible, this book can be an important resource to many across the research, higher education, and PreK–12 sectors. Educational researchers in the field of com-munity schools, leadership studies, and school–community collaborations will all find utility in these chapters. In addition, this book offers help to teacher educators via a chapter by Ferrara and Gómez on the role of student teachers in community schools, and it also provides a text that their students—preservice teachers—can read to understand the multifaceted roles of schools in meeting not only student but also family needs. Finally, practitioners in community schools or leaders in districts hoping to adopt this model will find this book to be an invaluable resource to better understand the many parts of a successful community school. Overall, this volume reminds us of the essential work of not only teachers and school leaders, but also of coordinators, school boards, social services case workers, and families in the work of schools that create stu-dent success by attending to the whole child, not simply the child within the walls of the school