The cycle allows for quick turn around of information and ideas, as well as adaptation during the implementation of an activity. Specifically, it allows for control, customization, and variability throughout the duration of a professional development program. In addition to the strategies for professional development that are employed in the School District of Philadelphia, the roles of the community, parents and the administration are also critical to the success of the programs. The critical nature of roles extends outside the district to include parents and the community. Together, many of these collaborative partnerships contribute to successful professional development programs.
Collaborative partnerships extend in many directions.
Community partnerships have been formed at the cluster level and exist with local universities and businesses. For example, the Bartram cluster has a collaboration with the University of the Arts. By focusing on the arts as a form of communication and interpretation, the partnership addresses the needs of the CLD population in four schools with ESOL programs by bringing CLD students closer to the larger community while providing them with meaningful extracurricular activities. There are several types of outcomes associated with the Title VII project. Additionally, several of the interviewees acknowledged a third outcome, that attitudes towards ESOL and bilingual programs have changed for the better.