Structural effort to support collaboration and partnership in district level

I read an article addressed on the attempt and practice of school leaders and district leaders to reform the structure and how the experimental result reflected on those attempts and actions. It mentioned how contemporary leading educational scholars trying to reverse the power structure of school, family and community collaboration to make individuals and family themselves serve effectively in partnership education. Although they do not confront and traditional institutional structure of schools, they hope the system in a district level has the ability to help and serve them once the leadership or the power structure is not functioning. 

In the recent centuries the school turned to be the place with multiple disciplines and rules, especially in the area like Baltimore city where majority people believe schooling needs to be more strict. And the power classification between school, teacher and students, families are like hierarchy in military or government bureaucracy. However, while military product national defense and the bureaucratic system product civic production, the school's production, which is learning, cannot be evaluated and controlled like national defense material or GDP numbers. On the one hand, learning is self-reflected in a way that the educational outcome of students could be really independent from standard measurement. On the other hand, a strict power hierarchy system may limit the development of student by assigning them a specific role played in school. That is why Sander raised the question about the reform of school power hierarchy.

A new power hierarchy in school should base on the fact that school is not making students predictable and formatted. Such a transition is not only to increase priority onto the need of clients—students and families in the system. Also it required developing the capacity and connection of students and family in the process of educational implication. Although Sander's article has some general description, I am still wondering the specific operation they took and the organizational strategy specifically during that period of gap during the retreat of school power. 

Reference

Sanders, M. (2013). Collaborating for Change: How an Urban School District and a Community-Based Organization Support and Sustain School, Family, and Community Partnerships, 1693-1712.