Strategic Priorities


The Learning Coalition (TLC) partners with willing stakeholders to build understanding of and capacity for multi-stakeholder collaboration. An appreciation of differentiated roles and responsibilities and an understanding of the dynamics of partnership allow cooperation to start off on solid footing, expedite the collaborative process, and strengthen partnerships long-term.

Goal: An ever-expanding cohort of community-based, institutional, corporate and Hawaii Department of Education stakeholders has the willingness, desire, knowledge, skills and commitment to effectively collaborate in partnerships that support public education and, ultimately, improve student achievement.

Focus: Effective multi-stakeholder partnerships between and among private entities and public agencies rely on a dynamic array of capacities. TLC’s role in readiness is as a catalyst, concentrating its resources on key start-up activities and capacities. Experience suggests that emphasis on early stages of partnership development can greatly improve performance and sustainability. That said, TLC recognizes that progressive phases of partnership maturity entail new skills. We remain open to requests for support from partnerships at various levels of development.


In addition to readiness, partnership among public agencies and private entities requires bridging infrastructure and activities. Since mechanisms for reliable communications, governance, and alignment are essential to success, The Learning Coalition (TLC) supports the development of collaborative infrastructure and reinforcing activities. TLC recognizes that it can take anywhere from six months to two years to coalesce a partnership and move to impact, and therefore investment in bridging does not stop with the formation of a partnership. TLC supports bridging infrastructure and activities such as facilitation, administration, and project management across the partnership life cycle, emphasizing early development but maintaining support as collaboratives mature.

Goal: Supportive bridging activities and infrastructure are in place to enable an increasing number of communities and public agencies to unite in and sustain powerful educational partnerships that ultimately improve student achievement.

Focus: In addition to core competencies associated with readiness, an enabling and supportive environment must exist in order for partnerships to coalesce, mature and flourish. TLC supports activities that experience has shown provide a strong foundation for partnership formation and impact. Access to trusted facilitation and administrative, planning, and project management resources are essential. TLC also supports the creation of critical collaborative infrastructure that facilitates access to and communication among partners, students, and stakeholders as well as accountability and quality assurance systems. TLC supports these bridging functions across the partnership lifecycle.


The Learning Coalition (TLC) envisions statewide adoption and implementation of community partnership by the Hawaii Department of Education (HiDOE) and communities. To that end, TLC supports communities of practice, evaluation and documentation of successful community partnership initiatives, and efforts to embed policy and processes within the Hawaii Board of Education and HiDOE. While the notion of “scaling” does not apply to communities, TLC does seek out opportunities to reinforce and catalyze organic growth and commitment within and among communities.

Goal: Key stakeholders have “institutionalized” powerful educational partnerships and are spreading them statewide.

Focus: Since TLC envisions statewide adoption of best practices for delivering powerful educational partnerships. TLC intends to support the scaling and replication of successful initiatives. While scaling is a valid concept with organizations and agencies, it is more complex in the community context. Since every community has its own unique drivers, TLC remains open to communities’ input in the development of technical assistance and grantmaking strategies intended to increase and sustain organic growth and commitment to partnership. As early implementation models mature, TLC supports independent evaluations and the dissemination of lessons learned. TLC supports the creation of a Complex Area Superintendent Community of Practice as well as larger, annual gatherings of key stakeholders. TLC also recognizes that any change in the classroom must be led by an educator and facilitated by a school leader. The shift in pedagogical practice implied by community partnership will be accelerated if educators and school level leaders enter the workplace with an understanding of the potential of effective partnerships and with a sense of self-efficacy. So, TLC supports Institutes of Higher Education that prepare educators and educational leaders to implement school level strategies for community partnership.