A Holistic Approach to Education
Community Schools are essential for creating equitable educational opportunities because they offer comprehensive support that addresses students' academic, social, emotional, and practical well-being. By integrating schools with their surrounding communities, centering student and family voice, and partnering with classroom educators, they create centralized hubs for resources and services, ensuring that every aspect of a child’s well-being is supported. This holistic approach helps bridge gaps in education and fosters a more inclusive and supportive environment for all students.
United Way's Commitment to Community Schools
United Way of Massachusetts Bay is advancing the Community School strategy as part of our New Way Forward, our seven-year plan to advance an economically just region. This strategy, which builds supportive infrastructure with strategic partnerships, sustainable resources, data systems, shared governance, and professional learning, is being utilized in Boston, Lynn, Salem, and Haverhill to enhance students' learning and development. Hiring Community School Directors/Coordinators is a key element of this strategy, as their leadership is crucial for the strategy’s success both in schools and in the broader community. They work closely with school principals, staff, and community to create and implement Community School framework.
United Way of Mass Bay Community Schools Coalition Kick-off, September 2024.
Leading the Way: Meet the Directors shaping Community Schools
In this blog, we spotlight two exemplary leaders in the field of Community Schools: Dr. Nina Cullen-Hamzeh, Community School Director at Washington STEM Elementary School, and Amy Chruniak, Community School Director at Robert L. Ford School in Lynn. Their leadership is transforming their schools into inclusive, supportive hubs that bridge gaps and foster equitable learning environments.
Dr. Nina Cullen-Hamzeh: A Visionary Leader
With a master’s degree in PreK-12 Organizational Management and a doctorate in PreK-12 Educational Leadership from Endicott College, Dr. Nina Cullen-Hamzeh brings over 30 years of experience as a teacher, principal, and superintendent. Her diverse roles at Salem State University, Winchester Public Schools, Van Loan School at Endicott College, and Marblehead Community Charter School, have prepared her for her current position as Community School Director, which she has held for the past two years. “I feel like everything in my career has prepared me for this role,” Cullen-Hamzeh reflects.
Nina began her education career in South Central Los Angeles, where she witnessed firsthand the harsh realities faced by students living in poverty, with school meals often being their only food for the day. This experience taught her that kids want to be loved, want to do well, and want their teachers to be proud of them —an understanding that has been central to her approach to education ever since.
Dr. Nina Cullen-Hamzeh, founding teacher at Marblehead Community Charter Public School, back in the early days of the school’s journey, helped lay the foundation for its innovative educational approach.
After Los Angeles, Nina became a founding teacher at Marblehead Community Charter Public School, where she continued to emphasize student-centered learning. “Throughout my career: first, that children are at the center of the learning, that parents are integrally involved in all aspects of the school, and that teachers are empowered to optimize their talents and passions to bring excitement to the learning,” said Cullen-Hamzeh.
Throughout her career, Nina has championed connecting curriculum to the community, ensuring that learning is informed by real-world contexts and advocates for project-based learning. She believes this approach allows students to engage meaningfully and have a voice in their education. “There are many ways for children to engage in projects and have some voice and choice in their learning, and that speaks to one of the pillars of community schools, providing rigorous community-connected learning opportunities,” said Cullen-Hamzeh.
Nina fully resonates with the Community Schools approach because it addresses the whole child and embraces the distinctive qualities of each school. “The Community Schools strategy allows each school to develop a path that is right for its own community. It honors the uniqueness of the school and the desires of the community,” said Cullen-Hamzeh. “We must recognize that every child is entitled to a free and appropriate education. What’s appropriate varies from child to child and situation to situation. We need to move away from the idea that everything must be the same, as fair and equal are not the same thing.”
Dr. Nina Cullen-Hamzeh, Community School Director at Washington STEM Elementary School, August 2024.
Dr. Cullen-Hamzeh, in her role as Community School Director, is dedicated to strengthening the school’s support systems and enhancing community connections, her approach is grounded in the following aspects:
- Mindset of ongoing improvement: Nina emphasizes the importance of continually striving for better. “If we can do better, then let’s do better. We do the best we can with what we have until we know how to do better, and then we do better,” said Cullen-Hamzeh.
- Mindset of ongoing improvement: Nina emphasizes the importance of continually striving for better. “If we can do better, then let’s do better. We do the best we can with what we have until we know how to do better, and then we do better,” said Cullen-Hamzeh.
- Authentic Family Engagement: Nina prioritizes the genuine involvement of families in their children's educational experience, including participation in school governance and decision-making. “Empowering families and providing opportunities for them to serve on the Advisory Council or lead the PTO is crucial for shared leadership,” said Cullen-Hamzeh. Her commitment to connecting with diverse families is demonstrated by her efforts to learn multiple languages. For example, she notes, “When I can greet a Moroccan mother in Arabic, it makes a difference.”
- Authentic Family Engagement: Nina prioritizes the genuine involvement of families in their children's educational experience, including participation in school governance and decision-making. “Empowering families and providing opportunities for them to serve on the Advisory Council or lead the PTO is crucial for shared leadership,” said Cullen-Hamzeh. Her commitment to connecting with diverse families is demonstrated by her efforts to learn multiple languages. For example, she notes, “When I can greet a Moroccan mother in Arabic, it makes a difference.”
- Practical Support for Families: Nina is committed to removing barriers that may prevent children from attending school. She focuses on expanding support services, including English language instruction, food distribution, and access to clothing and laundry facilities. As Nina explains, “One reason children might not come to school is because they don’t have clean clothes.” Looking ahead, she plans to enhance career awareness and financial literacy for families to further support their overall well-being.
- Practical Support for Families: Nina is committed to removing barriers that may prevent children from attending school. She focuses on expanding support services, including English language instruction, food distribution, and access to clothing and laundry facilities. As Nina explains, “One reason children might not come to school is because they don’t have clean clothes.” Looking ahead, she plans to enhance career awareness and financial literacy for families to further support their overall well-being.
- Connecting with Community Resources: Nina focuses on building community connections by strengthening existing partnerships and establishing new ones. For instance, she has revitalized the school's Facebook page to better engage families and showcase community activities. Nina also learned about a local non-profit dedicated to waterfront activities and is working to partner with them to offer families experiences they haven't previously had.
- Connecting with Community Resources: Nina focuses on building community connections by strengthening existing partnerships and establishing new ones. For instance, she has revitalized the school's Facebook page to better engage families and showcase community activities. Nina also learned about a local non-profit dedicated to waterfront activities and is working to partner with them to offer families experiences they haven't previously had.
Amy Chruniak: A Dedicated Advocate
Amy Chruniak stepped into her role as the Community School Director at Ford in September 2023, blending her extensive experience in social work with her passion for connecting with students and families.
Before joining Ford, Amy worked at the district level as the McKinney Vento Homeless Liaison, DCF Foster Care Point of Contact, and Massachusetts Migrant Education Program (MMEP) contact. Her background as a social worker provided her with deep insights into community needs, especially those impacting homeless populations. Previously, overseeing the 27 schools within the Lynn Public School District limited her ability to engage with families on a one-on-one basis. "I was covering a lot of ground and couldn’t get to know families the way I wanted to. At Ford, I’m able to be fully immersed in the school community and build those meaningful relationships," Chruniak said.
Amy Chruniak, Community School Director at Robert L. Ford School, August 2024.
Her role focuses on both addressing immediate needs and fostering a supportive environment where students and families thrive. “The role of the Community Schools strategy is to actively listen to the needs of students, families, and staff. We want the community to see the school as a central hub, making families feel welcome and serve as their first line of support. Community Schools allow for more personalized assistance, helping families connect with the right resources,” said Chruniak.
Amy Chruniak’s approach to improving the school environment at Ford focuses on uplifting students and families through several key initiatives:
- Data-Driven Insights: Amy’s early achievement was conducting an assets and opportunities assessment through one-on-one interviews with 21 families to gather feedback on the school’s strengths and areas for improvement. This assessment has been crucial in shaping the school's community approach. Amy identified top needs such as extended before- and after-school care, additional academic support, and enhanced safety measures, including a crossing guard. "Parents are worried about their kids’ safety walking to school, especially since many of our students walk without a parent due to work schedules," Chruniak explained. This concern has impacted attendance, as some families struggle with ensuring their children’s safe arrival at school. In response, Amy has explored partnering with Safe Routes to School to improve student safety during commutes and is planning a "walking school bus" program for next year, where groups of children can walk to school together under the supervision of an adult volunteer.
- Data-Driven Insights: Amy’s early achievement was conducting an assets and opportunities assessment through one-on-one interviews with 21 families to gather feedback on the school’s strengths and areas for improvement. This assessment has been crucial in shaping the school's community approach. Amy identified top needs such as extended before- and after-school care, additional academic support, and enhanced safety measures, including a crossing guard. "Parents are worried about their kids’ safety walking to school, especially since many of our students walk without a parent due to work schedules," Chruniak explained. This concern has impacted attendance, as some families struggle with ensuring their children’s safe arrival at school. In response, Amy has explored partnering with Safe Routes to School to improve student safety during commutes and is planning a "walking school bus" program for next year, where groups of children can walk to school together under the supervision of an adult volunteer.
- Community-focused programs: Amy recognized the importance of creating transformative experiences for students that go beyond the classroom, and one program that stands out in her work is Girls on the Run. The program was introduced at Ford with support from United Way, giving girls in grades 3 to 5 a chance to build confidence and life skills. "Seeing the girls light up with confidence and excitement has been one of the highlights for me. The program has had such a positive impact on their self-esteem and well-being," Chruniak said. The program wraps up with a 5K run, with many participants reaching this milestone for the first time. "The 5K isn’t just a race—it’s a symbol of everything they’ve accomplished over the season. It’s incredible to see them cross that finish line with smiles on their faces, knowing they’ve achieved something they never thought possible," shared Chruniak. Amy continues seeking ways to expand opportunities for students at Ford, such as a field trip for the soccer club team to see Gillette Stadium where some of the student’s soccer idols play for the New England Revolution.
- Community-focused programs: Amy recognized the importance of creating transformative experiences for students that go beyond the classroom, and one program that stands out in her work is Girls on the Run. The program was introduced at Ford with support from United Way, giving girls in grades 3 to 5 a chance to build confidence and life skills. "Seeing the girls light up with confidence and excitement has been one of the highlights for me. The program has had such a positive impact on their self-esteem and well-being," Chruniak said. The program wraps up with a 5K run, with many participants reaching this milestone for the first time. "The 5K isn’t just a race—it’s a symbol of everything they’ve accomplished over the season. It’s incredible to see them cross that finish line with smiles on their faces, knowing they’ve achieved something they never thought possible," shared Chruniak. Amy continues seeking ways to expand opportunities for students at Ford, such as a field trip for the soccer club team to see Gillette Stadium where some of the student’s soccer idols play for the New England Revolution.
- Building Partnerships: Amy initiated a partnership with the Greater Boston Food Bank which also works with Connery Elementary. Since Ford has not received a response about their own application, Amy arranged with the Food Bank to utilize extra space that was not being used by Connery for food that is then distributed to families at Ford. Additionally, they partnered with the Boston Children's Museum and National Grid on a STEAM program for first and second graders. “I facilitated the program, and the kids absolutely loved it—they were truly disappointed when it ended. This reinforces the need for diverse learning experiences in after-school programs. Our teachers do an excellent job with the resources we have, and exploring other avenues for our students is crucial,” said Chruniak.
- Building Partnerships: Amy initiated a partnership with the Greater Boston Food Bank which also works with Connery Elementary. Since Ford has not received a response about their own application, Amy arranged with the Food Bank to utilize extra space that was not being used by Connery for food that is then distributed to families at Ford. Additionally, they partnered with the Boston Children's Museum and National Grid on a STEAM program for first and second graders. “I facilitated the program, and the kids absolutely loved it—they were truly disappointed when it ended. This reinforces the need for diverse learning experiences in after-school programs. Our teachers do an excellent job with the resources we have, and exploring other avenues for our students is crucial,” said Chruniak.
- Community Engagement: Food pantries and clothes drives foster families' interactions and a sense of community. “At the last event, we set up outside, and many parents stayed to chat and connect. It was heartwarming to see neighbors meeting each other in a relaxed setting, which doesn't often happen during the school rush,” said Chruniak. Additionally, the sign-up data for these programs provides insights into food insecurity levels without singling anyone out, helping to gauge demand and plan support effectively.
- Community Engagement: Food pantries and clothes drives foster families' interactions and a sense of community. “At the last event, we set up outside, and many parents stayed to chat and connect. It was heartwarming to see neighbors meeting each other in a relaxed setting, which doesn't often happen during the school rush,” said Chruniak. Additionally, the sign-up data for these programs provides insights into food insecurity levels without singling anyone out, helping to gauge demand and plan support effectively.
Despite these innovative programs, Amy acknowledges there’s still work to be done. For instance, Ford currently has only one basketball hoop—brought from home by a teacher—as its sole outdoor structure for recess. Recognizing the importance of outdoor play, Amy envisions playground upgrades to provide students with more opportunities for play and physical activity.
United Way has been vital in facilitating some initiatives and providing resources that have made a tangible difference. “United Way has been so supportive. For example, the field trip for our kids to Gillette Stadium for Weather Day is something we couldn’t have done without their help. Honestly, they’ve been the backbone of this effort, and I don’t know where I would’ve started without their support,” said Chruniak.
Looking Ahead
Both Nina and Amy are making significant strides in their roles, demonstrating the transformative potential of Community Schools for fostering educational equity across communities.
Amy envisions a future where the Community Schools strategy expands, with every elementary school embracing this approach to better serve their communities. “I'm so thankful for the opportunity and that Lynn took on this Community Schools work. While Boston has been working on this for a while and its public school system is larger, I believe Lynn is an excellent candidate for continuing this model,” Chruniak said.
Nina values United Way’s support for this model and its efforts to expand its reach. “I'm really grateful that United Way has embraced this strategy and is working diligently to grow the network of participating schools. I look forward to learning from the other schools involved,” said Cullen-Hamzeh. “While it may take some time to gain the momentum this approach deserves, we’ve made a strong start. More districts are now engaging with this strategy, and that’s a promising development.”