MSA’s Five Pillars
MSA’s Five Pillars

The essential questions under each pillar will help readers focus on an area of concern. Readers are also encouraged to read the table of contents for sections that may be of interest to their district and/or schools and programs.


Pillar 1: Diversity

  1.  What are some of the district’s current strengths and assets related to diversity?
  2.  In what area(s) related to diversity does the district have opportunities for growth?
  3.  What is the district’s vision and mission related to diversity and equity?
  4.  What resources and supports does the district have in place for its diversity initiatives?
  5.  In what way(s) does the district engage stakeholders with diverse backgrounds, experiences and perspectives to make decisions?
  6.  What is the targeted group (Minority Group Isolation) that the district needs to address? Why?
  7.  How are the district’s curriculum reviewed and monitored to ensure diverse representation in instructional materials and pedagogical approaches?

Pillar 2: Innovative Curriculum and Professional Development

  1.  Does your district support professional development for magnet theme integration?
  2.  Are your magnet schools and programs narrowing the achievement gap among all students?
  3.  Are your magnet schools part of the district’s continuous improvement plan, and do they include career and college preparation?
  4.  Does your district support the recruitment and hiring of magnet theme-based teachers?
  5.  Is the magnet curriculum in your schools articulated across grade levels and pathways?

Pillar 3: Academic Excellence

  1.  Are the academics in your magnet programs basic in literacy, mathematic computation, science, social students and the arts to build themes for academic excellence?
  2.  How do your schools structure professional learning communities?
  3.  Does your district use multiple assessment strategies to monitor student learning?
  4.  Is instruction grounded in student-centered, collaborative and inquisitive preparation for students to be workforce and higher education ready.
  5.  Are the academics in your magnet schools based on a foundation of literacy from Pre-K to grade 12 to ensure student success for all student?

Pillar 4: Leadership

  1.  How can the district utilize schools’ existing space and/or capacity?
  2.  What are the implementation and sustainability costs?
  3.  Are career clusters and STEM-focused themes explored?
  4.  Is the program research-based?
  5.  What is the level of interest from parents, students and the community?
  6.  Will the program maintain the delivery of rigorous and specialized  instructional services?
  7.  Will the program provide instructional services closer to students’ homes (neighborhood concept)?
  8.  What is the degree of impact to existing programs?
  9. How do we develop district-wide leadership creating support for magnet programs?
  10. Which skills must leaders have at the district and school level to ensure magnet success?
  11. How can the school empower teachers and staff to lead with magnet strategies that create student-centered classrooms?

Pillar 5: Family and Community Partnerships

  1.  To what extent are family and community groups currently involved in educational programs in the district?
  2.  What is the district’s vision/mission related to building, strengthening and sustaining relationship with family and community organizations?
  3.  In what area(s) related to family and community partnerships does the district have opportunities for growth?
  4.  What funding and resources does the district have in place for engagement or partnership initiatives?
  5.  In what way(s) does the district engage family and community groups to make decisions?
  6.  What process is in place that allows family and community groups to provide feedback regarding educational programs?
Pillar 1: Diversity


MSA believes that diversity is a cornerstone offering students a global educational experience that includes equity and access for every child and creating a foundation for successful magnet schools. Through marketing, recruitment strategies, and a balanced selection process, schools strive to generate student populations that are reflective of their communities. A wide variety of perspectives and definitions surround the concept of diversity. Magnets and other school choice options provide educational environments that model empathy, respect, and collaboration, and inclusion of all cultures.

The 1960s brought great change to the education landscape, including desegregating school systems to offer equal opportunities and access to superior education to students of every race and socio-economic level. The very first “super” high school was in Dallas, Texas in 1971. Designed around the concept of career strands, Skyline High School attracted students of all kinds – rich, poor, Hispanic, African American, Asian, white – from all over the city. The Performing and Visual Arts School “worked like a ‘magnet’ in attracting students.” By 1975, the term “magnet school” had caught on.

Since the mid-1970s, magnet schools have been critical to school district efforts to:

1.   Implement voluntary desegregation plans
2.   Address court desegregation orders
3.   Provide a public-school choice
4.   Improve the achievement of all students, particularly disadvantaged students

Some of what we know from literature on the benefits of racial diversity indicates that students of all races who attend diverse schools have higher levels of critical thinking, an ability to adopt multiple perspectives, diminished likelihood for acceptance of stereotypes, higher academic achievement, more cross-racial friendships, a willingness to attend diverse colleges and live in diverse neighborhoods, access to more privileged social networks, higher feelings of civic and communal responsibility, higher college-going rates, and access to more prestigious jobs.

MSA’s mission statement includes vision, leadership, and support for innovative programs that promote choice, equity, diversity, access, and excellence for all students. There is a great deal of research that details the advantages of attending racially and socioeconomically diverse magnet schools including academics, graduation rates, improved student attendance and discipline rates, greater parent satisfaction and cultural understanding among students. MSA provides information and support services on school integration policies and trends and magnet school best practices.

Magnet schools and programs share the philosophy of executing innovative programs with a dedication to diversity and an unwavering commitment to academic standards – because that is the Magnet School ‘standard.’ Diversity is also one aspect of MSA’s awards and recognition programs, specifically the Merit Awards and the National Certification process Both are designed to not only recognize the hard work of the most successful magnet schools in the nation but to also provide assistance and support as they continue to grow and they are invaluable to marketing and the ability to seek support. Both are based on the Pillars and Standards of Excellence, a commitment to diversity and academic success for all students, the applications are very different and while those who score the merits are readers, experts who score the merits are evaluators. Merit applicants paint a picture of their program with words and certification applicants paint a picture with evidence.

MSA’s long-standing Merit Awards are an annual “snapshot” of the program to recognize exemplary schools and the Certification process is a nine-month reflection looking through a lens of excellence. Both programs look at demographics, theme integration, equitable access, innovation, professional development, achievement, and parent/communication engagement the application process is very different. Merit is a narrative describing and highlighting unique program aspects but very little documentation is required. Certification is a nine-month reflection process that requires corresponding evidence. A panel of educators score both awards with different rubrics but certification includes a rigorous evaluation. The Merit is scored competitively with two different levels and monetary awards for the top five. A certified school offers parents, students, and community partners confidence that each nationally certified magnet school, no matter its location, is held to the same high standard and defines and ensures these standards as consistent, essential elements and characteristics of high-quality magnet programs. Merit is given to a select group of magnet schools that have demonstrated the highest level of excellence in all facets of the merit award application. All schools that apply for merit awards must be current members of Magnet School of America and are required to submit an annual application. Both levels of certification are valid for four years with a different application for recertification. Both are recognized each year at the annual conference.

In addition to these two awards, members can submit awards for personnel and students may submit a poster for an annual competition. Each year, MSA chooses a Superintendent, District Administrator, Principal, and Teacher of the Year. Commitment to diversity is at the heart of each of these awards. Each has its own application and each is scored using a rubric to recognizes magnet leadership for climate, innovative curriculum, and resources to outstanding dedicated personnel who exemplify excellence in academic achievement and innovative programs. Website links are below for details.



Ensuring Excellence for ALL-Cultural Competencies
Setting a Foundation for High Functioning Magnet Schools with Fidelity
Leading Successful Magnet School
Advanced Theme-Based Coaching
Sustainability FIRST

MSA hosts three conferences annually: the fall Technical Assistance and Training Conference, the February Policy Training Conference and the spring National Conference. Each of these unique events provides keynote speakers; networking; professional development; access to tools and information; and advocacy at the district, state and national level, plus the opportunity to tour magnet schools and programs.

Introductory Activities, Strategies, Networking

1.    Implicit Bias Assessment: How Deep Is Your Diversity?

  • Reflect on the current status of diversity in your organization. Is there diversity in policy only? Does your organization reflect diversity of perspective? Does your organization demonstrate diversity of power (equity)? All three levels are evident in a high-performing organization. So, how deep is your diversity? To find out, take the Diversity Survey, which can be found in the Superintendent’s Toolkit.

2.    Preparation for Creating a Theory of Action

  • Begin the process of defining the long-term outcome with some group brainstorming. Some questions you may want to pose to the group are:
    • How will you know if your project has been successful?
    • If the local newspaper were to write a headline on the success of this project, what would it say?
    • What are your stakeholders expecting to see?
    • What preconditions must exist for the long-term outcome to be reached?
  • Have group members write down their ideas on sticky notes and post them on the board.
  • Once you have completed the brainstorming process, group the ideas based on similarities.
  • A group discussion should then follow on the ideas presented.
  • Obtain group agreement on the ideas that should be included.
  • When you have captured that information, continue to repeat the process for each of the outcomes you just identified.

3.    Watch video: Real Problems – Segregation (Wyatt Cenac)

Pillar 2: Innovative Curriculum and Professional Development


Innovative Curriculum and Professional Development assures theme-based relevant instruction to students. Effective teaching strategies, emulating from best practices, are implemented through the inclusion of the school’s theme. Magnet theme-based curriculum is based on high-quality rigorous standards that prepare students for higher education and career success. A framework of solid core subjects, enhanced by theme-based pedagogy, working with a network of positive relational approaches results in success for all students. Educational themes include among others: Science, Technology, Engineering, and Mathematics (STEM); Fine and Performing Arts; International Baccalaureate, International Studies; Cambridge; Career and Technical Education (CTE); World Languages (immersion and non-immersion); Montessori; Medical and Health; Environmental; and College Preparatory. MSA partners with the International Baccalaureate Organization, Cambridge, Discover Ed, and National Consortium of Specialized STEM Schools, but is the only provider of theme based professional development.

Magnet Schools of America’s National Institute for Magnet School Leadership (NIMSL) is the technical assistance arm to provide professional expertise to MSA member districts and their schools. To meet the demand of schools wanting to grow professionally, MSA developed a credentialed team to focus solely on developing excellence schools/programs. This specialized nationwide team of experts possesses extensive skill-based knowledge, to help guide and foster greatness in member schools and their home districts. MSA customizes training and services to meet specific timeframe, budget, and local needs.

To ensure the process of high-quality magnet schools, MSA operates a national certification process to recognize the most exemplary magnet schools in the nation and help these schools as they continue to grow and provide high-quality, innovative curriculum and instructional programs that promote choice, equity, diversity and academic excellence for all students. There are two levels of certification: Certified National Demonstration Magnet School (exceeds the criteria) and Certified National Magnet School (meets the criteria). The process is based on the five pillars of magnet schools (Diversity; Innovative Curriculum and Professional Development; Academic Excellence; High-Quality Instructional Systems; and Family and Community Partnerships). These standards define the essential elements and characteristics of high-quality magnet programs.

NIMSL experts:

  • Train teachers, administration and district leadership
  • Assist in the development of state and/or regional associations
  • Provide technical assistance to local school districts through on-site leadership training and evaluation of magnet school programs
  • Review policies and procedures relating to theme selection, marketing and student assignment

Curriculum and Professional Development are important aspects of MSA’s national certification process that is designed to recognize the best magnet schools in the nation and help them as they continue to grow. Applying for certification raises performance consistency throughout a district and among districts nationwide.

Introductory Activities, Strategies, Networking

Three-Minutes to Better Innovation – “Follow the Instructions”

NOTE: This activity makes a powerful point. “Don’t worry that it may feel awkward at first. You’re trying to loosen up thinkin.”

Give each person a blank sheet of paper. Have them close their eyes.

  • Closing their eyes is critical to make the point.

Tell them to follow these instructions:

  • Fold the paper in half.
  • Tear off the upper righthand corner of the paper.
  • Fold in the bottom edge.
  • Tear off a section along the bottom edge.
  • Fold the paper into a triangle.
  • Tear off one point of the triangle.
  • Turn the paper over and tear off a portion along the top edge.
  • Open the papers and open your eyes.

Look around and see how different each person’s paper looks. That’s the beauty of this exercise! Point out:

  • Even though everyone followed the same instructions, each person’s design is different.
  • There are multiple solutions to solving a problem or developing something new.
  • The team needs varying points of view to innovate and collaborate.

Together you CAN transform your magnet school.

Pillar 3: Academic Excellence


Academic Excellence is demonstrated through a commitment to multidimensional instruction focused on student needs. Multiple assessment strategies are employed to monitor student learning, progress and success. High expectations are clearly articulated, and personalized supports are in place to address the interests and aspirations of all students. In addition, positive peer support, an outgrowth of mixing middle-class and low-income students, has been instrumental in encouraging students to dream bigger and be more engaged in school. Instruction must be grounded in student-centered, collaborative and inquisitive preparation for students to be workforce and higher education ready. Academics must be basic in literacy, mathematic computation, science, social students and the arts on which themes can be built for academic excellence.

Response to Intervention:
Response to Intervention

Response to Intervention (RTI) is a multitiered approach in academics and behavior to ensure all students are supported at their point of need. This approach identifies student need early through screenings and teacher recommendation to begin a series of interventions aligned to the need. This approach may be used for students who are struggling as well as students who have not been challenged to their full potential.

Critical areas to this approach are research-based classroom instruction for all students. When teachers observe how students respond to the instruction, they are able to interact with individual students and problem-solve how they are learning. The classroom instruction happening at grade level is important for all students to see where they should be at that grade level and work to perform at grade level with educator support.

Ongoing assessment is critical to observe where students may be below or above grade level. The balanced assessment includes formative and summative assessment. Closely monitoring students allows for teachers to see how individual progress is being made as well as how students are progressing in relation to their peers.

Tiered interventions based on need is important. Multiple tiers allow differentiation for all students, and schools must build a solid support network for each tier. Teachers need specific interventions outlined at each tier level to provide resources for specific student needs.

Professional Learning Communities

A culture developed with intentional time for teams of teachers to meet discuss data, work to understand standards, develop assessments, understanding data and reflect on their work.

Norms must occur for Professional Learning Communities (PLCs) to be productive. Norms are a set of agreed upon behaviors for the team that govern their meetings.

PLCs are teams of teachers that come together on a regular basis (usually weekly) to use specific protocols to drive teaching and learning. These protocols are conducted when logical and in a continuous improvement loop beginning with unpacking standards, followed by developing assessments, understanding data and reflecting on the instruction.

Unpacking standards allows each of the teachers to deeply understand the standards they are teaching. They unpack standards they expect students to struggle with or standards that are especially difficult for the teachers to understand. This protocol often outlines how to specifically teach the standards, and teachers can share best practices that have resulted in deep understanding of these standards by students.

Assessments are developed in protocols that address formative and summative assessments. Formative assessments are implemented as students are learning content to track the progress of specific skills within the standard. This allows for educators to make adjustments as learning is happening and provides a mirror for students to see their progress. The summative assessments are based on measuring how specifically students perform on the standards after instruction has occurred. Teachers may look across grade levels or subject areas to see how all students perform and see how their instruction on specific standards worked.

Understanding data provides data-feedback protocols to outline what worked well with instruction and what did not work well. The data allows teachers to see which concepts students have learned and on which concepts they will need continued support. Data analysis tools allow one to look at data in multiple ways to inform instruction and a response to the data is critical for students to progress.

The PLCs need to finish the continuous improvement loop with reflection on teachers’ work. This is often a protocol focused on learning from student work. This enables teachers to analyze assignments based on how students performed and see whether assignments produced the intended results. This enables teachers to also see how student work reflects specific student learning and understanding of the content taught.

Literacy and Mathematics

Literacy is foundational to all other subject areas and as such must have a robust framework outlined for all students to read at grade level or beyond. The “Deans for Impact” have recently outlined the national movement of reading that give weight to many areas of literacy that must be addressed for students to make progress in literacy and numeracy.

Early learning must be addressed, and equitable access to early learning must occur for all students. Early in student development is the most appropriate time to begin literacy support and growth. Young children must develop a sense of self and identify themselves as readers and good students. This self-efficacy will help students with their perception, attitudes and beliefs about learning. The principals outlined that must be supported is a developmental approach to literacy including the basics of phonemic awareness, phonological awareness, fluency and comprehension. Outlined here are principals to consider when supporting literacy and numeracy.

1.   How do young children develop a sense of self?
2.   How do young children begin to respect others?
3.   How do young children learn to self-regulate their behavior?
4.   How do young children develop independence?
5.   How do young children learn the meaning of the alphabet?
6.   How do young children become fluent readers?
7.   How do young children learn to understand what they read?
8.   How do young children learn to express their ideas in writing?
9.   How do young children learn to count?
10. How do young children develop abstract knowledge of mathematical concepts?
11. How do young children learn arithmetic?

Glossary of Terms

Model for Academic Improvement includes:

  • RTI – Supporting every child at their point of need.
  • PLCs – Using a continuous improvement model with the use of data, an understanding of standards and pacing, as well as a deep understanding of student learning to address student needs and collaborative with teams of teachers.
  • Literacy – Laying a foundation of literacy Pre-Kindergarten through 12th grade to ensure everyone can be successful.
  • Learning Environment – Having a learning environment of high expectations and social and emotional support for every child.
  • Response to Instruction – An early systematic intervention system based on students’ needs.

Academic opportunities for all students are an important aspect of MSA’s national certification process that is designed to recognize the best magnet schools in the nation and to help them as they continue to grow. Applying for certification raises performance consistency throughout a district and among districts nationwide.

Pillar 4: Leadership


Leadership at the school and district level is demonstrated by a commitment to continuous collaboration and monitoring by administrators for effective magnet school organization and systemic improvements. Leadership is rooted in well-educated professional educators. Decisions about hiring, budgets, training, and pathways are collaborative and focus on sustainability of high-quality instructional systems.

Districts that are interested in implementing a magnet program model, either systemically or at a few sites, must focus on several key factors: (1) Is the program innovative and unique to attract students? (2) Will the district support the foundational needs and sustainability of the program? (3) Is there a visionary leader who can create a successful model that can provide the academic needs of the teachers, students and parents? (4) Will the Board of Education “relax” district rules and policies to ensure the program can grow? (5) Finally, how will community support be integrated that will promote and nurture the growth of the program? More importantly, are leaders, which includes the board of education and the superintendent, are committed to implementing a high-quality, innovative instructional program?

Many school districts are struggling with diminishing budgets but are charged with increasing student performance scores (SPS) and the “threat” of other choice options. As a combat mechanism, many urban school districts (e.g., Baton Rouge, Louisiana; Galveston, Texas; Houston, among others) have implemented a magnet model to not only retain students but to also provide what parents view as a “unique opportunity” for a specialized education.

So, what are high-quality and innovative instructional systems, and how do they relate to instructional leaders? For years, magnet programs have been herald (and rightfully so) as an effective change agent, not only to reduce racial isolation but to offer a high-quality instructional model that are often correlated with improved instructional achievement and to also address the unique needs of students. This is accomplished through unified direction and agreement on the role the central office staff who will have a defined and supportive school improvement and curriculum alignment based on the goals and strategies of the reorganization plan. In addition, Central Office personnel must have ample resources to provide support magnet schools and must also effectively trained as service providers and facilitators.

The Instructional Leader

Every school district has exemplary site-based administrators; a direct corollary, though, is that every district with a strong magnet program is often led by an exemplary instructional leader. These leaders are often visionaries and risk-takers and understand the cultural aspects of promoting a positive and nurturing environment for teachers, students, parents and the community. It is imperative that site-based management and shared decision-making become central to this reform effort. A large amount of discretion on the part of teachers and the site-based administrator is essential for several reasons. First, teachers and administrators need discretion so they can respond to the idiosyncrasies they encounter in their schools. Second, teaching and learning are ultimately human enterprises rather than mechanical processes. The enthusiasm of a teacher matters in the learning process, and one important way to generate teachers’ enthusiasm is to give teachers ownership over what they teach and how students learn.

Themed-based Instructional Programs

Magnet programs were designed to promote diversity and to create exciting learning experiences focusing on a culture of collaboration to engage students with similar interests. Innovative instructional strategies, field-enrichment activities and a reduced pupil-teacher ratio allow schools to integrate an accelerated curriculum with theme-based learning activities.

Magnet programs are in a constant state of growth that sets it apart from comprehensive-based models. Therefore, the purpose of this document is for schools to collectively reflect on their program and to decide whether it’s addressing its students’ needs. If not, the district’s goal is to identify the problems and find solutions so that student learning is maximized and so that the professional growth provided to teachers will complement the growth and help sustain the school’s program.

Things to consider: What type of program is right for a district? There are a few models that districts have implemented for several reasons. Since there is no cookie-cutter model, districts must determine the needs of their “customers” and decide what model is best. However, it is critical to include the critical needs of teachers, students, parents and the community when doing so by conducting a series of forums, distributing surveys and posting the results in a transparent manner.

Instructional systems are an important aspect of MSA’s national certification process that is designed to recognize the best magnet schools in the nation and to help them as they continue to grow. Applying for certification raises performance consistency throughout a district and among districts nationwide.

The following themes outlined are nationally recognized concepts and are aligned to both national and state standards and many can also be found in What Works Clearinghouse. In some cases, although a nationally recognized program is listed, it does not constitute an endorsement by MSA but rather is a program that many MSA members have implemented successfully.

  • The Arts-Visual, Drama, Theatre, Dance
  • Digital Media
  • Montessori
  • International Baccalaureate
  • Aviation/Aeronautics
  • Pre-Law
  • Pre-Medical
  • Science, Technology, Engineering and Mathematics (STEM)
  • Science, Technology, Engineering, Arts and Mathematics (STEAM)
  • Science, Technology, Reading, Engineering, Arts and Mathematics (STREAM)
  • Forensics
  • Bio-Medical Sciences (Project Lead the Way)

Introductory Activities, Strategies, Networking

Create a community advisory board to assist in providing support and guidance in the selection and implementation of their respective theme. Further, the advisory board will assist in maintaining community partnerships to promote volunteerism, financial support and community engagement. The advisory board will meet in conjunction with the school administration at least monthly to benchmark progress concerning the overall academic progress of the school, as well as supportive services required to maintain an educational environment conducive for learning.

The Community Advisory Board will:

  • Consist of at least two students, three teachers, three parents, three community partners, two school administrators, two district-level administrators and one school support staff person
  • Meet monthly with the school’s administration
  • Provide mentors
  • Establish support program (e.g., reading buddy, tutoring, organize and coordinate the parent teacher organization, etc.)
Pillar 5: Family and Community


Family and community partnerships are mutually beneficial, offer a system of support, shared ownership, and a caring spirit. They are designed to enhance and strengthen a theme-integrated educational environment. Engaged family and partner groups are vital to the success of magnet programs. Partnerships with parents are essential for a rich educational experience for students. To build a strong relationship with parents, a district needs to ensure a process for parents to provide input on school decisions and for them to raise concerns.

Community partnerships include a diverse array of stakeholders such as business, health and human services, and policymakers to support the education of all students and offer a real-world view toward the future. Along with industry professionals and talents in the theme-based field (e.g., choreographers, dancers, scientists) and higher education, these stakeholders provide additional career-related, authentic learning experiences in all themes. Partnerships enhance magnet themes and provide for sustainability. This shared leadership will provide a culture that embraces diversity and excellence.

Highly effective magnet schools deliver pertinent information to these stakeholders, reap the benefits of their valuable feedback, and encourage continuous collaboration and partnership. As evidenced by their recommendations, input and participation in shared decision-making, family and parent groups are essential members of any high-quality magnet programs. Students in magnet programs benefit from themed curriculum and focused and rigorous academic instruction. Educational support from professionals in the field enhances students’ real-world problem-solving skills and creates a connection to the community’s economic needs.

In a USDOE 2006 document about creating magnet schools and the choice of theme that will attract substantial numbers of students from different racial, ethnic and socioeconomic backgrounds, districts are advised to look at local and school demographics, school performance, capacity, etc., and then listen to parents, especially underrepresented parents. The USDOE states that “good ideas can come from existing advisory groups and networks, chambers of commerce, local colleges and universities, magnet experts, and other districts but if local parents aren’t on board, the schools might take off but won’t go anywhere.” District leaders are advised to ensure that parents are interested, then follow through by delivering high-quality educational programs to build and sustain parent initial interest and excitement.

Business and community engagement and participation is an important aspect of MSA’s national certification process that is designed to recognize the best magnet schools in the nation and to help them as they continue to grow. Applying for certification raises the level of performance consistency throughout a district and among districts nationwide.

Introductory Activities, Strategies, Networking

  • Invite industry professionals to become guest lecturers at school events.
  • Inquire whether local colleges are conducting research in which schools could participate.
  • Contact the community outreach department at a local hospital for information about programs and initiatives (CPR, nutrition, heart health, obesity).
  • Reach out to organizations with magnet-related missions – how can schools assist them in carrying out the mission (tree restoration, literacy initiative, volunteer hours, pet and animal care).
  • Inquire about internship opportunities at national parks, government offices, chamber of commerce in your area.
  • Invite local artist to conduct masterclasses.
  • Invite local organizations to partner in sponsoring clubs.
  • Welcome industry professional to participate in district and school site decision-making through advisory councils.
  • Build affiliation with organizations that have similar missions and visions.
  • Facilitate magnet events and showcases throughout the community, inviting current and prospective parents.
  • Continuously invite families to participate in exploration of the magnet theme through school events like STEM nights, robotics competitions, guest speaker presentations and author visits.
  • Gather parents to assist in magnet projects like gardening, set construction, collecting donations for the community service and interviews.
  • Poll parents about skills and experience for future events and speaker and career day opportunities.
  • Invite parents to be a part of the recruitment team that helps promote the magnet program.
  • Encourage parents to join advisory boards, school associations and committees.
  • Encourage families to support each other’s community events.
  • Invite parents to co-sponsor school clubs.