I think our search for “coherence within complexity” began shortly after the three major partners in the Mesa Counts on College initiative – Mesa Community College, Mesa Public Schools, and the City of Mesa – celebrated our funding.  While we agreed that student success and college completion were our penultimate goals, we realized that creating and sustaining a partnership among three very diverse systems, with different cultures and priorities, would require patience and persistence.

For example, our partners from the city, public schools, and community college each brought to the table differing perspectives – shaped by individual experiences – on postsecondary completion.  In addition, each organization had different definitions of “low income youth.” For instance, the city based its definition on census and American Community Survey data; the public school looked at number of students who received free and reduced lunches; and the community college defined Pell Grant recipients as low-income young adults. Perhaps not surprisingly, reporting on baseline data for the target population created intense debate among the partners.

So, learning to “play together in the sandbox” was not always easy, but it was critical to addressing our common goal: improving college success, especially among the low-income and first generation student population in Mesa. We had more questions than answers. And even though we had excellent guidance from the Gates Foundation and its intermediary organization for this project, the National League of Cities, we were exploring uncharted territory on large-scale transformation that involved the municipal government, various community organizations, educational systems, and the public.

During our first year, we made quite a few mistakes and had several false starts. A few players even left the initiative. However, our partners really valued and respected each other, and, over time, defined an inclusive and revolving leadership model, with explicit calls to action to leaders across Mesa, as well as within and among each of our organizations. For example, in Year 2, the school superintendent chaired partnership meetings, and the public schools representative managed specific Mesa Counts on College activities. In Year 3, the community college president led partnership meetings, and the community college representative oversaw the different partnership efforts.

In addition, as turnover occurred in staff support between Years 2 and 3, the Mesa Counts on College Site lead (from the community college) held team building, strategic planning, and orientation retreats to reaffirm and incorporate new participants.  Through this model of inclusive leadership and intentional education and integration of new partners, we reinforced our common needs and mutually set priorities for areas of focus. We also expanded “buy-in” for our goal of postsecondary success in Mesa. Starting in Year 4, after the end of Gates funding, the leadership cycle sits with the city. More significantly, as a commitment to sustainability, the city now has a Mesa Counts on College Office and staff, and the partnership is increasing its membership to include organizations such as Mesa United Way and A New Leaf.

It was truly significant that our lead organizations – the city, public schools, and community colleges – understood the persistence it takes to foster and nurture a community partnership. We took the time to listen to and learn from each other. As a result, both the leadership and individuals in each organization now understand the commitment it takes to sustain this important place-based work. We are now, in the words of Mary Catherine Bateson, “sharing within multiplicity.”