This paper discusses an ecological approach to training educators for urban schools which focuses on learning to develop and nurture collaborative relationships with parents and communities. It argues that the construct of collective efficacy is the missing link in understanding and implementing successful linkages between schools, parents, and communities. The paper suggests that preparing teachers, counselors, and administrators for work in the nation's urban schools involves training them in the importance of designing educational goals and programs that reflect linkages between homes, schools, and communities. The paper discusses collective efficacy and specific outcomes that may be sought when students, parents, school professionals, and community advocates work together for proactive learning experiences. It concludes that fostering beliefs of collective efficacy must begin with preservice education. If preservice teachers are equipped with the knowledge, skills, and attitudes necessary to form linkages and create nurturing support systems for themselves and their students, they will know when, how, and where to begin the process. Appendix A presents a course syllabus designed for preservice teachers that reflects goals which prepare students with the knowledge, skills, and dispositions to engage in collaborative relationships with schools, parents, and community advocates. Appendix B presents a bibliography. (Contains 18 references.) (SM)