Parental engagement in northern territory australia tess mc peake
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Transcript of Parental engagement in northern territory australia tess mc peake
09/04/23
Parent Yarns - Learning Together: parent engagement in Australian schools
Tess McPeake, Program CoordinatorThe Smith Family
Darwin, Northern Territory
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• Australian disadvantaged children
• School at the centre approach
• Educating girls
• Impact of parent engagement
• Parent engagement project
• Parents’ feedback
• Parent Yarns documentary
Parent and Community Engagement project 3
Our history
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Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;
Innovation and Creativity; Excellence and Professionalism
Parent and Community Engagement project
Australia’s hidden problem
Out of every 10 Australian children, there is 1 child like Emily who is living in financial disadvantage.
1 in 10 amounts to almost 606,0001 Australian children living in households where no parent works.
Our vision, mission and belief
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A better future for young Australians in need
Our vision
Every child deserves a chanceOur belief
To create opportunities for young Australians in need by providing long-term support for their participation in education
Our mission
Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;
Innovation and Creativity; Excellence and Professionalism
Parent and Community Engagement project
The national context for our work
Tertiary
Early Years
Secondary
Primary
A third of children living in the most
disadvantaged communities start
school developmentally
vulnerable
Around a third of Indigenous Year 5 students are below
the national minimum standard for reading
Year 12 completion rates are significantly
lower (56%) for students from low
socio-economic backgrounds than for
students from high socio-economic
backgrounds (75%)
Students from high socio-economic background are
three times more likely to attend university than
students from low socio-economic
background
Relationship between student background and educational outcomes is more pronounced in Australia than in other comparable high performing OECD countries, such as Canada.
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The Northern Territory is the third largest of all Australian states and territories but has the smallest population and the highest proportion of Indigenous people.
Australia’s Northern Territory comprises a land area of 1,346,200 km2 (6 times bigger than the UK)
Darwin is the capital city with an estimated population of 110,000.
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http://www.det.nt.gov.au/students/at-school/enrolment-attendance/enrolment-attendance-statistics
44% of all Northern Territory students were
Indigenous in 2012
68.7% of all enrolled Indigenous students
attend school regularly, compared to 90.6% of
non-Indigenous students
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Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;
nd Creativity; Excellence and Professionalism
Responding to disadvantage in the NT
• Vulnerable students need wrap around support and to be exposed to high expectations
• ‘The challenge for our community is seeing so many Indigenous girls with so much potential pushing prams at age 14.’
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School at the centre approach
Parent and Community Engagement project
services
Families &
• School is our primary program delivery platform
• School can be the community’s most stable asset
• School-community-business partnerships assist vulnerable families
• Parent involvement in student’s learning has been shown to increase attendance, retention and success
Why put school at the centre?
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Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;
Innovation and Creativity; Excellence and Professionalism
Parents get engaged in learning
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Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;
Innovation and Creativity; Excellence and Professionalism
Dad’s contribute to children’s learning
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Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;
Innovation and Creativity; Excellence and Professionalism
Parents aspire for students to finish year 12
Parent and Community Engagement project
Indigenous girls in the NT are…
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• Five times more likely to become pregnant than non-Indigenous girls
• Less likely to complete Year 12
• Less likely to join the labour force after leaving school
• More likely to be in the criminal justice system
• More likely to become single parents (in 2011, 32 percent of all Indigenous births had no paternity attributed)
• Indigenous women and girls are more likely to experience domestic violence than non-Indigenous women and girls.
Educating girls is part of the answer
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• International evidence indicates that educating girls and women has positive impacts on reducing early pregnancy
• Creates intergenerational education benefits
Parent and Community Engagement project
Each additional year of formal education completed by a mother translates into her children remaining in school for an additional one-third to one-half year (Filmer 2000)
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Indigenous children behind from the start
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• Many Indigenous children start school behind their non-Indigenous classmates (up to 60% in Western Australia).
• ‘The job of parents has changed; but in some cases, no-one told the parents’, Professor Colleen Hayward, AM
Parent and Community Engagement project
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• Australian Government program
• Schools where we have established trust and goodwill, shared goals and a proven record of working effectively
• For parents with children aged 0 - 16 years attending 3 secondary schools and 1 primary school
Parent YarnsLearning Together
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• Values driven• Shared experience and appreciating the ‘pearls’ within• Facilitated, collaborative, co-constructed sessions
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• Whole of school approach with parents, teachers and school leaders learning at the same time
•Tough, fun and symbolic
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Wordle
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Parents’ voices at the centre of the design and the program
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28Parent and Community Engagement project
Designed and facilitated by Marilynn Willis and Julianne Willis (TLE North)
Evaluation findings
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Proportion of Indigenous parents participating in Parent Yarns
Parent Yarns Total parents
Indigenous parents
Per cent
Term 1 53 20 44Term 2 54 32 53Term 3 24 7 29Term 4 34 16 47
Average 41 19 43Cumulative
total 165 75
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“It takes a community to raise a child; we all share the same dreams for our children”
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“It became a really fun night that got everyone involved, emotionally, mentally and physically. I felt like a big kid at the end of the night! Yeah, it brought out the child in all of us. The last school I did try to get involved with but they didn’t have anything like this.”
“It’s the power of the conversation protocol – it was really strong. The more you share in that structured way, the more options you get.”
“…all the parties that were there—parents, staff, kids— talked together and worked together for a common cause. It was a whole new way of seeing things done in a school; everyone had their say.”
“I’ve been able to build confidence and respect for the teachers—I asked myself ‘what can I do to help not only my daughter but other children as well’—you can actually get involved with the school and help them, its really amazing.”
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“I wasn’t sure if it was worth my precious time—but I really liked how the yarn had a schedule and everyone could have a say if they like with no pressure if they just want to listen. Now my school’s parent yarn community has my name on their list and I feel totally empowered by this.”
Confidence and empowerment
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“It makes me happy when my Mum joins into The Smith Family activities because it shows me she cares about things that happen in our relationships and in my learning and education. When all the parents are together and helping each other, it’s like when my friends are together helping and supporting each other.”
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Parent Yarns – Learning Together documentary