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school-community partnerships - The Wealth …€¦ · Web viewAustralian Professional Standard for...
Transcript of school-community partnerships - The Wealth …€¦ · Web viewAustralian Professional Standard for...
school-community partnerships
—PLANNING TOOL—
© 2016 THE WEALTH ACADEMY PTY Ltd
PO Box 568 Albany Creek Q 4035
The Wealth Academy
PARTNERSHIPSPartnerships between students, parents, carers and families, the broader community, business, schools and other education and training providers bring mutual benefits and maximise student engagement and achievement.
Partnerships engender support for the development and wellbeing of young people and their families and can provide opportunities for young Australians to connect with their communities, participate in civic life and develop a sense of responsible citizenship.
Melbourne Declaration on Educational Goals for Young Australians, 2008
All enquires and submissions for publication should be directed to the Manager using the contact options listed below.
Address: The Wealth Academy Pty Ltd PO BOX 568 Albany Creek Qld 4035Web site: www.thewealthacademy.com.auEmail: [email protected]: © 2016 The Wealth Academy
Published by The Wealth Academy 2016 The moral right of the author has been asserted.
This publication may be stored on a school intranet and photocopied for internal use by the school which has subscribed to the publication. It cannot be stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise beyond the purchaser’s school site, without the prior written permission of the publisher.
Information provided is for educational purposes. Although The Wealth Academy has made every effort to ensure the accuracy of the information as at the date of publication, The Wealth Academy does not give any warranty or representation to accuracy, reliability or completeness of the information. To the extent permitted by law, The Wealth Academy and its employees, officers and contractors shall not be liable for any loss or damage arising in any way (including by way of negligence) from or in connection with any information provided or omitted or from any one acting or refraining to act in reliance on this information.
ContentsAROUND AUSTRALIA.............................................................................................................................2
Australian Secondary Principals Association......................................................................................2
Australian Professional Standard for Principals.................................................................................2
Professional Practice: Engaging and working the community.......................................................2
National School Improvement Tool...................................................................................................2
School-community partnerships....................................................................................................2
Queensland Department of Education and Training.........................................................................2
Parent and Community Engagement Framework..........................................................................2
New South Wales Department of Education.....................................................................................2
School Excellence Framework.......................................................................................................2
Victoria Department of Education and Training................................................................................3
Research............................................................................................................................................3
Partnerships between schools, businesses and communities reports and research.....................3
Step One: Understand the Background.................................................................................................4
Guiding Principals..............................................................................................................................4
National School Improvement Tool...................................................................................................5
Planning Checklist..............................................................................................................................6
Step 2: Describe the Partnership Parameters........................................................................................7
Step 3: Plan Collaboratively...................................................................................................................9
Meeting 1..........................................................................................................................................9
Meeting 2........................................................................................................................................10
Meeting 3........................................................................................................................................11
Meeting 4........................................................................................................................................12
Step 4: Evaluate and Review................................................................................................................13
NOTES:.................................................................................................................................................14
© 2016 The Wealth Academy 1
AROUND AUSTRALIA
Australian Secondary Principals AssociationThe education of Australia’s adolescents is not only the responsibility of school principals, it is the responsibility of the entire community. The community must understand the emerging and changing nature of schooling and the work of principals. Australian education does not exist in a void, we must build partnerships into the global community.
Strategic Policy – Putting it all together
Australian Professional Standard for PrincipalsProfessional Practice: Engaging and working the community[Principals] build partnerships with the local community and external stakeholders so they are aware of the vision and values of the school and can contribute to its success.
Principals draw on expertise from other organisations to enhance and enrich the learning experience for students and their families
http://www.aitsl.edu.au/australian-professional-standard-for-principals
National School Improvement ToolSchool-community partnershipsThe school actively seeks ways to enhance student learning and wellbeing by partnering with parents and families, other education and training institutions, local businesses.... All partners are committed to the common purposes and goals of partnership activities. Procedures are in place to ensure effective communications and to monitor and evaluate the intended impacts of the school’s partnerships.
https://www.acer.edu.au/school-improvement
Queensland Department of Education and TrainingParent and Community Engagement FrameworkThe education of our students is a shared responsibility, benefiting all students, our society and economy as a whole. Therefore, parents and broader communities have a reciprocal responsibility to engage with schools. Schools are better able to support student achievement by developing strong engagement with and between students, teachers, parents and carers, support staff, and community, industry and business groups.
http://education.qld.gov.au/schools/parent-community-engagement-framework/about/
New South Wales Department of EducationSchool Excellence FrameworkThe school is recognised as excellent and responsive by its community as a result of its effective engagement with members of the local community such as parents, families, local media and business organisations.
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The Wealth Academy School-Community Partnerships Planning Tool
The school leadership team makes deliberate and strategic use of its partnerships and relationships to access resources for the purpose of enriching the school’s standing within the local community and improving student outcomes.
https://schoolsequella.det.nsw.edu.au/file/b214a08b-5c9d-4ca2-9eb7-caaf7e6e53a0/1/School_Excellence_Framework.pdf
Victoria Department of Education and TrainingForming effective partnerships between early childhood services, schools, training providers and the wider community helps to improve the learning and development of children and young people.
http://www.education.vic.gov.au/about/programs/partnerships/Pages/default.aspx
South Australia
Local partnerships work to provide improved outcomes for children and young people by:
providing joint solutions to shared problems enabling young people to more easily overcome barriers to their learning and better achieve their potential
greater links with local businesses, services, non-government organisations and local government agencies
enhancing professional development of leaders and staff greater support for children and young people with a local partnership/community
https://www.decd.sa.gov.au/sites-and-facilities/local-partnerships
ResearchPartnerships between schools, businesses and communities reports and researchhttps://www.education.gov.au/partnerships-between-schools-businesses-and-communities-reports-and-research
© 2016 The Wealth Academy 3
Step 1: Understand the Background
This planning tool is aligned to three major documents that inform the establishment of school-community relationships and partnerships. They are:
The Guiding Principles for School-Business Relationships The National School Improvement Tool ASPA’s Strategic Policy: Key Partnerships
Guiding PrincipalsIn 2011 the Business-School Connections Roundtable recommended that principles be developed to provide general guidance for schools and businesses in relationships.
These Guiding Principles for School-Business Relationships are the result. They are relevant for informal school-business relationships through to complex partnerships with formal governance arrangements, detailed documentation and long-term projects.
The principles were developed through a comprehensive consultation process around Australia with schools, businesses, education departments, industry bodies, parent bodies and broker organisations.
The principles have been endorsed by the Australian Government Department of Education, Employment and Workplace Relations.
Read more: www.education.gov.au/partnerships-between-schools-businesses-and-communities-reports-and-research
© 2016 The Wealth Academy 4
National School Improvement Tool
The Wealth Academy refers to the expectations of Domain 9 School-community partnerships to help schools and local businesses to establish appropriate, effective and efficient partnerships.
Australian Secondary Principals Association: Strategic Policy – Key Partnerships
Find out more: www.aspa.asn.au/wp-content/uploads/2015/07/strategic-policy-putting-it-all-together.pdf
© 2016 The Wealth Academy 5
The Wealth Academy School-Community Partnerships Planning Tool
© 2016 The Wealth Academy 6
Planning Checklist
The following checklist is drawn from the three documents mentioned earlier.
Its purpose is to help school leaders ensure planning with partners is aligned to the necessary policies and frameworks
Big picture Yes / No
There is a need for financial life skills education across our community. Yes
The need for financial life skills education is supported by national and international research.
Yes
There is an opportunity to integrate this into existing school programs. Yes
Considerations
Builds partnerships with suitable local businesses to improve opportunities and outcomes for students
Identifies potential community partners on the basis of their capacity to contribute to improved student achievement and/or wellbeing
Involves partners in collaborative planning
Invites senior leadership people from the partner organisations to be involved
Ensures there is clarity around partner roles and responsibilities
Makes major partnership decisions collaboratively and partnership activities are designed to make better use of partners’ expertise
Regularly monitors progress and achievements
Commits adequate resources to ensure the effectiveness and success of the partnership
Collects evidence to evaluate whether partnerships are having their intended impact in improving student outcomes
Ensures their partnerships are sustainable and become an accepted part of the culture community
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The Wealth Academy School-Community Partnerships Planning Tool
Step 2: Describe the Partnership Parameters
School: ……………………………………………………………………………………………………………………………….
Partner/s ………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
School contacts.
……………………………………………………………………………………………………………………………………………..
Partnership details
Commencement …..
Duration 2017 | 2018 | 2019 | 2020
School’s partnership goals
….
Partner’s partnership goals
….
Meeting times (Collaborative planning; consider off-site meetings)
Semester 1: … Semester 2: …
Partner roles / expectations
1. Name [Insert name] role is to provide support in the focus areas of ….
2.
3.
Common expectations
All partners will: Direct all correspondence to the designated school contacts Have proof of their state-based Working with Children card Not contact students or their families directly as part of this
partnership activity
Inform the school immediately if there is any situation which they may be concerned about
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The Wealth Academy School-Community Partnerships Planning Tool
P&C Meetings
Many partners want to be considered part of the school-community and are willing to attend P&C meetings when able. Indicate when and where P&C Meetings are held in the school.
Staff
When appropriate, staff may want to connect with school partners. Please determine your own protocols for communication and interaction between staff and community partners.
© 2016 The Wealth Academy 9
The Wealth Academy School-Community Partnerships Planning Tool
Step 3: Plan Collaboratively
Meeting 1
Date / Time: …………………………………………………………………………………………………………………………………
Venue: ………………………………………………………………………………………………………………………
Participants: ………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………..
(Note: Especially in the short term, when the partnership is new, keep activities simple. It is important that the first activities are supported to be successful so that momentum is encouraged.)
Partnership activities Resourcing, Scheduling, Partner support
School suggestions
Partner suggestions
Outcomes:
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Meeting 2
Date / Time: …………………………………………………………………………………………………………………………………
Venue: ………………………………………………………………………………………………………………………
Participants: ………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………..
(Note: Especially in the short term, when the partnership is new, keep activities simple. It is important that the first activities are supported to be successful so that momentum is encouraged.)
Partnership activities Resourcing, Scheduling, Partner support
School suggestions
Partner suggestions
Outcomes:
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Meeting 3
Date / Time: …………………………………………………………………………………………………………………………………
Venue: ………………………………………………………………………………………………………………………
Participants: ………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………..
(Note: Especially in the short term, when the partnership is new, keep activities simple. It is important that the first activities are supported to be successful so that momentum is encouraged.)
Partnership activities Resourcing, Scheduling, Partner support
School suggestions
Partner suggestions
Outcomes:
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Meeting 4
Date / Time: …………………………………………………………………………………………………………………………………
Venue: ………………………………………………………………………………………………………………………
Participants: ………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………..
(Note: Especially in the short term, when the partnership is new, keep activities simple. It is important that the first activities are supported to be successful so that momentum is encouraged.)
Partnership activities Resourcing, Scheduling, Partner support
School suggestions
Partner suggestions
Outcomes:
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Step 4: Evaluate and ReviewWe suggest that an evaluation of the program occurs at two levels.
Level 1 is a review of the partnership. Reference to the National School Improvement Tool will provide criteria to review the effectiveness of the partnership.
Level 2 is a review of:o student and parent exposure to The Wealth Academy’s resourceso movement in student learning and community engagement in response to that
exposure and involvement.Note:
Keep the evaluation simple. Focus on proactive ways to improve. The Wealth Academy, with academic partners, will be providing some simple online
survey tools that schools may wish to use, later in 2017.
Evaluation Instruments Resourcing, Scheduling, Partner support
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NOTES:
© 2016 The Wealth Academy 15