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.


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


https://www.education.gov.au/partnerships-between-schools-businesses-and-communities-reports-and-research

https://www.education.gov.au/partnerships-between-schools-businesses-and-communities-reports-and-research

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


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


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



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



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.



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:


Meeting 2

Date / Time: …………………………………………………………………………………………………………………………………

Venue: ………………………………………………………………………………………………………………………

Participants: ………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………..



School suggestions

Partner suggestions

Outcomes:


Meeting 3

Date / Time: …………………………………………………………………………………………………………………………………

Venue: ………………………………………………………………………………………………………………………

Participants: ………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………..



School suggestions

Partner suggestions

Outcomes:


Meeting 4

Date / Time: …………………………………………………………………………………………………………………………………

Venue: ………………………………………………………………………………………………………………………

Participants: ………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………..



School suggestions

Partner suggestions

Outcomes:


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


NOTES:


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