This presentation explores the ways in which community can be involved in schools, using five levels of engagement to develop rich, ongoing partnerships in learning.
Telling, Selling, Compelling: Developing Community Engagement in Curriculum learning@schoo l Rotorua New Zealand February 2009 learning@school Shaping teaching and learning in the 21st century Ko te whenu hou te tau learning@school Shaping teaching and learning in the 21st century Ko te whenu hou te tau
Transcript
Telling, Selling, Compelling: Developing Community Engagement
in Curriculum [email_address] Rotorua New Zealand February 2009
learning@school Shaping teaching and learning in the 21st century
Ko te whenu hou te tau learning@school Shaping teaching and
learning in the 21st century Ko te whenu hou te tau
Is there anyone out there?
http://www.flickr.com/photos/22406241@N00/786604087/
What do these two stories have in common? What is your
experience?
New curriculum Old paradigm Isnt it time we looked at doing
things differently?
Lessons from Rwanda
Look for the people who are making a difference and use them to
act as amplifiers.
Seth Godin - Tribes
http://www.educationcounts.govt.nz/publications/pasifika_education/5907
Effective Engagement of Pasifika According to Lareau (1989),
teachers perceive parental involvement as including preparing
children with school-ready skills such as alphabet and number
knowledge; attending school events and fulfilling requests that
teachers make of parents. Family involvement in school life has
historically been prescriptive, with parents rarely invited to
contribute to what the parent community-school partnership might
look like (Valdes, 1996).
If you always do what youve always done
Einsteins definition of insanity - doing the same thing over
and over again and expecting different results.
www.flickr.com/photos/26403449@N00/71661420
The Power of the NZC
It gives schools greater flexibility to design and implement
curriculum that is tailored to the learning needs of their students
and the expectations of their communities.
Full engagement with those who have an interest in the
outcomes, including the students themselves
Collaborative Engagement - Engaging the Community
Students learn anywhere, at any time, and from anyone. This has
implications for school curriculum design. It means that, as well
as teachers, students, families, whanau, and the wider community
must be involved in the process of designing curriculum The New
Zealand Curriculum assumes that schools will seek out and listen to
the ideas and concerns of these different groups.
Your culture?
Halt - who goes there?
Come if youre called
Welcome to our school
wassup at your place
Research
Family involvement Family engagement
Need to see that the community adds value -not just
parents
Trust is essential - both ways - it is an attitude thing - an
invisible culture
Understanding - empathy eg visiting
Parents self efficacy - they have an effect on their childrens
education
Help parents ask better questions of their children.
Dr Steven M. Constantino
http://www.familyfriendlyschools.com/index.asp
Phase One: Leading participation in the design & review of
the schools curriculum
What roles should our teachers, our students, our families, our
whanau, and our wider community play in the design and review of
the curriculum?
What vital information can we set out to gather, and how can we
use if for curriculum decision making?
Phase 2: Developing processes for involvement and feedback that
can be sustained in the longer term What process can we use to
stimulate interest in, and get feedback on, our curriculum, its
impact, and its relevance? How will we assure students and the
community that their feedback is valued and used?
Engaging the disengaged
Reduce the chances of misinterpretations and misunderstandings.
The best of what parents and teachers have to offer to students, to
each other, and to their school community will not be fully
realized until they learn to talk to each other . . . until they L
e arn each other.
Dr Steven Constantino - Engaging all families
http://www.familyfriendlyschools.com/index.asp
What are the features of highly effective engagement?
Community Engagement
Community engagement is any process that involves the public in
problem-solving or decision making and uses the public input to
make more informed decisions Engaging the community is more than
just consulting[it] includes informing, consulting with, involving,
collaborating with and empowering the community.
Draft Community Engagement Model for the City of Charles Sturt
http://voicethread.com/share/361503/
The five levels of engagement discussed on the following slides can
be commented on at:
Informing
A one way relationship of telling
The school delivers information
Two types:
Passive - information that community can get from you on
demand
Active - the school is proactive in disseminating information
to the community
Ill decide
Consulting
A two way relationship - selling
The community provides feedback to the school
The school decides what it wants feedback on, gives information
and receives information back from the community
Well discuss - Ill decide
www. wordle .com www.surveymonkey.com
Involving
Community actively involved in the design of the school
curriculum from the beginning
Developing the new
Well discuss - Ill decide
http://www.islandbay.school.nz/
Thanks to Island Bay School
Collaborating
A relationship based on partnership with the school
Working together to find solutions
Well discuss and well decide
Knowledge Cafe
Real outcome is what you take away in your head
New connections with people
A deeper understanding of the issue discussed
A deeper understanding and insight into other peoples
perspectives
A better appreciation of your own point of view and how it is
seen by others
A better knowledge of what you know and dont know and what
others know and dont know
In a better position to make more informed decisions
David Gurteen gurteen.com
Use of Personas
Gather information about your groups
Create a persona for each of the groups
Know that within this there will be multiple voices but it
gives something to check against
What would they think about education, what questions would
they ask, what would be the best way to engage them?
For further information go to www.designindustry.co.nz
Empowering
A relationship based on trust between the school and community
members
Community provided with skills, information, authority and
resources
Community actively engaged in the design of the school
curriculum
Well discuss - you decide
Tanias story - Glenbervie School
The community is provided with the skills, information,
authority and resources in order to make the final decision The
school works together with the community to find solutions, taking
into account all the information that leads to an agreed outcome
The school includes the community on planning and implementation;
or asks how they would like to proceed with something before making
a final decision The school asks and listens to the community if
they have ideas to improve something; which option they would
prefer; or what would happen if we made a certain decision The
school tells the community about a decision that has happened;
and/or about something that is going to happen and how Adapted from
the Draft Community Engagement Model for the City of Charles Sturt
Towards co-creation, shared knowledge within a
bicultural/multicultural perspective