creating cohesive communities yule brook college working with community
DESCRIPTION
CREATING COHESIVE COMMUNITIES YULE BROOK COLLEGE WORKING WITH COMMUNITY NATIONAL CONFERENCE - MARCH 2008. MAJOR THEMES OF TODAY’S SESSION. EXPLORE THE CONCEPT OF COMMUNITY IDENTIFY IMPORTANT ELEMENTS TO CREATE OR IMPROVE COMMUNITY RELATIONSHIPS - PowerPoint PPT PresentationTRANSCRIPT
CREATING COHESIVE COMMUNITIES
YULE BROOK COLLEGEWORKING WITH COMMUNITY
NATIONAL CONFERENCE - MARCH 2008
MAJOR THEMES OF TODAY’S SESSION
EXPLORE THE CONCEPT OF COMMUNITY IDENTIFY IMPORTANT ELEMENTS TO CREATE OR
IMPROVE COMMUNITY RELATIONSHIPS BACKGROUND AND CONTEXT TO THE YULE
BROOK COMMUNITY AGREEMENT EXAMINE THE YULE BROOK APPROACH, 2001 -
2007 CONSIDER ASPECTS OF THE YULE BROOK
EXPERIENCE THAT MAY HAVE IMPLICATIONS FOR ‘YOUR’ SCHOOL COMMUNITY’
EXPLORE ‘AREAS’ FOR COMMUNITY ENGAGEMENT
ACKNOWLEDGMENT OF THE TRADITIONAL ABORIGINAL
CUSTODIANS
WHY IS ACKNOWLEDGING COUNTRY IMPORTANT?
IT IS ABOUT RECOGNISING YOUR LOCAL COMMUNITY!
IMPORTANCE OF ACKNOWLEDGMENT
CONNECTIONS TO: LAND FAMILY CULTURE (cross-cultural) RESPECT ACCEPTANCE - RECOGNITION HISTORY
* GAINING KNOWLEDGE ABOUT THE LOCAL PEOPLE IS AN IMPORTANT PHASE OF DEVELOPING RELATIONSHIPS.
Dr PHILIP PAIOFF
TEACHER - HEAD OF DEPT (25+ years)
INITIATED - IMPLEMENTED ABORIGINAL STUDIES IN THE GOLDFIELDS (1980s)
FORMER DIRECTOR OF INDIGENOUS MARKETING AND CONSULTING
WHAT WORKS & DARE TO LEAD 2004 – 08
PROJECT OFFICER PD - SSTUWA (Mt Lawley SHS)
ONE WAY TO ENGAGE YOUR COMMUNITY
COMMUNITY ATTITUDES
WHAT DO YOU BELIEVE TO BE THE PERCEPTION(S) OF YOUR STAFF AND THE NON-ABORIGINAL COMMUNITY TO THE FOLLOWING STATEMENT?
EDUCATION IS VERY IMPORTANT TO INDIGENOUS
FAMILIES!
CULTURE & COMMUNITY
DARE TO LEAD CULTURAL TOURS
wa goldfields
Aboriginal Health Service in Kalg’
Kids in Cosmo Bearing Gifts
Tjarkarli Remote Community School
EXPRESSIONS OF INTEREST IN
THE PROPOSED CULTURAL
TOUR TO THE GOLDFIELDS
(AUGUST 2008) ARE BEING
TAKEN.
TRADITIONAL WELCOME
NAME PLACE OF BIRTH MOTHER’S MAIDEN NAME MOTHER’S BIRTHPLACE FATHER’S NAME & BIRTHPLACE CURRENT PLACE OF RESIDENCE
Good relationships provide the foundation for any agreement.
WHY ENGAGE THE COMMUNITY?
1. MCEETYA – Australian Directions in Indigenous Education 2005 – 2008:
Domain 2: “Engage the local community in the future of Indigenous education based on cross-cultural respect”.
2. DAETWA – Operational Plan 2005 - 2008
Priority 6: “Increase the involvement of parent/community members in decision making”.
ISSUES CONFRONTING ABORIGINAL STUDENTS
HEALTH
JUSTICE
EMPLOYMENT
EDUCATION
A Very Young Aboriginal Population
• Over half the population is under 20.
• The majority of Aboriginal people are in or heading towards school.
• By 2020, 20% of our school population will be Aboriginal.
• Major implications for the Education system.• How do we respond? “Your community will
become a more important resource?”
CATALYST FOR DEVELOPING AN ABORIGINAL COMMUNITY
AGREEMENT
IDENTIFY MAJOR EDUCATIONAL ISSUES AFFECTING ABORIGINAL STUDENTS IN YOUR SCHOOL (i.e. areas that may require attention)?
STATE SOME TYPICAL EXAMPLES … ?
Commonly Identified Issues in Aboriginal
Education ? Literacy & Numeracy Attendance and Engagement Retention / Completion Cultural awareness Student welfare & Behaviour Aboriginal employment Curriculum ‘Community involvement’
* Reference to these issues and your school review data may assist in providing the catalyst for developing or reviewing your school community agreement. CHOOSE ONE (1)
EVIDENCE TO CONFIRM YOUR PERCEPTIONS?
1. DEFINING YOUR ISSUE (refer to example chosen)
- WHAT IS THE ISSUE?- WHAT EVIDENCE DO WE HAVE?- WHAT OTHER DATA DO WE HAVE?- WHAT FURTHER DATA DO WE NEED TO DEFINE
THE ISSUE?- WHAT ARE WE DOING ABOUT IT RIGHT NOW?- WHAT ARE SOME ‘OTHER - SIMPLER’ RESPONSES
OR STRATEGIES THAT YOU MAY EMPLOY?- ARE THERE MORE PRESSING/SERIOUS ISSUES?
WHY ENGAGE THE COMMUNITY?
Schools alone, do not have the capacity to address all the issues relating to maximising the educational attainment of Aboriginal students.
CASE STUDY
YULE BROOK COLLEGE:SCHOOL COMMUNITY AGREEMENT (2000) 2001 - 2008• BACKGROUND• PROCESS• OUTCOMES• SHOW DVD …
Signing the Community Agreement (annually)
Norm – AIEO & Parent at Yule Brook
Football Academy Agreement
OUTCOMES ATTAINED BY YULE BROOK COLLEGE OVER THE PAST SEVEN (7) YEARS?
DAILY ATTENDANCE
6264666870727476788082
2001 2007
Attendance
GRADUATION NUMBERS
02468
101214161820
2001 2002 2003 2006 2007 2008?
ABORIGINAL STUDENTS
0
10
20
30
40
50
60
70
80
2001 2008
COMMUNITY STATUSRE: PROGRAMS OR INITIATIVES IN YOUR SCHOOLS
WHAT ARE YOUR current LINKS WITh THE aboriginal
COMMUNITY IN your SCHOOL OR DISTRICT?
CONCLUDING COMMENTS
• SHOULD YOU CHOOSE TO DEVELOP A FORMAL COMMUNITY AGREEMENT – ENSURE THE COMMUNITY IS GENUINELY INVOLVED!
• ESTABLISH MUTUAL ACCOUNTABILITIES
• SUPPORT IS AVAILABLE VIA DTL – INCLUDING ACCESS TO THE DVD
• Q & A