2 - Engaging in a Sharing meanings of transition to Participants engaged in common experience or school, expectations across sectors processes offered and reflected process for Koorie family and children. on perspectives of others’ Public professional development spaces session: Understanding community Understanding of own community and processes for gaining further information PHASE 3 - Building a Reciprocal visits and sharing of Participants agreed on a shared common focus for the curriculum across sectors focus for the reciprocal visits group and contributed to follow up discussions post visit PHASE 4 - Building Highlighting of potentially Participants developed greater common language problematic terms for discussion. awareness of the interpretation Public professional development of language and expectations session: Cultural safety through visits and facilitated discussions Increased awareness of cultural safety and working with Koorie children and families 5 - Aligning one’s own Differing interpretations of focus Participants became more interpretations with that of topics were made explicit for group aware of differing interpretations others consideration of pedagogy and practice PHASE 6 - Thinking about Fostering the development of Strengths and differences one’s own professional trusting relationships to enable across sector affiliations were expertise and contribution open consideration of diverse clearly identified by participants in relation to what others approaches and practices through reflection on own with different disciplinary/ practice, discussions and community knowledge and identification of ways to extend practices bring cross sector collaborations PHASE 7 - Enhanced Foregrounding of common Development of action to professional practice where approaches and concerns with assist each groups’ reappraisal own contributions are children, families and pedagogy of current practices in the viewed as part of the across sectors and with a context of shared priorities, collectively identified inquiry particular focus on Koorie children particularly with regard to or need and families transition to school for Koorie children and families. Further discussion post project will allow participants to refine key ideas and determine action steps Table 2: Edward’s (2005) Relational agency framework. Table adapted from Semann, Madden, Fleet & De Gioia (2015) Evaluating educational change Building on the relational agency model, a model for the evaluation of educational change initiatives was instigated from engagement in a previous Reciprocal Visits project (Semann et al., 2015), and subsequently shared with the international community (Fleet, De Gioia, Madden & Semann, 2015).
2 - Engaging in a common experience or process Sharing meanings of transition to school, expectations across sectors for Koorie family and children. Public professional development session: Understanding community Participants engaged in processes offered and reflected on perspectives of others’ spaces Understanding of own community and processes for gaining further information PHASE 3 - Building a common focus for the group Reciprocal visits and sharing of curriculum across sectors Participants agreed on a shared focus for the reciprocal visits and contributed to follow up discussions post visit PHASE 4 - Building common language Highlighting of potentially problematic terms for discussion. Public professional development session: Cultural safety Participants developed greater awareness of the interpretation of language and expectations through visits and facilitated discussions Increased awareness of cultural safety and working with Koorie children and families 5 - Aligning one’s own interpretations with that of others Differing interpretations of focus topics were made explicit for group consideration Participants became more aware of differing interpretations of pedagogy and practice PHASE 6 - Thinking about one’s own professional expertise and contribution in relation to what others with different disciplinary/ community knowledge and practices bring Fostering the development of trusting relationships to enable open consideration of diverse approaches and practices Strengths and differences across sector affiliations were clearly identified by participants through reflection on own practice, discussions and identification of ways to extend cross sector collaborations PHASE 7 - Enhanced professional practice where own contributions are viewed as part of the collectively identified inquiry or need Foregrounding of common approaches and concerns with children, families and pedagogy across sectors and with a particular focus on Koorie children and families Development of action to assist each groups’ reappraisal of current practices in the context of shared priorities, particularly with regard to transition to school for Koorie children and families. Further discussion post project will allow participants to refine key ideas and determine action steps Table 2: Edward’s (2005) Relational agency framework. Table adapted from Semann, Madden, Fleet & De Gioia (2015) Evaluating educational change Building on the relational agency model, a model for the evaluation of educational change initiatives was instigated from engagement in a previous Reciprocal Visits project (Semann et al., 2015), and subsequently shared with the international community (Fleet, De Gioia, Madden & Semann, 2015).