In this example, student engagement with local Different facilities sporting clubs has improved, as all students in Schools in the partnership may have different the local area know each other. facilities, affecting their capacity to host shared Broader connections in the community have events. If events more frequently occur at one school, also improved, including stronger connections consideration might be given to other schools in between parents from all schools. sharing other tasks related to the partnership, such as designing or evaluating activities. contribute to all activities at the outset and continue to share DEVELOPING A PARTNERSHIP THE PROCESS – cost and resourcing fairly. Informally meet with nearby schools THINGS TO CONSIDER It is suggested principals meet informally with nearby schools to discuss whether any face similar 1. Logistics and costs challenges and would like to partner to provide a wider variety of opportunities to students. A barrier to collaboration can be varying proximity of schools in the cluster, and the costs of travel. It is A partnership within a shared community may be suggested schools consider the implications of partners enhanced when all schools share a collective sense needing to travel long distances for shared activities. of responsibility for all students, regardless of which school they attend. In this example, Jeparit is an hour from Hopetoun. One way of overcoming this challenge was to rotate events Governance arrangements around the cluster, so schools could take turns travelling to It is suggested schools consider appropriate shared activities. governance arrangements to manage their partnership over time. Changes in leadership This could involve a steering committee with school Embedding a culture of collaboration in cluster representatives that makes decisions about joint schools will help to ensure that the cluster activities. arrangement retains support over time, even when In this example, the representatives from cluster leadership structures change. schools meet once per term to plan events and Schools might consider collecting evidence on the discuss initiatives that the cluster might pursue. effectiveness of the partnership to form the basis of Share workload an evaluation of the partnership, and assist in convincing new leadership of the partnership’s value Schools might consider sharing hosting and logistical over time. duties. It is suggested that all schools agree to
In this example, student engagement with local sporting clubs has improved, as all students in the local area know each other. Broader connections in the community have also improved, including stronger connections between parents from all schools. Different facilities Schools in the partnership may have different facilities, affecting their capacity to host shared events. If events more frequently occur at one school, consideration might be given to other schools in sharing other tasks related to the partnership, such as designing or evaluating activities. DEVELOPING A PARTNERSHIP – THE PROCESS Informally meet with nearby schools It is suggested principals meet informally with nearby schools to discuss whether any face similar challenges and would like to partner to provide a wider variety of opportunities to students. A partnership within a shared community may be enhanced when all schools share a collective sense of responsibility for all students, regardless of which school they attend. Governance arrangements It is suggested schools consider appropriate governance arrangements to manage their partnership over time. This could involve a steering committee with school representatives that makes decisions about joint activities. In this example, the representatives from cluster schools meet once per term to plan events and discuss initiatives that the cluster might pursue. Share workload Schools might consider sharing hosting and logistical duties. It is suggested that all schools agree to contribute to all activities at the outset and continue to share cost and resourcing fairly. THINGS TO CONSIDER 1. Logistics and costs A barrier to collaboration can be varying proximity of schools in the cluster, and the costs of travel. It is suggested schools consider the implications of partners needing to travel long distances for shared activities. In this example, Jeparit is an hour from Hopetoun. One way of overcoming this challenge was to rotate events around the cluster, so schools could take turns travelling to shared activities. Changes in leadership Embedding a culture of collaboration in cluster schools will help to ensure that the cluster arrangement retains support over time, even when leadership structures change. Schools might consider collecting evidence on the effectiveness of the partnership to form the basis of an evaluation of the partnership, and assist in convincing new leadership of the partnership’s value over time.