For example, this could involve a steering committee with and implement strategies to address literacy school and community representatives that periodically challenges. reviews the partnership and recommends changes. Partnerships also improve relationships between primary and secondary schools, reducing Maintain communication student anxiety during the transition to secondary school. It is suggested that regular communication the partnership is maintained at school leadership level. Community building Partnering to co-create initiatives can also This will help to identify opportunities to maximise present opportunities to involve and benefit the benefits for all schools. broader community. In the example above, the schools’ steering Evaluate outcomes committee for the partnership involved Partnerships aimed at improving outcomes can be representatives from the local newspaper, Rural enhanced by regular use of data to monitor impact in North West Health, local employment networks, all schools. local council and Victoria Police. Rural North West Health also provides a speech pathologist free of charge to assist in improving THINGS TO CONSIDER literacy outcomes. All schools have participated in the out ‘Bridges School resources and time of poverty program’, which aims to increase A barrier to collaboration can be principal feelings of inclusion for disadvantaged members and staff time in establishing and maintaining the of the community. partnership. Consider ways to re-purpose existing meeting time to DEVELOPING A PARTNERSHIP THE PROCESS – build the partnership, and share organisational tasks between schools. Informally meet with nearby schools with similar needs Maintaining distinctiveness Consider meeting informally with nearby schools to Schools might together consider how to manage the discuss whether they face similar educational messaging around shared PD and student initiatives, challenges, would like to improve their teaching, so that the community is confident that all schools share knowledge, and co-create student initiatives or can provide a range of opportunities to students. projects. In the examples above, schools were clear and A partnership within a local community will be confident in articulating the distinctive qualities of enhanced where all schools share a collective sense each school, which were enhanced, not reduced, of responsibility for all students, regardless of which through collaboration. school they attend. Differences between sectors Governance arrangements There are multiple differences between sectors, such It is suggested schools consider appropriate as their strategic or annual planning processes. governance arrangements to manage the partnership However, if the educational challenges and priorities over time. are shared by all schools, this lends itself to collaboration.
and implement strategies to address literacy challenges. Partnerships also improve relationships between primary and secondary schools, reducing student anxiety during the transition to secondary school. Community building Partnering to co-create initiatives can also present opportunities to involve and benefit the broader community. In the example above, the schools’ steering committee for the partnership involved representatives from the local newspaper, Rural North West Health, local employment networks, local council and Victoria Police. Rural North West Health also provides a speech pathologist free of charge to assist in improving literacy outcomes. All schools have participated in the ‘Bridges out of poverty program’, which aims to increase feelings of inclusion for disadvantaged members of the community. DEVELOPING A PARTNERSHIP – THE PROCESS Informally meet with nearby schools with similar needs Consider meeting informally with nearby schools to discuss whether they face similar educational challenges, would like to improve their teaching, share knowledge, and co-create student initiatives or projects. A partnership within a local community will be enhanced where 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 the partnership over time. For example, this could involve a steering committee with school and community representatives that periodically reviews the partnership and recommends changes. Maintain communication It is suggested that regular communication the partnership is maintained at school leadership level. This will help to identify opportunities to maximise benefits for all schools. Evaluate outcomes Partnerships aimed at improving outcomes can be enhanced by regular use of data to monitor impact in all schools. THINGS TO CONSIDER School resources and time A barrier to collaboration can be principal and staff time in establishing and maintaining the partnership. Consider ways to re-purpose existing meeting time to build the partnership, and share organisational tasks between schools. Maintaining distinctiveness Schools might together consider how to manage the messaging around shared PD and student initiatives, so that the community is confident that all schools can provide a range of opportunities to students. In the examples above, schools were clear and confident in articulating the distinctive qualities of each school, which were enhanced, not reduced, through collaboration. Differences between sectors There are multiple differences between sectors, such as their strategic or annual planning processes. However, if the educational challenges and priorities are shared by all schools, this lends itself to collaboration.
Improving_together.docx