Embedded Files
The purpose of this project addresses the core idea of lifting the schools expectations, capacity and achievement by engaging the school, community and learning neighbourhood in creating and building the future. This ensures that students have the opportunity to do their best and increase their options for study and work beyond school.The project aimed to give parents and caregivers the opportunity to engage with the school at a level that suits their personal family circumstances. The school has deeply embedded strategic partnerships with the wider educational, business and philanthropic community to support this idea.
Parents were asked to engage with the school in understanding their own child’s learning and progress against the capabilities in the literacy, numeracy, Information Communication Technology (ICT) and (by end 2015) thinking continuums.
All parents and caregivers of newly enrolling students were surveyed about their preferred level of engagement with the school. Additionally, Aboriginal committees planed and presented professional learning modules on embedding Aboriginal & Torres Strait Islander histories and cultures capabilities into faculty programs. This was done to ensure that the local Aboriginal and Torres Strait Islander community that has a wide presence in the school community feels as if they are well supported.
Our Targets
Our Targets
Parents: Families will engage with their children’s learning through new and innovative personalised programs.
Students and parents: Students and their families will be engaged in providing progressive feedback to teachers to enhance teacher practice.
Parents and caregivers: Parents will have a range of ways to be involved with the school beyond supporting their own children. There will be opportunities for parents to undertake learning within the school community on issues identified by students and parents for parents.
Strategic partners: The school will continue to seek strategic partnerships to foster key programs and will provide educational expertise and leadership to the partnerships.
To achieve these we have tried to implement the following measures:
Have all in-coming year 7 students, in collaboration with their parents and specialist staff have developed a Personalised Learning Plan (PLP)
All parents and caregivers of newly enrolling students will be surveyed about their preferred level of engagement with the school.
The school has had initial discussion with existing and potential new partners including Social Ventures Australia (SVA).
Parent feedback through Sentral, from parent/teacher meetings and personalised learning week analysed to refine school engagement with individual parents.
Parents, students and teachers collaboratively design online and face to face learning modules for parents in key areas of secondary education and understanding adolescent learners.
New partnerships will be established to support school’s strategic directions.
Parent feedback analysed to recommend improvements to communication and parent engagement in 2015.
Finally, parents and caregivers of newly enrolling students surveyed about their preferred level of engagement with the school.
ARACY (Australian Research Alliance for Children and Youth).
Parental engagement in learning and schooling.
A report by the Australian Research Alliance for Children & Youth for the Family-School and Community Partnerships Bureau. The Family-School and Community Partnerships Bureau commissioned the Australian Research Alliance for Children and Youth (ARACY) to identify evidence on the benefits of positive parental engagement, what works to promote positive parental engagement, and the strategies available to policy-makers wishing to facilitate such engagement. *Do we have findings of this report available? - if so I would like to link them somewhere into the website*
We also relied on the works of: *if you have any specific examples of what you used, I would like to use / incorporate it*
Dr Lance Emerson
Josh Fear
Dr Stacey Fox
Emma Sanders
Houtenville and Conway (2008)
Epstien (1987)
RHHS Deputy Principal Constance Mattimore and former Deputy Principal Brenda Quayle discuss their PLLT project and how they are ensuring it's longevity.
Impact and Evaluation Poster
Interested in learning more about our project?
Interested in learning more about our project?
As apart of the PLLT process we have developed a podcast where we discuss the project, to listen to it click here
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