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This Concept Map, created with IHMC CmapTools, has information related to: 2 CONSCIOUS CHOICE OF AN ENGAGEMENT FRAMEWORK, GLOBAL RESEARCH ????, 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school legislative base for parent in QLD LUTHERAN, 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school legislative base for parent in QLD UNITING CHURCH, 3 CHOOSE PRACTICAL ACTIONS THAT WILL MAKE A DIFFERENCE ???? mou WITH ELDERS, OUR OUTCOME ACCOUNTABILITIES 1 negotiate our involvement PARENTS AND FAMILIES Parents and families participating in partnerships that provide an informed and supportive environment for all young people to enable lifelong learning and career and pathway planning, and improve their education and transition outcomes. Partnerships support parents and families to: • make links between learning and career aspirations • be more aware of and better informed about a diverse range of education, training and employment options • enhance their capacity to confidently and effectively engage in education and career decision making • support learning inside and outside the ‘classroom’ • access supportive networks and services to help their children pursue chosen directions KEY PERFORMANCE MEASURE Partnership Achievements Have partnerships achieved: • an increase in the number and % of parents and families that: have improved understanding of the link between learning and career aspirations are better informed about learning and career options are confident to interact with education and training providers, employers and community groups to support participation and engagement of their children are actively engaged in supporting learning inside and outside the ‘classroom’ are actively involved in career transition planning for their children • other, 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school AITSL standards for principals & teachers re parent community engagement 5. Engaging and working with the community Principals embrace inclusion and help build a culture of high expectations that takes account of the richness and diversity of the school’s wider community and the education systems and sectors. They develop and maintain positive partnerships with students, families and carers, and all those associated with the school’s broader community. They create a culture of respect taking account of the intellectual, spiritual, physical, moral, social and cultural wellbeing of students. They recognise and use the rich and diverse linguistic and cultural resources in the school community. They recognise the multicultural nature of Australian people and promote understanding and reconciliation with Indigenous cultures. They recognise and support the needs of students, families and carers from more challenging circumstances. They make a contribution to the development of education at the system and sector levels. Professional practices • [Plan and act] Develop strategies to counter discrimination and the impact of disadvantage in order to secure equity and entitlement. Seek opportunities to engage with families and carers, and partner, where appropriate, with community groups, agencies and individuals, businesses or other organisations to enhance and enrich the school and its value to the wider community. Develop and maintain structures for effective liaison and consultation. • [Review] Make sure learning experiences for students are linked to the wider community and invite and facilitate the community’s participation in student learning. Actively seek feedback from families and carers and the wider community about the quality of learning and their ambition for education. • [Respond] Create and maintain an effective partnership with families and carers to support and improve students’ achievement and personal development. Contribute to the development of the education system by sharing effective practice, working in partnership with schools and others to develop integrated provision. Co-operate and work with relevant agencies to protect and support children and young people., KYM MACFARLANE PHD DISSERTATION ???? QLD RELEVANT, 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school legislative base for parent in QLD ANGLICAN, Data-driven Place-based Case-managed The Department’s priority in education for Indigenous students is: • Every day, in every classroom, every student is learning and achieving with a focus on the outcomes of attendance, retention, achievement and workforce capacity Regions and schools need to involve Aboriginal and Torres Strait Islander people in the design and delivery of strategies locally and regionally, and share responsibility for outcomes., 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school RESEARCH BASE QLD RELEVANT, ???? Moving Together Community Engagement Project – DET/QIECC/DEEWR sponsored Inala Cluster Thanks to the commitment of Glenala SHS, Durack, Inala, Richlands East, Acacia Ridge, Rosewood, Carole Park and Watson Rd State Schools and Sacred Heart Primary School, Booval and St Mark’s Primary School, Inala; the partnerships with local Traditional Owners, Elders, and Community representatives and School Communities will soon be greatly enhanced. Following DTL Collegial School Snapshots in each school, and a series of relationship and cultural knowledge building sessions, the Inala Cluster will have a Cluster Partnership Agreement and a Cluster Action Plan to tackle the specific locally identified issues facing the schools and their wider community. This will also mean better internal school partnerships and working together towards better numeracy outcomes. The process builds on the work being done by EATSIPS teams and deepens the Community Engagement focus to a sustainable level. Other clusters in Brisbane North, Logan and Gold Coast and Hinterland will have the opportunity to join the same journey later in 2011 and in to 2012. Our thanks to Angela Leitch and the DET team for their support, 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school legislative base for parent in QLD INDEPENDENTS, 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school RESEARCH BASE AUSTRALIAN STUDIES, 3 CHOOSE PRACTICAL ACTIONS THAT WILL MAKE A DIFFERENCE ???? ????, Priorities include 1 FEB 2011, 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school bi-lateral agreements State /Commonwealth, 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school PB Parent Outcomes PARENTS AND FAMILIES Parents and families participating in partnerships that provide an informed and supportive environment for all young people to enable lifelong learning and career and pathway planning, and improve their education and transition outcomes. Partnerships support parents and families to: • make links between learning and career aspirations • be more aware of and better informed about a diverse range of education, training and employment options • enhance their capacity to confidently and effectively engage in education and career decision making • support learning inside and outside the ‘classroom’ • access supportive networks and services to help their children pursue chosen directions KEY PERFORMANCE MEASURE Partnership Achievements Have partnerships achieved: • an increase in the number and % of parents and families that: have improved understanding of the link between learning and career aspirations are better informed about learning and career options are confident to interact with education and training providers, employers and community groups to support participation and engagement of their children are actively engaged in supporting learning inside and outside the ‘classroom’ are actively involved in career transition planning for their children • other, 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school national curriculum expectations of parents, 2 appreciate PARENT ENGAGEMENT PUSH & PULL FORCES being exerted on the school AITSL standards for principals & teachers re parent community engagement, GLOBAL RESEARCH ????