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This Concept Map, created with IHMC CmapTools, has information related to: BUILD IN NOT BOLT ON, DEMOCRATIC ENGAGEMENT THERE ARE HEAPS OF WELL RESEARCHED PROVEN TOOLS AND TECHNIQUES DESIGNED UNDER CREATIVE COMMONS OPEN SOURCE TECHNOLOGIES THAT WE MUST ACCESS DATA DRIVEN DECISIONS, RAPID PROTOTYPING ???? ????, SELF KNOWLEDGE Why we exist Who we are What results do we want; Past measured success ; Success measures of this project Who is on board with us ; has the credible capability to make a complementary contribution How do we intend to enable the delivery of the results we want We see the following potential benefits for you THE MULLER REPORT SUGGESTS LACK OF SHARED PURPOSE A MAJOR PROBLEM MY BELIEF IS THAT A LACK OF CLARITY IDENTIFIED BY DENIS HAD THE FOLLOWING CASCADING IMPACTS WE struggled with SELECTING/INVITING SCHOOLS ethos of the school /program values fit PRINCIPAL CHOICE OF TEAMS Who the principal chose to send along ( Skill sets people had to have before attending; We did not train to the skill level ) DIVERSITY OF CAPABILITIES WITHIN WORKSHOPS We rarely acknowledged the high skills of a high percentage of volunteers We also struggled with the grandmother in Cooktown who was just excellent at community relationships and pertified of " up front facilitation/presentation The variability of facilitator skill was exacerbated by this lack of clarity of their role ( facilitation/presentation ; EMPOWERING TEAMS TO ACT 90 % of the variability from Kowanyama to King Island is outside the direct influence of the school team BUREAU IDENTITY IN ESPOUSED SEMANTICS UNCLEAR SO A HIGH RISK OF REPEATING GOVERNANCE CLASHES ; CAPACITY TO GENERATE SHARED PURPOSE ETC I HAVE ASSUMED THE 4 OUTCOMES ARE OUR SHARED INTENT, CLUSTERING Muller Associates report , my experience with GLC CLASS, REDI in Gladstone Sponsorship by District Director and local parent liaison officer who was also a local councilor ) The Innovation Education Unit in UK ; innovative business practices all support this idea PITCH THIS PROGRAM TO CLUSTERS ENROL LOCAL SPONSORS WHO HAVE PERFORMANCE ACCOUNTABILITIES ALIGNED TO OUR OUTCOMES (WIIFM) Know the performance accountabilities of potential target leaders Target people like a Regional Director who has accountabilities for improving reading ;( I doubt I will find any educational leader with a performance indicator Improved Social capital as measured by ABS methodology ) He pays /enables access for us because we have a great idea supported by Gillard ; We aim at the SEIFA sub group within each district because this is where nobody knows how to /will get the highest ROI for the Regional Director ; The principal gets a network into the community Each kid value added score in reading if that is what turns you on !!; BUILD ON LOCAL EXPERTISE AND INCREASE SUSTAINABILITY POTENTIAL USE RESOURCES EFFICIENTLY The people who have accoutntabilities/expertise @ the local level need to be contributing not resisting The chaplain ; the local parent liaison person employed by the system ; the guidance/spiritual/welfare person ; My argument is that parents carefully chosen can connect with the local diversity of community and business NOT map of local support agencies completed by each school about them ; Our costs are reduced for delivery DO OUR HOMEWORK ON LOCAL PERFORMANCE PROFILES before WE APPROACH PEOPLE SEIFA; AEDI; My Schhool performance data can all be focussed to single collection district if not school Simple semantic analysis tools allow quick and dirty analysis of school espoused values :The trick is to present this in, DEMOCRATIC ENGAGEMENT THERE ARE HEAPS OF WELL RESEARCHED PROVEN TOOLS AND TECHNIQUES DESIGNED UNDER CREATIVE COMMONS OPEN SOURCE TECHNOLOGIES THAT WE MUST ACCESS REDIRECT PROJECT DEVELOPMENT COSTS TO FINDING PEOPLE /WEB SITES AS CONTENT PROVIDERS/ THE BUREAU EITHER RECOMMENDS / HAS A PARTNERSHIP WITH Specifically ,The Harvard family research will always be ahead of us ; the Centre for Social Impact will always be able to evaluate social capital The Gates foundation can provide heaps of " process tools and techniques )etc etc The ongoing support not built into FM 1 and attempted with the wrong people poorly resourced in FM 2 Could be replaced I see this capacity to build International connections as a strength of Rupert and deliberate role of the BUREAU It is a part of their " complementary contribution " The resource package is a list of people who can help - Have the knowledge ; have agreed to contribute on a formalised busines deal, NATIONAL CURRICULUM The FM adjustments that had to be made to be relevant to all state groups provided some of the dilemma for the quality of training ENSURE PROJECT OUTPUTS ARE CONGRUENT WITH SCHOOL LEVEL ACCOUNTABILITIES This is first principkle stuff about partnerships WRITE BUREAU PROGRAM OUTCOMES TO PUT A BOUNDARY AROUND OUR WORK WRITE BUREAU HIGHER ORDER MORAL PURPOSES/MISSION TO APPEAL TO GLOBAL AUDIENCES IN BUSINESS;COMMUNITY NOT GOVERNMENT ( who are politically astute enough to react and get elected ), SELF KNOWLEDGE Why we exist Who we are What results do we want; Past measured success ; Success measures of this project Who is on board with us ; has the credible capability to make a complementary contribution How do we intend to enable the delivery of the results we want We see the following potential benefits for you THE CURRENT POLITICAL LANDSCAPE FOCUSES ON SOCIAL INCLUSION GOVERNMENTS & BUSINESS INVOLVED IN csr WANT TO EVALUATE OUTCOMES NOT OUTPUTS TO MAKE INVESTMENT DECISIONS RATHER THAN PROVIDE PHILANTHROPIC GIFTS PARTNERSHIPS RELY ON SHARED HIGHER ORDER PURPOSES FOR SUSTAINABILITY STICK WITH THE SOCIAL DOMAIN OF LEARNING @ the program level GET OUR STORY STRAIGHT AND SIMPLE AT ALL LEVELS as understood by parents ; ( The revised FM materials look much better at doing this ) as enabled by the facilitators; as designed by the "cross disciplinary design team " as governed by sponsoring groups OUR FOCUS ( put a boundary around the intent ) Strengthen partnerships to enable learning @home @school & in the community OUR ASSUMPTIONS When parents talk with parents about things that matter to them our children benefit When parents talk with schools and communities as equal partners our children benefit OUR INTENDED RESULTS Students have the social support to enable their learning Parents know how to help @home & who to ask for help when they need it . A core group of parents,educators and community members work together to build the connections needed to enable local action. OUR PRINCIPLES OF DESIGN PEOPLE FIRST Collaboration and Shared Purpose Support everybody to work together to advance the common good. Sustained Engagement and Participatory Culture Promote a culture of participation with programs and institutions Transparency and Trust Be clear and open about the process, and provide a public record of the organizers, sponsors, Outcomes and range of views and ideas expressed. Inclusion and Demographic Diversity Equitably incorporate diverse people, voices, ideas, and information Openness and Learning Help all involved listen to each other; explore new ideas unconstrained by predetermined outcomes, Learn and apply information in ways that generate new options, PROGRAM SECOND Careful Planning and Preparation Ensures the project serves the purpose and meets participants needs Impact and Action Ensure each participatory effort has real potential to make a difference, and that participants are aware of that potential. OUR SIMPLE RULES OF OPERATION HAVE FUN WORK TOGETHER BENEFIT KIDS