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This Concept Map, created with IHMC CmapTools, has information related to: NEXT PRACTICE UK INNOVATION UNIT, RECIPROCAL BENEFITS ???? COMMUNITY ENGAGEMENT, The key roles emerging for support staff are many and varied. They include the emotional support of learners and brokers and key workers between school and family. They are facilitators of family learning and significant adults in the life of pupils / students. They are often a key person to whom the pupil / student can relate. More and more they are taking on the role of the ‘first point of contact’ for families and they are often the key connector with the wider community. It is now quite common for senior support staff to be included in the school leadership team. ???? SUPPORT STAFF, PARENT ENGAGEMENT ???? TOPICSOF WORTH AS VEHICLES FOR REAL DIALOGUE, GOVERNANCE ISSUES ???? GOVERNANCE, It is noticeable that learners in schools that successfully engage their local community learning are taking more ownership of their learning which is developing into a rich model of learning for life. Learners are becoming notably more confident through engagement with the community. Learning itself has become more real, practical and relevant. EVALUATION & MEASURING IMPACT ???? PARENT ENGAGEMENT, PARENT ENGAGEMENT ???? Pupils, parents and carers – for many years’ pupils, parents and carers have had to join up uncoordinated and un-integrated services for themselves. Schools will demand that parents work in genuine partnership with them in the interests of their children SOME PARENTS WILL NEED HELP TO NAVIGATE THE SYSTEM, ???? RECIPROCAL BENEFITS, Leaders, managers and governors – will increasingly specialise in different leadership and management roles – leading teaching and learning, inclusion and extended services, finance and business and leading beyond the school. In short, they must be excellent project managers, something that initial training and teaching practice does not focus on ???? CLUSTER LEADERSHIP, PEOPLE FIRST STRATEGY ???? LEADERSHIP CPABILITIES, BARRIERS TO NEW LEADERSHIP MODELS ???? CLUSTER LEADERSHIP, Diana Laurillard (2002:82-90) disaggregates learning into five different kinds of experience: Attending or apprehending a lesson as a largely passive recipient of information. Investigating or exploring some bounded resource in a more active way where decisions about what to attend to, in what sequence and for how long are managed by the learner. Discussing and debating ideas with others. Experimenting with and practicing skills. Articulating and expressing ideas through the synthesis of some new product. ???? PERSONALISED LEARNING, As well as becoming more specialist, they will have to be more skilled at working across traditional boundaries – between different curriculum subjects and age cohorts and between organisations and professional cultures Training opportunities should be available for staff from multiple sectors including education, social care, health, and youth offending. Joint development is a powerful way of creating the necessary culture of joined up working to which school leaders and system leaders aspire. Teaching professionals As the school becomes a learning community and traditional school boundaries dissolve, teachers need to accept that they are not in direct control of everything that happens in the classroom. Teachers as curriculum architects Teachers want to learn how to be ‘curriculum architects’ and to work with all stakeholders to determine what is learned. They want to do this in a creative and responsive way ensuring innovative and traditional curricula inform each other and maximize opportunities for students to acquire, apply and evaluate knowledge. For example, this would mean gaining expertise in co-designing a project-based curriculum that was initiated by learners and that can work alongside a ‘traditional’ experience of Literacy, Numeracy, Science. Teachers as commissioners of learning Teachers want to learn how to become ‘commissioners of learning’, managing relationships between the school and community (project managing, negotiation and budgeting for community / business involvement in curriculum development). This includes managing the investment made by community, students and teachers in innovative projects, and the strategic leadership of networks of individuals and organisations “learning how to have right kind of conversations in multi-agency settings where no-one knows best”. Teachers as account managers Teachers want to learn how to “manage the learning accounts” of students on an individual basis, working with multi-agency representatives to identify the needs of the most vulnerable students (see descriptions of Wakefield, Halesowen) and link this to personalised provision of learning in the classroom. Teachers as managers of quality Teachers want to learn how to manage the effectiveness and quality of provision from community partners – some of whom have a great deal of desirable knowledge / expertise – but can’t engage a class of young people. Teachers should become ‘expert coaches’ in effective delivery to support non-QTS community / business experts. ???? TEACHING PROFESSIONALS, LEADERSHIP ATTITUDES ???? CLUSTER LEADERSHIP, LEADERSHIP CPABILITIES ???? CLUSTER LEADERSHIP, POLICY MAKERS ???? create a governance structure for schools and children’s services that is fit for purpose. devolved and decentralised governance and with high levels of autonomy explore the idea of giving local authorities, or an alternative body, powers to influence the governance arrangements of all the schools in their area.