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School-Community Collaboration: Experiences, Qualities, Perspectives

School-Community Collaboration: Experiences, Qualities, Perspectives Dr. Harald Payer, ÖAR Regionalberatung GmbH CoDeS Working Conference Vienna, 1 May 2012. The BMUKK-Pilot Study 2008 – The Project.

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School-Community Collaboration: Experiences, Qualities, Perspectives

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  1. School-Community Collaboration: Experiences, Qualities, Perspectives Dr. Harald Payer, ÖAR Regionalberatung GmbH CoDeS Working Conference Vienna, 1 May 2012

  2. The BMUKK-Pilot Study 2008 – The Project • Pilot study for exploring instructive school-community-partnership projects across Austria / commissioned by the BMUKK within the „Initiative for Democracy“. • Research based on online-investigations and expert interviews from 16 selected theme-related networks and associations. • Sample of 19 pioneering school-community-partnerships from all 9 federal states in Austria. • Broad range of topics: local waste disposal actions, solar energy projects, water efficiency projects, student´s parliament, common cultural events and exhibitions, collaboration activities with the local economy, strategic positioning of schools as regional competence centers, etc. etc. 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  3. The BMUKK-Pilot Study 2008 – The Workshop • Expert workshop on „Co-operation between Schoools and Communities – Examples, Experiences, Visions“, Salzburg, 28-29 Octobre 2008. • For the first time school principals, teachers, mayors, community employees and educational experts shared their experiences about conditions and success factors for viable collaboration. • 35 participants were representing 13 school-community partnerships, including experts from the Association of Austrian Cities and Towns, the Association of Austrian Municipalities, the Austrian National Youth Council, and Akzente Salzburg. 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  4. The BMUKK-Pilot Study 2008 – The Workshop • Each partnership was represented by both the school and the community delegates: 5 tandems came from large cities (Vienna, Innsbruck), 7 tandems from small and middle-sized municipalities. • The represented school types were main general secondary schools, technical and vocational colleges, higher general secondary „academic“ schools, and primary schools. • Main results of the BMUKK-Workshop: • The role of the key stakeholder groups • Criteria of sustainable school-community-partnerships • Recommandations for further investigations 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  5. The BMUKK-Pilot Study 2008 – The Workshop 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  6. The BMUKK-Pilot Study 2008 – The Workshop 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  7. The BMUKK-Pilot Study 2008 – Main Results • The 4 relevant key stakeholder groups – prinicipals, teachers, pupils and representatives of the communities like majors and managing directors may contribute in different roles: • principals: implementation of the partnership into the school development; motivation of teachers and pupils; networking, lobbying and public relations; • teachers: enabling partnership projects (first steps); coordination of concrete projects – regularly in the framework of regular lessons; convincing the colleagues of the benefits of the partnership (advocacy); • pupils: new quality of learning, learning of co-operation; • mayors & managing directors of the municipalities: supply of financial resources, public relations towards local media; 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  8. The BMUKK-Pilot Study 2008 – Main Results • Common elaboration of 4 basic criteria for sustainable school-community-partnerships: • Sustainability • Participation of pupils and students • School development • Community devevelopment 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  9. Criteria of Sustainable S-C-Partnership • Sustainability: • The partnership is designed to be long-termed or even permanent, that means: • The partnership goes beyond a single and temporary project and lasts longer than one school year. • The partnership provides an organisational frame which can be used for several projects. • The partnership yields a lasting benefit for all involved groups. 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  10. Criteria of Sustainable S-C-Partnership • Participationofpupilsandstudents: • The partnershipischaracterizedbyvoluntarycontributionandactiveparticipation in decision-makingofpupilsandstudents (newqualityoflearning), thatmeans: • Pupilsandstudentsareactivelyinvolved in initiating, implementingandevaluatingcollaborativeprojects. • Pupilsandstudentsareactivelyinvolved in thesupportstructuresestablishedfor school-community partnership. 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  11. Criteria of Sustainable S-C-Partnership • School development: • The partnershipispartoftheschooldevelopment, thatmeans: • The contributionofthepartnershiptoschooldevelopmentisembodied in schooldocuments, e.g. in theschool´smissionstatement. • The partnershipfostersthequalityoflifeandthequalityofteachingandlearning in school. • The schooladministrationestablishesproceduresandresponsibilitieswithintheschooltosupportthepartnership. • The partnershipistakingadvantageofthespecificstrengthsoftheschoollocationandofthepartnersinvolved. 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  12. Criteria of Sustainable S-C-Partnership • Community development: • The partnershipcontributestotheinvolvementoftheschool in thecommunitydevelopment, thatmeans: • The partnershipwiththeschoolisembodied e.g. in municipalcouncilresolutionsor in thecomunitymissionsteatement. • The partnershipcontributestotheincreaseofqualityoflife in thecommunityandfostersidentificationwiththecommunity. • Steeringstructuresareestablished in thecommunity in ordertoconsolidatethe school-community partnership. • The partnershiptakesadvantageofthespecialstrengthsofthecommunityandofthepartnersinvolved. 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

  13. Map of 2 Logics – Hierarchy and Collaboration SCHOOL COMMUNITY • Hierarchic Systems: • Hierarchymakesdecisionspossible. • Main modeofcoordinationislinemanagement. • Leadership in an organisational context. • Managers do theirhomework (strategy, controlling, HRD etc.) toensurethattheorganisationisviableandsuccessful. • Ultimatelytheaimistoensurethesurvivaloftheorganisation. Partnership Project 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot • Collaboration Systems: • Negotiationmakesdecisionspossible (negotiationabovepartners, objectives, rulesofthegame, responsibilities, procedures, evaluation etc.). • Main modeofcoordinationarecommonrulesofthegameand mutual partnership. • Steering in an interorganisational context. • Collaborationpartners do theirhomeworktoensuretokeepattractivepartners. • Ultimatelytheaimistoachievesustainableresults in thefield.

  14. Thank you for your curiosity! 3_Kommunikation/Folien/ÖAR Vorstellung/Folienmaster.pot

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