Collaborating with Community (1)

1. Collaborating with Community (1) Facilitators: Caroline Karayiannis Danny Power Aine McCabe

2. Anticipated outcomes • To understand the concept ‘community’ • To understand the perceptions community have of schools • To appreciate the role and function of the stakeholders • To identify resources which will support working with community • To consider the relevance to our own institution

3. What is ‘community’? • people who live in the same area or share the same interestswww.headsup.org.uk/content/default.asp • A specific group of people, often living in a defined geographical area, who share a common culture, values, and norms and who are arranged in a social structure according to relationships the community has developed over a period of time. The term “community” encompasses worksites, schools, and health care sites.www.cdc.gov/healthyplaces/terminology.htm

4. Presentation Story of community development – the successes and the challenges. Danny Power – Greater Falls Road Aine McCabe – Beechmount Community Centre

6. Define community. Joyce Epstein: • ‘community’ to mean not only the neighbourhoods where pupil’s homes and schools are located but also any neighbourhoods that influence their learning and development • ‘community’ rated not only by low or high social or economic qualities, but by strengths and talents to support students, families and schools • ‘community’ means all who are interested in and affected by the quality of education, not just those with children in the schools

7. Stakeholders • Teachers • Children • Parents • Community

8. CHILD co-producer PARENT skilledandinterestedparty TEACHER activeprofessional COMMUNITY ‘realpeople’ Who influences learning and development? STAKEHOLDERS Who has the strengths and talents to support families and schools? Who is interested in, and affected by, the quality of education?

11. Why collaborate with community? • What is collaboration? • Challenges and rewards for pupils • Challenges and rewards for parents • Challenges and rewards for teachers

12. David Barnard: University of Saskatchewan Building Collaborative communities takes patience and time to govern and understand the needs and ways of their partners.

13. Joseph Rowntree Foundation ReportBelfast Telegraph 12/9/07 • Schools alone 'cannot help poor' • The report notes cycles of achievement and underachievement. Children from disadvantaged backgrounds need to do more than just attend a good school to boost their educational achievement, a report has claimed. • The report for charity Joseph Rowntree Foundation highlighted how a quarter of poor children in England gain five good GCSEs compared with half of all pupils. • School quality accounted for a fraction of variations in achievement, it said. • Family disadvantage is passed on from one generation to the next in a cycle of underachievement, it added.

14. Prof. Alan Dyson (University of Manchester) Achievement 10% - 15% School

15. Social services Health School improvement agencies Educational inclusion initiatives Achievement for all Child & family well-being Schools Communities Communities Regeneration & sustainability Housing Transport Economic development Business

16. You’ve convinced me - but HOW? • Neighbourhood Renewal (Denise Ferguson)

17. Sue Shelley, Community LearningRotherham Metropolitan Borough Council You don’t need to create community activists, they’re already out there. You need to identify them and work with them. ..a key message has been that ownership of the vision is critical. There is no room for conflicting agendas. However, it is also important to recognise that new networks need time to develop connectivity.

18. Some ideas. • Respect, recognise, affirm • Influencers in participation • Real needs addressed rather than perceived ones • Support garnered • Partners locally • Joint working from the small to the greater

19. Conclusion and evaluation