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CREATING COHESIVE COMMUNITIES YULE BROOK COLLEGE WORKING WITH COMMUNITY

CREATING COHESIVE COMMUNITIES YULE BROOK COLLEGE WORKING WITH COMMUNITY NATIONAL CONFERENCE - MARCH 2008. MAJOR THEMES OF TODAY’S SESSION. EXPLORE THE CONCEPT OF COMMUNITY IDENTIFY IMPORTANT ELEMENTS TO CREATE OR IMPROVE COMMUNITY RELATIONSHIPS

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CREATING COHESIVE COMMUNITIES YULE BROOK COLLEGE WORKING WITH COMMUNITY

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  1. CREATING COHESIVE COMMUNITIES YULE BROOK COLLEGE WORKING WITH COMMUNITY NATIONAL CONFERENCE - MARCH 2008

  2. MAJOR THEMES OF TODAY’S SESSION • EXPLORETHE CONCEPT OF COMMUNITY • IDENTIFY IMPORTANT ELEMENTS TO CREATE OR IMPROVE COMMUNITY RELATIONSHIPS • BACKGROUNDAND CONTEXT TO THE YULE BROOK COMMUNITY AGREEMENT • EXAMINE THE YULE BROOK APPROACH, 2001 - 2007 • CONSIDER ASPECTS OF THE YULE BROOK EXPERIENCE THAT MAY HAVE IMPLICATIONS FOR ‘YOUR’ SCHOOL COMMUNITY’ • EXPLORE ‘AREAS’ FOR COMMUNITY ENGAGEMENT

  3. ACKNOWLEDGMENT OF THE TRADITIONAL ABORIGINAL CUSTODIANS

  4. WHY IS ACKNOWLEDGING COUNTRY IMPORTANT? IT IS ABOUT RECOGNISING YOUR LOCAL COMMUNITY!

  5. IMPORTANCE OF ACKNOWLEDGMENT CONNECTIONS TO: • LAND • FAMILY • CULTURE (cross-cultural) • RESPECT • ACCEPTANCE - RECOGNITION • HISTORY * GAINING KNOWLEDGE ABOUT THE LOCAL PEOPLE IS AN IMPORTANT PHASE OF DEVELOPING RELATIONSHIPS.

  6. Dr PHILIP PAIOFF • TEACHER - HEAD OF DEPT (25+ years) • INITIATED - IMPLEMENTED ABORIGINAL STUDIES IN THE GOLDFIELDS (1980s) • FORMER DIRECTOR OF INDIGENOUS MARKETING AND CONSULTING • WHAT WORKS & DARE TO LEAD 2004 – 08 • PROJECT OFFICER PD - SSTUWA (Mt Lawley SHS)

  7. ONE WAY TO ENGAGE YOUR COMMUNITY

  8. COMMUNITY ATTITUDES WHAT DO YOU BELIEVE TO BE THE PERCEPTION(S) OF YOUR STAFF AND THE NON-ABORIGINAL COMMUNITY TO THE FOLLOWING STATEMENT? EDUCATION IS VERY IMPORTANT TO INDIGENOUS FAMILIES!

  9. CULTURE & COMMUNITY DARE TO LEAD CULTURAL TOURSwa goldfields

  10. Aboriginal Health Service in Kalg’

  11. Kids in Cosmo Bearing Gifts

  12. Tjarkarli Remote Community School

  13. EXPRESSIONS OF INTEREST IN THE PROPOSED CULTURAL TOUR TO THE GOLDFIELDS (AUGUST 2008) ARE BEING TAKEN.

  14. TRADITIONAL WELCOME • NAME • PLACE OF BIRTH • MOTHER’S MAIDEN NAME • MOTHER’S BIRTHPLACE • FATHER’S NAME & BIRTHPLACE • CURRENT PLACE OF RESIDENCE Good relationships provide the foundation for any agreement.

  15. WHY ENGAGE THE COMMUNITY? 1. MCEETYA – Australian Directions in Indigenous Education 2005 – 2008: Domain 2: “Engage the local community in the future of Indigenous education based on cross-cultural respect”. 2. DAETWA – Operational Plan 2005 - 2008 Priority 6: “Increase the involvement of parent/community members in decision making”.

  16. ISSUES CONFRONTING ABORIGINAL STUDENTS HEALTH JUSTICE EMPLOYMENT EDUCATION

  17. A Very Young Aboriginal Population • Over half the population is under 20. • The majority of Aboriginal people are in or heading towards school. • By 2020, 20%of ourschool population will be Aboriginal. • Major implications for the Education system. • How do we respond? “Your community will become a more important resource?”

  18. CATALYST FOR DEVELOPING AN ABORIGINAL COMMUNITY AGREEMENT IDENTIFY MAJOR EDUCATIONAL ISSUES AFFECTING ABORIGINAL STUDENTS IN YOUR SCHOOL (i.e. areas that may require attention)? STATE SOME TYPICAL EXAMPLES … ?

  19. Commonly Identified Issues in Aboriginal Education ? • Literacy & Numeracy • Attendance and Engagement • Retention / Completion • Cultural awareness • Student welfare & Behaviour • Aboriginal employment • Curriculum • ‘Community involvement’ * Reference to these issues and your school review data may assist in providing the catalyst for developing or reviewing your school community agreement. CHOOSE ONE (1)

  20. EVIDENCE TO CONFIRM YOUR PERCEPTIONS? 1. DEFINING YOUR ISSUE (refer to example chosen) • WHAT IS THE ISSUE? • WHAT EVIDENCE DO WE HAVE? • WHAT OTHER DATA DO WE HAVE? • WHAT FURTHER DATA DO WE NEED TO DEFINE THE ISSUE? • WHAT ARE WE DOING ABOUT IT RIGHT NOW? • WHAT ARE SOME ‘OTHER - SIMPLER’ RESPONSES OR STRATEGIES THAT YOU MAY EMPLOY? • ARE THERE MORE PRESSING/SERIOUS ISSUES?

  21. WHY ENGAGE THE COMMUNITY? Schools alone, do not have the capacity to address all the issues relating to maximising the educational attainment of Aboriginal students.

  22. CASE STUDY YULE BROOK COLLEGE: SCHOOL COMMUNITY AGREEMENT (2000) 2001 - 2008 • BACKGROUND • PROCESS • OUTCOMES • SHOW DVD …

  23. Signing the Community Agreement (annually)

  24. Norm – AIEO & Parent at Yule Brook

  25. Football Academy Agreement

  26. OUTCOMES ATTAINED BY YULE BROOK COLLEGE OVER THE PAST SEVEN (7) YEARS?

  27. DAILY ATTENDANCE

  28. GRADUATION NUMBERS

  29. ABORIGINAL STUDENTS

  30. COMMUNITY STATUSRE: PROGRAMS OR INITIATIVES IN YOUR SCHOOLS WHAT ARE YOUR current LINKS WITh THE aboriginal COMMUNITY IN your SCHOOL OR DISTRICT?

  31. CONCLUDING COMMENTS • SHOULD YOU CHOOSE TO DEVELOP A FORMAL COMMUNITY AGREEMENT – ENSURE THE COMMUNITY IS GENUINELY INVOLVED! • ESTABLISH MUTUAL ACCOUNTABILITIES • SUPPORT IS AVAILABLE VIA DTL – INCLUDING ACCESS TO THE DVD • Q & A

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