The background to the program:
We are conducting our research as part of our State Government funded Development Program for High Performing Principals. The Development Program for High Performing Principals is designed to develop principals as ‘system leaders’ who collaborate, share best practice across the system, and engage in and promote continuous learning. The program is open to school-based principals who will share best practice across the school system and undertake individual professional learning to enhance their own leadership capacity.
Research Focus:
To develop an awareness and appreciation of the value and importance of school, family and community partnerships in a range of educational settings in an international and national context.
- What impact do school, family and community partnerships have on student learning outcomes?
- What are the underlying elements that make partnerships effective?
- How do you build trust and respectful relationships between teachers and parents so that teachers will embrace community partnerships?
- What kinds of partnership / engagement are most influential on student learning outcomes and how to make that happen?
Theoretical Basis for Research:
Our action research project has been initiated because of our strong professional interest in the links between student achievement and school, family and community partnerships. Federal and State government initiatives such as the Blueprint for Victorian Schools and School and Family partnership document produced by the Department for Education and Training highlight the significance of community partnerships. We are further motivated by the research of Dr. Joyce Epstein, Director of the Centre for School, Family and Community Partnerships at Johns Hopkins University, Baltimore USA. Dr. Epstein has identified 6 types of community involvement in children’s learning: Parenting, Communicating, Volunteering, Learning at Home, Decision Making and Collaborating with the Community. We are keen to see to what extent these 6 types of involvement are applicable in different contexts.
Questions we would like to consider:
· What types of community involvement exist in Pilbara schools?
· How is community involvement encouraged?
· What systemic programs support schools to develop community involvement?
· What successes have Pilbara schools experienced by connecting with their communities and how have students benefited?
· What challenges do Pilbara schools face in building strong community connections?
