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A HEARTTHAT SEES

A WAY OF LIVING OUR MISSION

Copyright © Institute for Advancing Community Engagement, Australian Catholic University and Kate Howard Consulting. All Rights Reserved. 2010.

MODULE 3

KATE HOWARD

CONSULTING

A HEART THAT SEES

MODULE 3: A WAY OF LIVING OUR MISSION2

A Heart That SeesModule 3: A Way of Living Our Mission Copyright © Institute for Advancing Community Engagement, Australian Catholic University and Kate Howard Consulting. All Rights Reserved. 2010. Australian EditionFirst published 2010 Published by:Australian Catholic University25A Barker RoadStrathfield NSW 2135www.acu.edu.auwww.iace.acu.edu.auandKate Howard ConsultingPhone: 02 9360 7250Mobile: 0413 768 718Email: [email protected] Many thanks to our contributing authors:Anthony Steel, Institute for Advancing Community Engagement, Australian Catholic UniversityKate Howard, Kate Howard Consulting

A HEART THAT SEES


PURPOSE

‘A Heart that Sees’ assists school communities to: • proclaim the Good News within their own and the wider community;• take up the challenge of ‘passing on the faith’;• explore the meaning of charity and justice in the Scriptures and Church teaching;• understand the new evangelisation and its place in education; and• develop a framework for living their mission.

The purpose of this module is to consider service learning within the light of your school’s mission and to support your school in developing strategies for reciprocal service as part of this mission.

Additional Modules:Module 1: The Gospel Call to Service considers the concept of service within the context of the Gospels and Church teaching.Module 2: Catholic Schools in Mission explores the principles and practice of service learning in Catholic education generally and schools specifically.

OUTCOMES

Through this module, participants will have the opportunity to:

• Reflect on the school’s mission within the context of the local and wider community• Develop an understanding of service learning• Develop an understanding of service learning that builds on: - Mission - Values • Explore ways to implement service learning that reflects mission• Explore the place of service learning within the curriculum • Identify initiatives within the local and / or community • Translate service learning into action• Develop a school framework for implementing service learning

OVERVIEW

What is service learning?

How committed is your school to service learning? • Consider: Involvement Resources

How does this commitment reflect your school’s mission?

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What current initiatives are being implemented?• Consider: Present practice Responsibility for implementation Service learning and the curriculum Values

How could service learning be implemented?• Consider: Teaching and learning National framework for values education Generating service learning initiatives Involving community

What should be included in a framework for implementation?• Consider: Defining service learning Identifying Values, Attitudes, Skill and Knowledge Applying – See; Judge; Act: - Educating students - Implementing in communities Evaluating and celebrating

A mission statement is a short written statement for the purpose of a company or organisation. Ideally, it guides the actions of the organisation, spells out it overall goal, provide a sense of direction and guides decision making for all levels of management. (Wikipedia)

Mission statements often contain the following:

• Purpose and aim of the organisation• Identification of primary stakeholders• Responsibilities of the organisation towards the stakeholders• Products and services provided

What should be included in a mission statement is widely debated although there it is commonly agreed that it should provide a clear indication of purpose. Variously other descriptions include such elements as:

• Define what the organisation is• Define what it aspires to achieve• Allow for creative interpretation• Be distinguishing• Provide a framework against which to review and evaluate practice• Be clearly stated to ensure understanding

Some mission statements are complex, long and very broad, for example:

‘Since its inception in 1982, La Unidad Latina has remained on the vanguard of political and community empowerment by developing influential leaders that strive to exert knowledge and power into its peers in order to attain mutual success. LUL is committed to academic excellence, leadership development and cultural

MISSION

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enlightenment, enhanced by a diverse cognisant membership. LUL strives to preserve and promote an inclusive intellectual environment for its members, in addition to the general community.’1

Some are simple, short and direct, for example

‘To protect and promote the interests of motorcyclists while serving the needs of its members.’2

A classic example of a mission statement is the Preamble to the Constitution of the United States:

‘We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquillity, provide for the common Defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.’3

DISCUSSION POINT

Examine your school’s current mission statement. Who are its main stakeholders? How aware are you of the direction the mission statement sets for the school? Does it impact on the way you carry out your role in the school?

Service learning is not limited to faith based educational systems and communities. Many secular and state-based educational jurisdictions and bodies encourage schools to participate in learning that develops in students the notion of active citizenship through service to the community. ‘Service learning is not simply a preparation for some future involvement with the world; rather, it facilitates students’ active participation with their present community, showing them that their education allows them to make a meaningful difference in the world now.’

The nine Values for Australian Schooling and the mandatory provision for Values Education across all Australian schools provides a basis for developing service learning programs in schools both primary and secondary.

Service learning is a teaching method that:

• enables students to learn and apply academic, social and personal skills to improve the community, continueindividual growth and develop a lifelong ethic of service

• focuses on both the service and the learning• is appropriate for all students and all key learning areas• encourages cross-curricular integration• helps foster civic responsibility• provides students with structured time to reflect on the service experience

Given that there is a growing move towards providing students with the opportunity to be responsible citizens and active members of community by seeking out and developing service projects, how much more urgent is the need for Catholic schools, whose very existence is based on the belief that we are called to be witnesses to the Good News, to participate fully in service learning programs. Service learning in Catholic schools not only gives students the opportunity to experience active citizenship but also and most importantly, to give expression to their faith.

SERVICE LEARNING

1 Lambda Upsilon Lambda 2 American Motorcyclists Association 3 Constitution of the United States

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DISCUSSION POINT

What is your understanding of service learning? How would you define it?

Service learning is not limited to faith based educational systems and communities. Many secular and state-based educational jurisdictions and bodies encourage schools to participate in learning that develops in students the notion of active citizenship through service to the community. ‘Service learning is not simply a preparation for some future involvement with the world; rather, it facilitates students’ active participation with their present community, showing them that their education allows them to make a meaningful difference in the world now.’4

The nine Values for Australian Schooling and the mandatory provision for Values Education across all Australian schools provides a basis for developing service learning programs in schools both primary and secondary.

Service learning is a teaching method that:

• enables students to learn and apply academic, social and personal skills to improve the community, continueindividual growth and develop a lifelong ethic of service

• focuses on both the service and the learning• is appropriate for all students and all key learning areas• encourages cross-curricular integration• helps foster civic responsibility• provides students with structured time to reflect on the service experience

Given that there is a growing move towards providing students with the opportunity to be responsible citizens and active members of community by seeking out and developing service projects, how much more urgent is the need for Catholic schools, whose very existence is based on the belief that we are called to be witnesses to the Good News, to participate fully in service learning programs. Service learning in Catholic schools not only gives students the opportunity to experience active citizenship but also and most importantly, to give expression to their faith.

Rigorous research, undertaken by the RMC Research Corporation for Learn and Serve America’s National Service-Learning Clearinghouse in 2008, identified eight standards for quality service learning practice. The research proved these eight standards to be essential elements for a high quality program which is more likely to produce positive outcomes for students.

1. Meaningful serviceService learning actively engages participants in meaningful and personally relevant service activities.

2. Link to curriculumService learning is intentionally used as an instructional strategy to met learning goals and / or content strands.

TASK 1 - PERSONAL BELIEFS

EIGHT STANDARDS FOR QUALITY SERVICE LEARNING

4 Service-learning in action; www.servicelearning.org; 2008

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3. ReflectionService learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.

4. DiversityService learning promotes understanding of diversity and mutual respect among all participants.

5. Youth voiceService learning provides youth with a strong voice in planning, implementing and evaluating experiences with guidance from adults.

6. PartnershipService learning partnerships are collaborative, mutually beneficial and address community needs.

7. Progress monitoringService learning engages participants in an ongoing process to assess the quality of the implementation and progress towards meeting specified goals. It uses results for improvement and sustainability.

8. Duration and intensityService learning has sufficient duration and intensity to address community needs and meet specified outcomes.

The research supports the implementation of these eight standards using five core components:

1. Investigation

What are we interested in?How should we document it?What research do we need to undertake? How? With whom in the community could we work? How?

2. Planning

What is our common vision for the project?What do we need to do?Who will do what?What will we need?How long will it take?

3. Action

Are we implementing our plan?Do we need to amend it? How?

FIVE CORE COMPONENTS FOR QUALITY SERVICE LEARNING

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4. Reflection

What measures will we use to gauge success?Has our action contributed to the common good?What worked well? Why?What did not work well? Why?

5. Demonstration / Celebration

How can we demonstrate what has be learnt?How can we demonstrate the impact of our action?How will we celebrate with our community partners?

These five components align with the Cadjin method, ‘See; Judge; Act’, developed by Cardinal Joseph Cardjin for the Young Christian Workers (YCW) Association and adopted by numerous other Christian organisations.

Born in Brussels, Belgium on 13 November 1882 at the height of the Industrial Revolution, Joseph Cardijn dedicated his life to young workers at the age of 20. Imprisoned in occupied Belgium during both World Wars, he founded the International Young Christian Workers (IYCW) movement.

Cardijn’s famous SEE - JUDGE - ACT methodology as a tool of review, evaluation and analysis became famous within the Church structures and other international organisations. By his methodology and reflections, Cardijn stimulated theological reflections bearing lasting influence.

‘See; Judge; Act’ is a method of action and reflection that engages young people to take hold of the world around them and transform it as Jesus and the Apostles did. Young people are taught to SEE the reality of their lives, their community and the world; to JUDGE the relationship between the situation around them and what as Christians we believe should be happening; and finally to ACT to create a change that reflects what should be happening. This can be applied in families, with friends, in schools and universities and in our parishes.

See

What exactly is happening?Why is this happening? (Causes)Who is being affected? (Consequences)

Judge

What do we think about all this? Why?What do our values, our beliefs, our faith say?What do we think should be happening?

THE CARDIJN METHOD FOR SERVICE

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Act

What exactly would we like to change? (Long term)What action are we going to take now? (Short term)Who can we involve as partners?

In more recent years, two more aspects have been added to the Cardijn method:

Evaluate

What do we want to evaluate?How will we evaluate?Who will be involved?

Celebrate

What do we want to celebrate?What form will it take?

The fundamental difference between the five core components and the Cardijn method is that the latter finds its meaning in the Gospel call to charity and justice. Both can make a difference; both can develop active citizens. One develops citizens who actively contribute to their community and their world because of their belief in the message of Jesus to love God and love their neighbour.

Every Catholic school is set within a local Catholic community. As such every school’s mission is in broad terms, the provision of education in the Catholic tradition, within the local community. Given that there is a commonality of purpose or mission, every Catholic school builds on this to create a specific statement of mission relevant to its particular locality and community needs.

Each school’s mission statement reflects the aims, values and overall plan of the school and reflects the Gospel values. It should be evident or implied in each school’s statement that it is a community of believers and as believers gives expression to their faith through prayer and service. It should also be evident that the impact of the mission statement is not restricted to staff, but motivates and challenges all members of the school community, including parents and students, to act and interact accordingly. Schools that understand this and build their policies and practices on their mission are more likely to gain a sense of community and purpose. Decisions are made with reference to the mission statement. Actions are taken in light of the mission statement. Relationships are developed according to the mission statement. Service learning is taught because of the mission statement and community engagement gives expression to the mission statement both within and beyond the school community.

Vision is where tomorrow begins, for it expresses what you and others who share the vision will be working hard to create.

Since most people don’t take the time to think systematically about the future, those who do, and who base their strategies and actions on their visions, have inordinate power to shape the future...

Burt Nanus

TASK 2 - CURRENT PRACTICE

MISSION AND SERVICE LEARNING

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Service learning requires that students be given the opportunity to learn about and explore the notion of service and be given ample and varied opportunities to develop their skills through practice. Age-appropriate service learning enables young people to develop awareness of social issues and their impact on communities. It nurtures a social conscience that provides the impetus for action which hopefully will continue beyond their schooling years, thereby nurturing them as responsible and contributive adults and citizens.

DISCUSSION POINT

What is being done in your school to raise awareness of social issues? How are students encouraged to act in relation to social issues? What else could be done to develop the social conscience of students?

A framework is integral for success in service learning that leads to meaningful engagement. It provides an opportunity for review, reflection and recommitment and it is an effective tool for bringing about change and renewal.

A whole-of-school approach is essential. This does not require each person to have equal input or responsibility into either the process or the program, however it does mean that everyone in the school has ownership and works towards achieving successful outcomes.

TASK 3 - A CALL TO SERVICE

A FRAMEWORK FOR EXPRESSING MISSION THROUGH SERVICE

LAYINGFOUNDATIONS

TEACHING AND LEARNING

TRANSFORMING PROCESS

EVALUATING AND

REVIEWING

TASK 4 - FUTURE DIRECTION

TASK 5 - PERSONAL PAUSE

Figure 3.1 A Framework for Service Learning

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LAYING FOUNDATIONS

To lay solid foundations upon which to build service learning, there needs to be a whole-of-school commitment to every aspect of the program at every stage within the school. Developing understanding of what constitutes a quality service learning program is a good first step. Next it is important to establish a common, agreed-upon vision for implementing the program. Engaging staff in a visioning exercise enables them to articulate their learning and how it can be applied within the school. The vision for service learning should have a strong connection to the school’s mission statement. It should also be supported by values, attitudes, skills and knowledge with identified indicators of what these would look like in practice. In other words, what evidence would be seen in the school to indicate that the named values, attitudes, skills and knowledge have been applied.

There are two elements fundamental to this step – empowerment and barriers. Giving those who share the vision an opportunity to act on the strategies without impediment, is essential to the success of the program. This does not mean that there are no parameters within which to implement the strategies and that due process is not employed to assure the protection of all parties. It does mean that beyond these, no barriers should be allowed to detract from implementing actions that have their meaning in the vision.

Barriers can sometimes come in the form of staff who do not share the vision or who share the vision but cannot see its value within the context of the school. It is easier to remove barriers to timetabling, resources, etc than it is to remove obstacles created by staff who either don’t share or value the vision. Communication is essential to breaking down some of the barriers.

The transformative process for meaningful, reciprocal engagement can only be strengthened in a school setting when synergy is identified and developed with curriculum. This needs to be communicated with staff in such a way that they do not see it as ‘add on’ but ‘add value’ to what they are already teaching.

Barriers may include:

• ‘You show me where I can fit it into my already crowded curriculum and I will!’• ‘I just don’t see the relevance of this to what we are on about in schools.’

They are understandable comments given the result-driven expectations placed on schools and on teachers. They can be overcome with thoughtful consideration as shown in the section below ‘Service Learning and the Curriculum’ and set out in Figure 3.2.

Rather than being an ‘add-on’ to an already dense curriculum, service learning adds value to the stated outcomes across a number of Key Learning Areas. Learning to serve others within the community is fundamental to Religious Education and can be easily developed across the Humanities.

For example in the NSW Curriculum

TEACHING AND LEARNING

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PRIMARY - HUMAN SOCIETY AND ITS ENVIRONMENT

ES1 Identifies ways in which their own needs and the needs of others are met, individually and cooperatively;

S1 Identifies roles and responsibilities within families, schools and the local community, and determines ways in which they should interact with others;

S2 Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life;

S3 Explains the structures, roles, responsibilities and decision-making processes of State and federal governments and explains why Australians value fairness and socially just principles;

SECONDARY – HISTORY

Civics and Citizenship

S4 the effects of historical events on the culture of peoples and their rights and responsibilities;the different experiences of being a citizen and forms of government in civilisations of the past;

S5 the changing rights and freedoms of various groups what it means to be an active and informed citizen;

Difference and Diversity

S4 the impact of difference on marginalised groups, including the impact of colonisation;S5 the impact of difference on marginalised groups and their struggle for rights and freedom; the ways in

which diversity contributes to a sense of community and national identity;

Society and Culture

S6 knowledge and understanding about: • the role of power, authority, gender and technology in societies and cultures

skills to: • investigate and engage in effective evaluation, analysis and synthesis of information from a

informed and responsible values and attitudes towards: • a just society • intercultural understanding • informed and active citizenship

The table below gives a broad brush overview of how service learning can be developed from an early age and the types of action in which students can be involved.

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Level Learning Possible Actions

Early PrimaryBelonging to school communityBelonging to a local community

Identify and respond to others’ needs within the school setting

Respond to needs of people in the local community (eg nursing homes / greening

projects)

Middle PrimaryBelonging to a local communityBelonging to a wider community

Identify the needs of various groups within the wider community such as elderly, pre-schooler; homeless and consider

age-appropriate responses.

Upper Primary Recognising diverse needs of communities and groups

Understanding the different forms of engagement

Appreciating the concept of human dignity

Consider all the various types of needs within a community.

Develop an understanding of the types of responses - removed; responsive; reciprocal

(Refer Task 2).

Develop an age-appropriate response for an identified need.

Early SecondaryUnderstanding diverse needs of

communities and groups

Understanding the different responses that can be applied to the needs

of communities and groups

Appreciating concepts of fairness, social justice and solidarity

Develop an understanding of how communities include diverse groups with

diverse needs.

Work with a community group on an identified need.

Middle SecondaryChallenging perceptions about


Understanding the impact of political systems and cultural misconceptions on


Appreciating the concepts of mutual respect, personal transformation, and

social change

Invite individuals and groups to join students to share information and

experiences.

Research the impact of political systems on individuals and groups.

Explore the concept of racism and its impact on individuals and groups.

Develop a plan to counter racism within the school or local community.

Upper SecondaryChallenging perceptions of the needs of


Developing in consultation with communities and groups a reciprocal

engagement plan

Integrating knowledge, skills and values into practical social action

Identify a specific group with whom to plan and implement a reciprocal

engagement program.

Figure 3.2 Levels of service learning and community engagement

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DISCUSSION POINT

Does your school already incorporate service learning into the curriculum? How successful do you think this is? What are some obstacles to its success?

VALUES EDUCATION

As discussed in Module 2, Catholic schools are required to embed the nine values for Australian schools into their everyday life and teaching. Service learning provides a perfect conduit through which schools can met they obligation to incorporate them into the curriculum and culture of the school. Service learning embedded in the curriculum, gives teachers an opportunity to teach and model the nine values of:

• Care and Compassion• Doing Your Best• Fair Go• Freedom• Honesty and Trustworthiness• Integrity• Respect• Responsibility• Understanding, Tolerance and Inclusion

The transforming process can be ascribed both to the process of developing the vision into action and the service learning program itself.

Actioning the vision requires commitment to giving students the opportunity to express their faith through practical application. The Cardijn method: See; Judge; Act; provides teachers with a simple yet very effective process for engaging students in service learning. The later addition of two more elements, Review and Celebrate, give greater dimension to the method, enabling students to critically appraise their involvement in service learning and to celebrate achievements in partnership. Similarly the five core components of service learning developed by Learn and Serve America provide an effective and engaging process for teachers. These five components: Investigation; Planning; Action; Reflection and Demonstration / Celebration can be used in conjunction with See; Judge; Act; Review and Celebrate as both methods require students to critically explore social and community issues, seek and apply solutions collaboratively, learn through reflection and celebrate success.

TRANSFORMING PROCESS

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WORKING IN PARTNERSHIP

The most significant difference between service learning and the current practice of community service in schools is the collaboration that occurs between all parties prior to, during and after the project. It is a reciprocal engagement where both groups learn from each other and no one group has greater significance. This can be achieved by:

LISTENING

Both parties listen to how the needs of all participants can best be met. This need not be a complicated or complex process. It does however need to give everyone a voice and an opportunity to contribute to the discussion and considerations in relation to what working together might look like.

REFLECTING

Use a simple survey tool to stimulate reflection by individuals about their understanding of the initiative and what they hope to gain from their participation. These individual responses can be shared in small groups with a facilitator guiding the discussion. Responses from all the groups can then be shared in the larger group.

IDENTIFYING STRATEGIES

The whole group proceeds to identify as many strategies as possible that could be used in response to these needs. The small groups could be reformed to discuss these strategies and rate them according to perceived effectiveness in relation to the needs.

Coming Together

Listening and Reflecting

IdentifyingKey Needs

ConsideringStrategies

Developing a planfor working

together

{{

SEE (INVESTIGATING)

JUDGE (PLANNING)

Figure 3.3 Working in Partnership

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ACTION

Those strategies deemed most suitable form the basis of action. A timeline for implementation including review could be established and key roles allocated with particular focus on the role of liaison person representing all parties. A draft should be written based on the exercise with time for each party to review and amend as required. The plan should finally be ratified by all parties and a commencement date set.

ReflectionDemonstration / Celebration

Persistence underpins success. Through regular review over time the school reaps the benefits of involvement in such community engagement. To reinforce the new vision and action in the culture of the school, continue to highlight the connections between service learning projects and the mission of the school.

When schools undertake to implement service learning or reshape their current practice in community service using a service learning model, they are moving towards: • developing student understanding of reciprocal and meaningful engagement• providing opportunities for reciprocal and meaningful engagement• carefully considering involving groups and organisations within the community in the process of developing

the engagement• nurturing responsible citizens with a sense of service and justice

Such aspirations are surely at the core of who we are as educators within Catholic schools.

EVALUATING AND REVIEWING

TASK 6 - BUILDING THE FRAMEWORK

FINALLY

Your responsibilities make demands on you that go far beyond the need for professional skills and competence…Through you, as through a clear window on a sunny day, students must come to see and know the richness and the joy of a life lived in accordance with Christ’s teaching, in response to his challenging demands. To teach means not only to impart what we know, but also to reveal who we are by living what we believe.

Pope John Paul II, address to Catholic Educators, 17 September 1984

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TASKS

TASK 1 - PERSONAL BELIEFS

INDIVIDUAL

Complete the following:

TASK 2 - CURRENT PRACTICE

INDIVIDUAL

Record one example of how the school is engaged with the local or wider community.

SMALL GROUP

Share examples in the group. Discuss

Look at the diagrams below. Circle the one that best describes your example

RemovedMaking a difference by – Giving to others through a third partyGiving in response to emergencies (eg bushfire appeals)Giving as part of a belief system (eg Project Compassion)

Statement - Service learning is... Strongly Agree

Agree Unsure Disagree Strongly Disagree

... is important in our school

.... is evident in our school’s documentation

.... only occurs incidentally

.... is limited to certain times and classes

.... is embedded in the curriculum

.... is an ‘add-on’ with limited value

.... does not impact on me personally

.... is a waste of time

.... needs to be better managed

.... gives expression to our faith and mission

.... needs to be revitalised

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ResponsiveMaking a difference by – Giving directly to othersGiving in response to a perceived needGiving in response to the Gospel and the school’s mission

ReciprocalMaking a difference by – Building partnerships with communities through dialogueLearning together about needs and ways to respond to themActing together – ‘Doing with’ rather than ‘doing for.’

Still considering your example, indicate on the continuum, the level of interaction that you believe your students have with those who are the recipients of the community service:

Low Level Medium Level High Level No interaction Limited interaction Significant interactionNo possibility of Little possibility of Mutual benefits building relationships building relationships through relationships.

WHOLE STAFF

Provide feedback from each small group to the whole staff. Record each group’s opinion against the three diagrams, in order to gain an overall understanding of staff perception of community service.

True / False

Based on the information gathered from groups, respond to the following statements:

Statement TRUE FALSEEveryone at our school plays a part in our community service program

Community service is only the responsibility of certain teachers

Community service does not have a high priority in our school

Our community service program is not coordinated across the school

We could make our program more meaningful for our students

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SMALL GROUP

On the continuum below record the level of commitment to community service as it currently stands. Indicate the reasons for your decision in the box below the line.

Community service continuum – current practice

Not Slightly Committed Very ExtremelyCommitted Committed Committed CommittedWhy?

TASK 3 - A CALL TO SERVICE

SMALL GROUP

Consider your school’s mission statement in light of service learning. Highlight evidence of a call to service and justice in its defined aims, values and overall plan.

Look for evidence service learning in other school documentation (e.g. handbook, pastoral care) including your website. Record these.

Discuss the barriers to a service learning program in your school. List these in the table below and identify possible strategies to overcome them:

Barriers and Solutions

Barrier Possible Solution

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TASK 4 - FUTURE DIRECTION

SMALL GROUP

On the continuum below record the level of commitment to service learning you would like to see in the school. Indicate the reasons for your decision in the box below the line.

Community service continuum – desired practice

Not Slightly Committed Very ExtremelyCommitted Committed Committed CommittedWhy?

WHOLE STAFF

Discuss group responses. Identify through consensus, an agreed-upon level of commitment for your school.

Considering this agreed-upon position, describe what it would look like in the school. What evidence would there be on this commitment?

TASK 5 - PERSONAL PAUSE

INDIVIDUAL

Revisit responses to Task 1 – Personal beliefs. Given the additional information gained from the previous exercises do you wish to retain or revise your responses to the statements? If revising use a different coloured pen to record your changes.

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TASK 6 - BUILDING THE FRAMEWORK

The framework outlined in the notes can be applied to every school community. Using the Framework Template following, develop a Community Engagement Framework as it applies to your school situation.

STEP ONE – LAYING THE FOUNDATIONS

SMALL GROUP

In small groups, draft a commitment statement that reflects your school’s mission. List key values, attitudes, skills and knowledge that will underpin the school’s commitment to community engagement. Name what would be evident in the school because of each of these values, attitudes, skills and knowledge.

WHOLE STAFF

Draw on all the draft statements from the groups to develop an agreed-upon whole-of-staff statement that will form the basis of community engagement in the school. From the group lists, select agreed-upon values, attitudes, skills and knowledge and name the respective evidence.

STEP TWO – TEACHING AND LEARNING

SMALL GROUP

Work in curriculum specific groups. Using the relevant syllabus identify outcomes which support student learning in service learning. Using your school’s scope and sequence highlight those areas or concepts into which service learning could be integrated. Using Task 6 - Nine Values for Australian Schools from Module 2, identify how these values will be incorporated into student learning.

Outline a process for evaluating the effectiveness of student learning.

Optional activity - In stage or grade groups, write or rework a unit incorporating service learning.

STEP THREE – TRANSFORMING PROCESS

Break into five teams that include representatives from across years, stages and / or subject areas. Each team works on one of the aspects of the model for community engagement set out in the notes.

SeeConsider a process that the school could use to: - IDENTIFY possible projects or initiatives - SELECT which projects or initiatives to pursue - MANAGE the project or initiative

JudgeDevelop a process which will enable the school to: - IDENTIFY potential partners with whom to engage - FORM partnerships - LISTEN AND LEARN together with their partners - MAKE INFORMED JUDGEMENTS in collaboration with the partners on how to proceed to action

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ActConsider the level of engagement for your specific year or stage. (Refer to the age-appropriate levels in the Notes.) Given the level of engagement appropriate to each year or stage, develop a procedure for implementation.

EvaluateConsider the what, how, who and when of evaluation. Determine the tools to be used to measure the effectiveness of the project or initiative.

CelebrateDevelop a repository of ideas for celebrating community engagement. Select a least five of the ideas and create relevant tools for staff and community groups to use.

WHOLE STAFF

As a whole staff, review the results of the various tasks undertaken by the five teams:

1. Agree on and define the process for ‘See’ 2. Agree on and define the process for ‘Judge’3. Create a scope and sequence for ‘Act’ giving due consideration to developing understanding from year to

year and increasing or expanding the level of action4. Agree on and define the process for ‘Evaluation. Include: - Tools for evaluation - Strategies for improvement based on data / feedback

Agree on ideas and related tools for ‘Celebrate’.

STEP FOUR – EVALUATE AND REVIEW

WHOLE STAFF

Consider the groups that would be involved in a review of service learning, eg students, staff, partners, parents. Brainstorm a range of evaluation processes that could be used by these groups to review service learning within the school.

• decide on either one or two options • nominate a review cycle, eg annually • name the organising group, eg leadership team

STEP FIVE – BRINGING IT TOGETHER

This final step might best be undertaken by a small nominated or appointed group.

Using the documentation developed in Steps One to Four, create a draft policy for Service Learning in the school. On completion, present the draft to the whole staff for discussion, amendment and ratification and decide on the timeline for implementation.

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