× EXIT Opening the School Gate | Planning for engagement Working with community partners The next step is to investigate whether there are community organisations that could offer support. A school working as a single service provider cannot effectively respond to the range of complex issues impacting on students and families. Collaborative partnerships between schools, community organisations and ethnic communities are critical in successfully engaging migrant or refugee families. Schools have reported increased success when bicultural workers from local migrant community organisations or services are part of the process of engaging families. However, the role of a bilingual community worker is not to provide free translation and interpreting. It is important to clarify roles in bicultural work, especially if there is a Community Liaison Officer or School Learning Support Officer already working in the school. Choosing a partner organisation Aim to work with an organisation with common objectives and interests. Ask a prospective partner: What is the focus of your work? e.g. family support, youth work. Who do you support? e.g. specific cultural or religious groups. Do you have experience of working with schools? Would you be interested in working with migrant or refugee parents/carers in our school? Protocols and developing an effective partnership Many schools have found that guidelines and formal agreements need to be set down before organisations can work together effectively. The arrangement may be fairly informal initially, but may move on to a more structured and sophisticated agreement in the form of a protocol over time which outlines plans and details the roles and expectations of the partnership. For formal agreements schools should contact the Department of Education, Legal Services Directorate to see if a Memorandum of Understanding or contract is required. This means you are less likely to work on an ad hoc basis and any potential misunderstandings or conflict are more likely to be avoided. It is also important to meet regularly and maintain contact with partner organisations. Working relationships between staff from the school and external community organisations should be formalised. This is especially important where staff work on a part-time basis and meet rarely. School and agency responsibilities and boundaries should be defined, especially when following up an individual family’s concerns. In 2008, the Commonwealth Department of Education, Employment and Workplace Relations (DEEWR) published the Family-School Partnerships Framework – A guide for schools and families. This national framework identifies seven key dimensions for planning partnership activities: communicating connecting learning at home and at school building community and identity recognising the role of the family consultative decision making collaborating beyond the school participating In 2011, DEEWR developed The strengthening family and community engagement guide (see resources) to assist school communities set priorities for action and evaluate their progress in each of the seven dimensions. The resource assists schools to encourage the participation and involvement of their school communities, including culturally and linguistically diverse communities. The resource incorporates a School Assessment Tool (Reflection Matrix) to support school planning processes. What you can do Understand the differences between organisations that work with migrant communities. Migrant resource centres and other organisations can help you Find ethno-specific community organisations with an understanding of both family perspectives and youth issues. Develop relationships with community or religious leaders. Approach a community language school that operates in your area to set up a partnership. Work with other agencies to develop partnerships which support the specific needs of migrant and refugee families. Resources 1 Strengthening family and community engagement Course menu Introduction 1 Welcome tour 2 Getting started 3 Overview 4 Benefits of engaging families 5 Issues for migrant and refugee families 6 Issues for schools Planning for engagement 1Overview 2Involving key staff 3Identifying the target groups 4Targeting communities 5Working with community partners 6Setting objectives 7Allocating resources Planning meetings & events 1 Overview 2 Deciding on a format 3 Setting the agenda 4 Seeking parent and student input 5 Choosing an appropriate time 6 Finding a suitable location 7 Arranging childcare 8 Arranging catering 9 Arranging transport 10 Inviting families 11 Translating information 12 Arranging interpreters Meeting management 1 Overview 2 Arranging seating 3 Preparing and managing interpreters 4 Greeting parents 5 Keeping the discussions on track 6 Building trust 7 Exploring expectations about school involvement 8 Explaining practical systems and roles 9 Seeking feedback from parents 10 Sustaining parent involvement Ongoing support 1 Overview 2 Creating a welcoming environment 3 Seeking consent 4 Addressing parent concerns about camps 5 Catering for cultural dietary needs 6 Discussing welfare concerns with parents 7 Addressing discipline issues 8 Reporting on student progress 9 Holding parent-teacher meetings 10 Creating opportunities for meaningful involvement Acknowledgements 1 Acknowledgements Resources 1 Strengthening family and community engagement
× EXIT Opening the School Gate | Planning for engagement Working with community partners The next step is to investigate whether there are community organisations that could offer support. A school working as a single service provider cannot effectively respond to the range of complex issues impacting on students and families. Collaborative partnerships between schools, community organisations and ethnic communities are critical in successfully engaging migrant or refugee families. Schools have reported increased success when bicultural workers from local migrant community organisations or services are part of the process of engaging families. However, the role of a bilingual community worker is not to provide free translation and interpreting. It is important to clarify roles in bicultural work, especially if there is a Community Liaison Officer or School Learning Support Officer already working in the school. Choosing a partner organisation Aim to work with an organisation with common objectives and interests. Ask a prospective partner: What is the focus of your work? e.g. family support, youth work. Who do you support? e.g. specific cultural or religious groups. Do you have experience of working with schools? Would you be interested in working with migrant or refugee parents/carers in our school? Protocols and developing an effective partnership Many schools have found that guidelines and formal agreements need to be set down before organisations can work together effectively. The arrangement may be fairly informal initially, but may move on to a more structured and sophisticated agreement in the form of a protocol over time which outlines plans and details the roles and expectations of the partnership. For formal agreements schools should contact the Department of Education, Legal Services Directorate to see if a Memorandum of Understanding or contract is required. This means you are less likely to work on an ad hoc basis and any potential misunderstandings or conflict are more likely to be avoided. It is also important to meet regularly and maintain contact with partner organisations. Working relationships between staff from the school and external community organisations should be formalised. This is especially important where staff work on a part-time basis and meet rarely. School and agency responsibilities and boundaries should be defined, especially when following up an individual family’s concerns. In 2008, the Commonwealth Department of Education, Employment and Workplace Relations (DEEWR) published the Family-School Partnerships Framework – A guide for schools and families. This national framework identifies seven key dimensions for planning partnership activities: communicating connecting learning at home and at school building community and identity recognising the role of the family consultative decision making collaborating beyond the school participating In 2011, DEEWR developed The strengthening family and community engagement guide (see resources) to assist school communities set priorities for action and evaluate their progress in each of the seven dimensions. The resource assists schools to encourage the participation and involvement of their school communities, including culturally and linguistically diverse communities. The resource incorporates a School Assessment Tool (Reflection Matrix) to support school planning processes. What you can do Understand the differences between organisations that work with migrant communities. Migrant resource centres and other organisations can help you Find ethno-specific community organisations with an understanding of both family perspectives and youth issues. Develop relationships with community or religious leaders. Approach a community language school that operates in your area to set up a partnership. Work with other agencies to develop partnerships which support the specific needs of migrant and refugee families. Resources 1 Strengthening family and community engagement Course menu Introduction 1 Welcome tour 2 Getting started 3 Overview 4 Benefits of engaging families 5 Issues for migrant and refugee families 6 Issues for schools Planning for engagement 1Overview 2Involving key staff 3Identifying the target groups 4Targeting communities 5Working with community partners 6Setting objectives 7Allocating resources Planning meetings & events 1 Overview 2 Deciding on a format 3 Setting the agenda 4 Seeking parent and student input 5 Choosing an appropriate time 6 Finding a suitable location 7 Arranging childcare 8 Arranging catering 9 Arranging transport 10 Inviting families 11 Translating information 12 Arranging interpreters Meeting management 1 Overview 2 Arranging seating 3 Preparing and managing interpreters 4 Greeting parents 5 Keeping the discussions on track 6 Building trust 7 Exploring expectations about school involvement 8 Explaining practical systems and roles 9 Seeking feedback from parents 10 Sustaining parent involvement Ongoing support 1 Overview 2 Creating a welcoming environment 3 Seeking consent 4 Addressing parent concerns about camps 5 Catering for cultural dietary needs 6 Discussing welfare concerns with parents 7 Addressing discipline issues 8 Reporting on student progress 9 Holding parent-teacher meetings 10 Creating opportunities for meaningful involvement Acknowledgements 1 Acknowledgements Resources 1 Strengthening family and community engagement
