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The Creating Pathways initiative was funded by the Australian Government through the Australian Research Council in partnership with researchers and partners at the following institutions, Government

Departments, and Non-Government Organisations:

Welcome! - we will commence shortly

CREATE 2020 WEBINAR SERIES

For more information or to access recordings go to:

creatingpathways.org.au

and click on Blog

DATE PRESENTATION TOPIC

June 17th The power of a critical friend - Collective Change Facilitation

1st July Coalition Wellbeing Survey – The value of measuring the wellbeing of community partnerships

22nd July Getting the measure of children with Rumble's Quest: A tool for schools and communities

29th July The power of wellbeing data for community coalitions: Deciding Together risk and protective factor methodology

19th

AugustThe capabilities and uses of Parent’s Voice – incorporating PEEM – the Parent Empowerment and Efficacy Measure

7th

OctoberCREATE Project Snapshot– The major outcomes from the CREATEing Pathways to Child Wellbeing Project

14th

OctoberCREATE Futures – Future directions for community-based prevention utilising CREATE Project tools, resources and methodologies

11th

NovemberThe capabilities and uses of the new Economic Support and Reporting Tool (ESRT)

11th

NovemberLeading family-school-community engagement in professional learning to support children’s wellbeing

Professor Greer Johnson and Professor Bev Flückiger

Griffith Institute for Educational ResearchGriffith University

Leading family-school-community engagement in

professional learning to support children’s wellbeing

Today’s Outline

• Introduction

• Program principles & elements

• Program structure, features & design

• Module content

• Wrap-around research

The Sweet SpotShared Purpose and Safe Space for Respectful Relationships and Co-creation of Really Useful Science-based Tools, Methods and Resources

Leading Family-School-Community engagement in professional learning to support children’s wellbeing

Core Principles

Key Elements

Australian Student Wellbeing Framework

Program Structure

■ 8 modules

■ self-paced

■ online using Microsoft TEAMS

■ online meetings build a professional learning community

■ capacity building for sustainable improvement

Core Features of Program

Offers multiple opportunities for school leaders to: Engage in active learning Collaborate with team members Share values and vision Take collective responsibility Engage in reflective inquiry, Develop trust, respect and support for each other

Program Design

Diversity of participating schools: State and Catholic Urban, rural & remote Economic disadvantage Motivation Well-being programmes

Module 1

Critical ReflectionLeaders personal perspectives on family-school-

community relationships

Reflection

• How readily could you find an action/practice in your school that exemplifies your overall perspectives on family, school, community relationships? Why? Why not?

• Do you consider there is strong alignment between the actions/practices in your school and your personal beliefs/perspectives? If not, what is causing the disjunct?

SWOT Analysis

Module 2

Building a team through collective leadership

Module 3

What does your data tell you about your children’s wellbeing?

Module 4

What WorksPromoting children's wellbeing in practice

Module 5

What Workskey models of family-school-community engagement

Epstein & Dauber, 1995

Mapp, 2003

Auerbach, 2007

Ishimaru, 2017

Goodall, 2018

Jeynes, 2018

Involvement Engagement

Researchers voice concern over lack of progress in relationships with parents (Goodall, 2019)

Limited parent voice (Ishimaru, 2017)

Teacher resistance(Pushor & Amendt, 2018; Jeynes, 2018)

Hierarchical “power over” approach (Auerbach, 2012)

Module 6

Co-designing an Action Plan for your place-based strategy

Project Overview

Steps within the plan

Module 7

Implementation of Action Plan Strengthening family-school-community relationships in context

Module 8

Observing / Evaluating change■ School Leaders - 20 statement Survey 2

■ Team - outcomes of their work together

■ School leaders - 30 minute interview

Wrap-Around Research

Questions1. Is there evidence that the professional learning program

facilitated change in the way schools relate to families and community in supporting children’s wellbeing?

2. Has the professional learning program changed school leaders’ beliefs about the capabilities of families and community to collaborate with schools to support children’s wellbeing?

3. What evidence is there of collective leadership and learning throughout the activities of the professional learning program?

Wrap-Around Research

School Leaders Survey 1 Results

■ I believe all families and community organisations have essential knowledge and resources to support the learning of children.

Leading to Support Children’s Wellbeing

■ an innovative tool

■ potential for enhancing the agency of school, family, community teams

■ ready access to all school communities.

Concluding comments■ The Leading to Support Children’s Wellbeing professional

program is an innovative tool for sustaining stronger ties between their schools, families and communities to support children’s wellbeing and by extension their learning. It enables teams to move from knowing how their children are faring to come together and decide what to do about it.

■ The importance of the program lies its potential for enhancing the agency of school, family, community teams to continue to drive change at a local level, as opposed to having it imposed from the top down systemic level.

■ The online delivery platform offers ready access to all school communities.