FROM CONCEPT TO REALITY

The key to writing a successful submission

Kaye HunterSt. Leonard’s College

Karen RussoJohn Paul College

What is a submission? Proposal, plan or application

submitted to decision- makers, policy- makers or holders of the purse strings.

TWO types of submissions: Criteria based

Self generated

Why submit?Aren’t we busy enough? What do you think?

Why submit? Aren’t we busy enough? Broaden the students’ experiences and

improve their learning outcomes Teacher librarians have overview of

most curriculum areas – can see links Improve services Broaden own experiences, professional

development and raise profile opportunity to work with others within &

beyond the school – using their talents having a shared ‘vision’ to implement.

Criteria Based Submissions Successful submissions: FOCUS on ensuring outcomes for effective

learning Arts Victoria – Artist in Residence

Graphic Designer – 1989 at Bendigo Writer in Residence – 1999 at Glamorgan

AISV – Study Tour to Thailand

‘Multimedia stories breathe new life into

Cottage’

Submission Criteria Description of Project Why do you want an artist at your school and what is your

expectation of the artist? What are the objectives of this project and how do

you think it will benefit students and teachers? In what ways does the project integrate with the

school’s key learning areas of the Arts, and/or Studies of Society and the Environment?

What commitment will the school make regarding availability of space, support, personal, finance and so on?

How will parents and the community be involved? In what ways will the project continue after the artist leaves?

Learning Outcomes This level focuses on how people lived in the past,

concentrating on Australia. The students will: INVESTIGATE using different types of data and sources (including the cottage and other artefacts,) to gain information. COMMUNICATE as the translate information from one form to another, and PARTTICIPATE as they apply suitable strategies to achieve a purpose.

Learning Outcomes: At the completion of this project, students will be able to :

Describe ways of life of people in the past: This will be evident when, for example, the students :

Describes an experience of people during an event in the past

Portrays the daily life of men and women in particular occupations

Learning Outcomes cont. Construct a sequence of some major periods and

events in Australia’s and some other country’s past: This will be evident when, for example, the students :

Arranges in sequence of events leading to a significant historical occurrence

(Gold rush in Australia and other countries) Portray an event or occasion from a particular

perspective: This will be evident when, for example, the students ;

Empathises with people in the past through role-play (drama, writing diaries, letters, stories)

Discusses different ways of presenting stories from the past

The History Web PageThe web page

Arts Victoria http://www.arts.vic.gov.au/arts/funding/funding.htm

Artists in Schools The Artists in Schools program creates the opportunity for practicing professional artists to work with young people in Victorian primary and secondary schools. It generates innovative ways to engage 'middle years' students (Grade 5 - Year 10) across the whole curriculum, not just in the arts. It involves schools and communities in creative projects while providing students, teachers and artists with diverse and challenging learning experiences. The artist may be involved in any artform and there are many different ways that artists can be integrated into the school program.The program aims to:

Engage students in learning. Provide opportunities for students to interact with professional artists. Assist students to understand creative processes. Explore innovative integrated curriculum initiatives. Provide professional development for teachers. Expand opportunities for artists to work with young people. The program provides grants of $4,000 for practicing professional artists to work

with students in Victorian schools for up to 20 days.

Arts Victoria http://www.arts.vic.gov.au/arts/funding/funding.htm The program accepts applications from: Victorian schools including primary, secondary, government and non-

government schools. Either the artist/s or the school can initiate the project. The school submits an application after thorough discussion with the proposed artist/s about a specific project.

Closing Date23 September 2005 for projects commencing in 2006How to ApplyApplicants must obtain and read the Artists in Schools guidelines and application forms before submitting a proposal. Application forms will be available in July 2005. More informationAn Artists in schools information booklet is available from reception or can be downloaded from the Arts Victoria website. Teacher's reports and images from past projects are available for viewing at Artists in schools 2003, Artists in schools 2002 and Artists in schools 2001.

‘Greek Myths served with a Legendary Thai Tale Sauce’

Submission Criteria How will participation in the Thailand Tour

benefit your teaching? Please outline your school’s commitment to

integrating the Studies of Asia into the curriculum.

Please list qualifications and/or studies undertaken for the teaching of Asian Studies, including short term professional development.

If the Studies of Asia is not currently a part of your School curriculum, what capacity do you have to implement your proposed Unit of Work?

Proposed Unit of Work Greek Myths served with the Legendary

Thai Tale Sauce Target Year Level: Year 7 BACKGROUND to this integrated unit: Currently in Year 7 Humanities (English

and SOSE), students explore Greek Myths Relevant Curriculum Areas : English

SOSE

Learning Outcomes Curriculum Links- Strands/Learning Outcomes English Level 5 – Strand : Texts Sub-strand : Reading Learning Outcome : Discuss themes and issues in accessible texts

with challenging structures and ideas, and construct interpretative responses to them.

This will be evident when, for example, the student: Identifies some similarities and differences between texts produced by

different people on similar themes. English Level 5 – Strand : Contextual understanding Sub-strand : Reading Learning Outcome : Recognise that texts are constructed for

particular purposes and to appeal to certain groups. Sub-strand : Writing Learning Outcome : Identify the specific effect of context, audience

and purpose on written texts.

SELF GENERATED SUBMISSIONS YOU and your team could initiate a

submission Is there:

Something that has become a problem? Something needing to be changed or

supported – especially student outcomes Something required to improve services,

improve professionalism etc?

OUR READING

ROOM EXTENSION

Before you start - Visualise Know what you want and why

you want it Know how it fits in with your

Mission Statement and Student Outcomes

Psyche yourself up – be positive

Why not just have a chat in the staffroom?

Appears too casual Answer could be too quick, low key and final Listener may be tired, in a bad mood,

distracted or busy Someone else may overhear – opposition Gives impression it is YOUR own idea – neither

considered nor collaborated Not enough time to discuss fully Won’t have supporting documentation at hand

Advantages of written submissions Considered Collaborated Documentation to support Written documentation provides for

better communication More succinct Logically ordered points Good structure - a map not a novel-

guide via headings and subheadings

Allows others to assess its merits adequately

MODEL for self generated submissions

DEFINING: Analyse the need, issue or problem

LOCATING: Gather supporting documentation SELECTING: When, Who to, Why, What

format ORGANISING: Draft CREATING/SHARING/PRESENTING: Final

product EVALUATING: Success or not?

Acknowledgement Bruce, Terry (1995), “Simplify

Justify Quantify or some handy hints on submission and report writing”, Access, vol.9,no.2,pp18-19.

DEFINING the problem Change involves first observing current

situation Brainstorm for range of possibilities –

group involvement widens range Consider potential problems – how could

you address these Conduct observations, do surveys. THINK lots, jot down ideas, sleep on it !!!

LOCATE supporting documentation Look at faculty and school

documentation to locate statements/requirements to support your request e.g. curriculum documents, mission statements, letters of support from faculties

Gather documents for referral and inclusion later

SELECT The best time to make the submission e.g. is

there a building program in the pipeline?Are there other wider changes afoot that you can piggyback on?

The best approach – The school board? Just the principal? The Teaching and Learning Committee (Curriculum)?

The submission itself – convince don’t overwhelm. Photos, graphics – not pages of text.

ORGANISING your submission STEP 1: Simplify the problem

Nature and extent – state the problem Inverted pyramid style – conclusion first

then details Causes of problem Effect of problem on

Student outcomes Production, quality, efficiency Health & Safety Budgets/systems/routines/administration

ORGANISING STEP 2 : Justify need for change

Student outcomes Commercial or educational trends e.g. ITC Current situation lacks professionalism or reflects

poorly on school OH&S Future roles and requirements within school Elaborate on the problem solving you have been

through to reach proposed solution Refer to supporting documentation Provide evidence that the solution has worked

elsewhere

ORGANISING STEP 3: Quantify the solution

Advantages of this solution over others e.g. no increase in staffing required

Potential of this solution to forestall future problems

Benefits expected in complementing other programs already in pipeline

Specify stages and steps – expected support

ORGANISING STEP 3 Contd.

Present costs if known Offer suggested sources of funding if

applicable Disadvantages of your solution – shows you

considered them Any follow-up implications once implemented

e.g. ongoing costs Propose key personnel to be involved e.g. TLs,

Maintenance staff, Computer Department

CREATING and SHARING your submission Decide who is going to receive your

submission Consider point form presentation Stay succinct Allow space for reader notation Use a cover sheet – indicate names of

receiver and presenter Address via School Board not Principal –

widens discussion base

CREATING and SHARING your submission Physical layout easy to read Keep language professional Affect ( the verb) : to influence, move

touch, impress, concern, change, modify. Effect (the noun): result, product, consequence, outcomeEffect (the verb): to execute, perform, accomplish, cause, bring about, achieve

CREATING and SHARING your submission Get an outsider to proof read Number pages clearly Use a header or footer – name of

submission Sign and date copies for self, file and

Principal and Board members Written format ensures formal reply

PRESENTING your submissionPage 1 – Cover letter

Then - Simplify problemJustify need for changeQuantify solution

Add - Statements of supportPlan, map, photos, drawings etcSummary with recommendations

Additional hints If appropriate, ask for more than

you need – to leave room for negotiating ! You may miss out on the big one, but get something else you wanted.

Be Positive Visualise your solution as if you

have it already.

EVALUATING Receive feedback Assess value of strategies of this

approach which worked for you Would you do it this way again? What worked? What didn’t? What would you do differently next

time?