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?