1. Community Engagement Through Collaboration: Building Sustainable Knowledge Partnerships with the Community Reflecting on the challenge of achieving authentic collaboration in a SU-School collaboration

2. 1.What theoretical lenses are there to examine university-school collaborations? 2.What is the University-School Collaboration Context? 3.What are some of the key challenges of the University-School Collaboration?-A school leadership perspective 4.What have we learnt about achieving authentic collaboration?

3. 1.What theoretical lenses are there to examine university-school collaborations? Two categories of research on university – school collaborations Clarification : What counts as collaboration? Categorisation: What are the different models of collaboration?

4. University and schools work in parallel with their own “habitus” University and schools learn to integrate operations and transform their ways of working into “community- orientated” collaborations Relationships described as co-operative- working towards a common purpose Differences between university and school Different kinds of tensions Relational Tensions Structural Tensions Developmental Tensions Productive Tensions through Dialogue Four dimensions of difference Work tempo Professional focus Career reward structure Sense of power Bridging the “thinking gap” Symbiotic relationships Mutual self-interest Separate agendas Organic relationships The common good above all else Holistic partnerships Marilyn Johnstone(1997)Contradictions in Collaborations-New Thinking on School/University Partnerships BrookhartS.M.,&Loadman,W.E(1992) School university collaboration: across cultures Teaching Education, 4,(2):53-64 THEORETICAL LENS on COLLABORATION CLARIFICATION ISSUES

5. Slater’s School-University Collaboration Matrix Slater Judith J & Ravid Ruth (2010) Collaboration in Education Collaboration Type Elements of Collaboration 1.Organisational involvement 2.Formal/Informal 3. Purpose 4. Resources 5. Mutuality Level 6. Resistance sources 7.Positives 8. Limitations 1. PDS 2. Consultation 3. One-to-One 4. Multiple Configurations 5. Postsecondary 6. Technology Projects 7. Interagency

6. 2.What is the SU –School Collaboration context? SU –School Collaboration Categorisation Mapping the flow of the interactions between participants Reflective Enquiry

7. Teacher Principal SU student 3-5 Learners SU student NOT a professional in the subject area. Parents Dean Lecturer Project Admin Faculty A Teacher Principal Lecturer Co- supervisor Faculty B Faculty C Lecturers in support unit CI TYPOLOGY: TEACHING and CI INTEGRATION PROJECT 1:SU Mission Redress & Civic Responsiveness PROJECT 2: Civic Responsiveness Parents After school Learner SU student SU student a professional in the subject area During school

8. REFLECTIVE ENQUIRY On role On clarity about what there is to gain On the sources of the key challenges Dean Lecturer Project Admin Faculty A SU student 3-5 Learners SU student NOT a professional in the subject area Teacher Principal Parents Faculty C Lecturers in support unit Product Learner commitment Resources School Challenges challenges

9. Lecturer Co- supervisor Learner SU student SU student a professional in the subject area During school Teacher Principal REFLECTIVE ENQUIRY On role On clarity about what there is to gain On the sources of the key challenges Lecturer’s world Teacher’s world Assumptions Perceptions Kuleana

10. 3.What are some of the key challenges in the SU-School Collaboration? – A school leadership perspective

11. REFLECTIVE ENQUIRY On role On clarity about what there is to gain On the sources of the key challenges Dean Lecturer Project Admin Faculty A SU student 3-5 Learners SU student NOT a professional in the subject area Teacher Principal Parents Faculty C Lecturers in support unit Product How do I take ownership of the challenges?

12. SU student School Learners What is the benefit for the SU student and school learner? Improved performance in the subject Increased motivation to learn Exposure to persons at university and what university life is about Aspire to further studies at university Requirement to pass module Experiences of school context and challenges A role-model Develop awareness of role in broader society

13. Project 1: Why is learner commitment a challenge? Social Factors Knowledge Factors Learner Incentive Factors Joint goal setting and planning of the collaboration Rethinking school assessment practices and the participation of teachers Change in organisational practices

14. Project 2 Why was emerging teacher resistance a challenge? Socially embedded Theory Teacher Agency-Silence Community of Practice Factor Practice Career Growth Factor Revisit staff career path planning process Joint goal setting and planning in the collaboration Change in organisational practices Structural Factors Reviewing how collaboration impacts on workload

15. 4. What are the key findings about achieving authentic collaboration?

16. Slater J. The process of change in School-University Collaboration in Ravid Ruth & HandlerMarianne(2001) The Many Faces of School-University Collaboration. Characteristics of Successful Partnerships Zone 1:Separate Operating Structures of Parent Organisation Resistance to change THE TRANSITION TO AUTHENTIC COLLABORATION Zone 2:Co-operation and Critical Self- Reflection Zone 3:Collaboration Integrated Learning Organisation IndividualIntra-group Structures and Cultures Power hierarchies Agency & Innovation Community of practice Social Context Power hierarchies Agency & Innovation Community of practice Social Context Group now thinks collaboratively Change in structures and cultures What is replicable?