1. Collaborating with Community (1) Facilitators: Caroline Karayiannis Danny Power Aine McCabe

2. Anticipated outcomes To understand the concept ‘community’To understand the concept ‘community’ To understand the perceptions community have of schoolsTo understand the perceptions community have of schools To appreciate the role and function of the stakeholdersTo appreciate the role and function of the stakeholders To identify resources which will support working with communityTo identify resources which will support working with community To consider the relevance to our own institutionTo consider the relevance to our own institution

3. What is ‘community’? people who live in the same area or share the same interests www.headsup.org.uk/content/default.asppeople who live in the same area or share the same interests www.headsup.org.uk/content/default.asp www.headsup.org.uk/content/default.asp A specific group of people, often living in a defined geographical area, who share a common culture, values, and norms and who are arranged in a social structure according to relationships the community has developed over a period of time. The term “community” encompasses worksites, schools, and health care sites. www.cdc.gov/healthyplaces/terminology.htmA specific group of people, often living in a defined geographical area, who share a common culture, values, and norms and who are arranged in a social structure according to relationships the community has developed over a period of time. The term “community” encompasses worksites, schools, and health care sites. www.cdc.gov/healthyplaces/terminology.htm www.cdc.gov/healthyplaces/terminology.htm

4. Presentation Story of community development – the successes and the challenges. Danny Power – Greater Falls Road Aine McCabe – Beechmount Community Centre

6. Define community. Joyce Epstein: ‘community’ to mean not only the neighbourhoods where pupil’s homes and schools are located but also any neighbourhoods that influence their learning and development‘community’ to mean not only the neighbourhoods where pupil’s homes and schools are located but also any neighbourhoods that influence their learning and development ‘community’ rated not only by low or high social or economic qualities, but by strengths and talents to support students, families and schools‘community’ rated not only by low or high social or economic qualities, but by strengths and talents to support students, families and schools ‘community’ means all who are interested in and affected by the quality of education, not just those with children in the schools‘community’ means all who are interested in and affected by the quality of education, not just those with children in the schools

7. Stakeholders Teachers Children Parents Community

8. STAKEHOLDERS CHILD co-producer co-producer PARENTPARENT skilled and interested party skilled and interested party TEACHERTEACHER active professional active professional COMMUNITYCOMMUNITY ‘ real people’ ‘ real people’ Who influences learning and development? Who has the strengths and talents to support families and schools? Who has the strengths and talents to support families and schools? Who is interested in, and affected by, the quality of education? Who is interested in, and affected by, the quality of education?

11. Why collaborate with community? What is collaboration?What is collaboration? Challenges and rewards for pupilsChallenges and rewards for pupils Challenges and rewards for parentsChallenges and rewards for parents Challenges and rewards for teachersChallenges and rewards for teachers

12. David Barnard: University of David Barnard: University of Saskatchewan Building Collaborative communities takes patience and time to govern and understand the needs and ways of their partners.

13. Joseph Rowntree Foundation Report Belfast Telegraph 12/9/07 Schools alone 'cannot help poor'Schools alone 'cannot help poor' The report notes cycles of achievement and underachievement. Children from disadvantaged backgrounds need to do more than just attend a good school to boost their educational achievement, a report has claimed.The report notes cycles of achievement and underachievement. Children from disadvantaged backgrounds need to do more than just attend a good school to boost their educational achievement, a report has claimed. The report for charity Joseph Rowntree Foundation highlighted how a quarter of poor children in England gain five good GCSEs compared with half of all pupils.The report for charity Joseph Rowntree Foundation highlighted how a quarter of poor children in England gain five good GCSEs compared with half of all pupils. School quality accounted for a fraction of variations in achievement, it said.School quality accounted for a fraction of variations in achievement, it said. Family disadvantage is passed on from one generation to the next in a cycle of underachievement, it added.Family disadvantage is passed on from one generation to the next in a cycle of underachievement, it added.

14. Prof. Alan Dyson (University of Manchester) Achievement School 10% - 15%

15. Schools Achievement for all Child & family well-being Regeneration & sustainability School improvement agencies Educational inclusion initiatives Social services Health Economic development Business Housing Transport Communities

16. You’ve convinced me - but HOW? Neighbourhood Renewal (Denise Ferguson)Neighbourhood Renewal (Denise Ferguson)

17. Sue Shelley, Community Learning Rotherham Metropolitan Borough Council You don’t need to create community activists, they’re already out there. You need to identify them and work with them...a key message has been that ownership of the vision is critical. There is no room for conflicting agendas. However, it is also important to recognise that new networks need time to develop connectivity.

18. Some ideas. Respect, recognise, affirmRespect, recognise, affirm Influencers in participationInfluencers in participation Real needs addressed rather than perceived onesReal needs addressed rather than perceived ones Support garneredSupport garnered Partners locallyPartners locally Joint working from the small to the greaterJoint working from the small to the greater

19. Conclusion and evaluation