PARTNERS IN LEARNING

School Community CouncilsTuesday, March 23, 2010

Where are we going?THE VISION FOR

SCHOOL COMMUNITY COUNCILSWith the establishment of SCCs in every

school across the province, the vision is for them to become an integral,

purposeful and valued component of school division governance, integrated

into Board of Education decision-making.

(Source: Final Report, Local Accountability and Partnerships Panel, 2005)

COUNCIL SNAPSHOT Dynamics of the group

Roles and responsibilities

Context within the school community

Planning and actions

Who is riding our bus?Who ‘s not on the bus?

Who ‘s driving the bus?

Where we are going? Are we going to the same place?

What’s our behaviour like on the bus? Off the bus?

Where do you sit on the bus?

Complete personal inventory Add up your responses (# of A’s, B’s, C’s,

D’s) Determine your primary style (highest

score) A = Analyzer B = Builder C = Collaborator D = Driver Style Descriptors - handout

Discussion Questions What do you like about working with

others who have the same primary style as your own?

What frustrates you about working with others who have a different profile or primary style?

How might your SCC function proficiently with a varied collection of profiles?

How might your SCC function proficiently with the majority of its members in one profile category?

When the wheels fall off the bus!

Scenario Think – Pair – Share Table response Share with large group

ROLES AND RESPONSIBILITIES

Understand Develop and recommend Provide advice and represent Take action Communicate and report

UNDERSTAND Parent, student, public

economic, social, health conditions, needs and their aspirations for child, youth learning, well-being and to become knowledgeable about resources and supports for the school, families and community

DEVELOP and RECOMMEND

For approval by the Board of Education:

Learning Improvement Plan – jointly and in co-operation with the principal, school staff, parents and community members

Constitution that includes subcommittees and officers, schedule of meetings, means of public communication and consultation, code of conduct, decision-making processes, complaint and dispute resolution processes

PROVIDE ADVICE and REPRESENT

The parents and community to:Board of Education – policies, programs and educational service delivery

School staff respecting school programs

Other community organizations, agencies, governments on the learning and well-being needs of children and youth

TAKE ACTION

To engage parents and community, to develop shared responsibility for child and youth learning, well-being in the school and within the broader community and to carryout initiatives committed to within the Learning Improvement Plan

COMMUNICATE/REPORT

Formally, on an annual basis to parents, community, the school board on its plans, initiatives, progress and on the expenditure of funds related to its operations; and informally on a regular basis to families and the community on progress and issues including the work of the various committees.

PARTICIPATE In education,

development, orientation and networking opportunities to develop the capacity of the SCC, the school and the community, as well as in those provided by the Board of Education calling for advice

HOW ARE WE DOING? Council development

The Learning Improvement Plan

Community Development and Partnerships

Communications

Monitoring Results and Planning to Improve

HOW MIGHT WE MOVE FORWARD?

Successes

Areas for improvement

Alignment of their work to the school (LIP), school division (Strategic plan) and province (CIF)

WHAT ARE OUR NEXT STEPS?

Identify specific actions and strategies in the five key functions: Understand Develop and recommend Provide advice and represent Take action Communicate/report Participate

Identify intended results and outcomes of their planned actions

HOW DO WE DEFINE AND MEASURE OUR SUCCESS?

HOW DO WE DEFINE AND MEASURE OUR SUCCESS?

Stage One: Beginning developmental – primarily functioning to ‘inform’

Stage Two: Progressing – primarily functioning to ‘involve’ and be ‘involved’

Stage Three: Proficient and effective – ‘engaging’ others meaningfully and ‘engaged’ successfully in the critical work of enhancing student well-being and learning success

FOCUS ON OUTCOMES Are we being successful in accomplishing our

roles and responsibilities?

To what extent are we achieving our goals?

What is our impact on the school/community?

What is working and what is not?

What should we do differently?

FOCUS ON PROCESSES How well are we working together as a

team?

To what extent are we carrying out our responsibilities regarding the intended operations of the Council?

What is working well and what is not?

What should we do differently?