parental engagement in northern territory australia tess mc peake

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a seminar given at the CEntre for Systems Learning and Leadership University of Bristol by Tess McPeake.

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Page 1: Parental engagement in northern territory australia tess mc peake

09/04/23

Page 2: Parental engagement in northern territory australia tess mc peake

Parent Yarns - Learning Together: parent engagement in Australian schools

Tess McPeake, Program CoordinatorThe Smith Family

Darwin, Northern Territory

Parent and Community Engagement project 2

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• Australian disadvantaged children

• School at the centre approach

• Educating girls

• Impact of parent engagement

• Parent engagement project

• Parents’ feedback

• Parent Yarns documentary

Parent and Community Engagement project 3

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Our history

4

Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;

Innovation and Creativity; Excellence and Professionalism

Parent and Community Engagement project

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Australia’s hidden problem

Out of every 10 Australian children, there is 1 child like Emily who is living in financial disadvantage.

1 in 10 amounts to almost 606,0001 Australian children living in households where no parent works.

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Our vision, mission and belief

6

A better future for young Australians in need

Our vision

Every child deserves a chanceOur belief

To create opportunities for young Australians in need by providing long-term support for their participation in education

Our mission

Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;

Innovation and Creativity; Excellence and Professionalism

Parent and Community Engagement project

Page 7: Parental engagement in northern territory australia tess mc peake

The national context for our work

Tertiary

Early Years

Secondary

Primary

A third of children living in the most

disadvantaged communities start

school developmentally

vulnerable

Around a third of Indigenous Year 5 students are below

the national minimum standard for reading

Year 12 completion rates are significantly

lower (56%) for students from low

socio-economic backgrounds than for

students from high socio-economic

backgrounds (75%)

Students from high socio-economic background are

three times more likely to attend university than

students from low socio-economic

background

Relationship between student background and educational outcomes is more pronounced in Australia than in other comparable high performing OECD countries, such as Canada.

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Parent and Community Engagement project 8

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Parent and Community Engagement project 9

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Parent and Community Engagement project 10

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Parent and Community Engagement project 11

The Northern Territory is the third largest of all Australian states and territories but has the smallest population and the highest proportion of Indigenous people.

Australia’s Northern Territory comprises a land area of 1,346,200 km2 (6 times bigger than the UK)

Darwin is the capital city with an estimated population of 110,000.

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Parent and Community Engagement project 12

http://www.det.nt.gov.au/students/at-school/enrolment-attendance/enrolment-attendance-statistics

44% of all Northern Territory students were

Indigenous in 2012

68.7% of all enrolled Indigenous students

attend school regularly, compared to 90.6% of

non-Indigenous students

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13

Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;

nd Creativity; Excellence and Professionalism

Responding to disadvantage in the NT

• Vulnerable students need wrap around support and to be exposed to high expectations

• ‘The challenge for our community is seeing so many Indigenous girls with so much potential pushing prams at age 14.’

Parent and Community Engagement project

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School at the centre approach

Parent and Community Engagement project

services

Families &

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• School is our primary program delivery platform

• School can be the community’s most stable asset

• School-community-business partnerships assist vulnerable families

• Parent involvement in student’s learning has been shown to increase attendance, retention and success

Why put school at the centre?

Parent and Community Engagement project 15

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Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;

Innovation and Creativity; Excellence and Professionalism

Parents get engaged in learning

Parent and Community Engagement project

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Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;

Innovation and Creativity; Excellence and Professionalism

Dad’s contribute to children’s learning

Parent and Community Engagement project

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Respect and Caring; Inclusiveness and Diversity; Collaboration and Teamwork;

Innovation and Creativity; Excellence and Professionalism

Parents aspire for students to finish year 12

Parent and Community Engagement project

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Indigenous girls in the NT are…

Parent and Community Engagement project 19

• Five times more likely to become pregnant than non-Indigenous girls

• Less likely to complete Year 12

• Less likely to join the labour force after leaving school

• More likely to be in the criminal justice system

• More likely to become single parents (in 2011, 32 percent of all Indigenous births had no paternity attributed)

• Indigenous women and girls are more likely to experience domestic violence than non-Indigenous women and girls.

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Educating girls is part of the answer

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• International evidence indicates that educating girls and women has positive impacts on reducing early pregnancy

• Creates intergenerational education benefits

Parent and Community Engagement project

Each additional year of formal education completed by a mother translates into her children remaining in school for an additional one-third to one-half year (Filmer 2000)

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Parent and Community Engagement project 21

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Indigenous children behind from the start

Parent and Community Engagement project 22

• Many Indigenous children start school behind their non-Indigenous classmates (up to 60% in Western Australia).

• ‘The job of parents has changed; but in some cases, no-one told the parents’, Professor Colleen Hayward, AM

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Parent and Community Engagement project

Parent and Community Engagement project 23

• Australian Government program

• Schools where we have established trust and goodwill, shared goals and a proven record of working effectively

• For parents with children aged 0 - 16 years attending 3 secondary schools and 1 primary school

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Parent YarnsLearning Together

24

• Values driven• Shared experience and appreciating the ‘pearls’ within• Facilitated, collaborative, co-constructed sessions

Parent and Community Engagement project

• Whole of school approach with parents, teachers and school leaders learning at the same time

•Tough, fun and symbolic

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Parent and Community Engagement project 25

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Wordle

Parent and Community Engagement project 26

Parents’ voices at the centre of the design and the program

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Parent and Community Engagement project 27

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28Parent and Community Engagement project

Designed and facilitated by Marilynn Willis and Julianne Willis (TLE North)

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Evaluation findings

Parent and Community Engagement project 29

Proportion of Indigenous parents participating in Parent Yarns

Parent Yarns Total parents

Indigenous parents

Per cent

Term 1 53 20 44Term 2 54 32 53Term 3 24 7 29Term 4 34 16 47

Average 41 19 43Cumulative

total 165 75

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Parent and Community Engagement project 30

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Parent and Community Engagement project 31

“It takes a community to raise a child; we all share the same dreams for our children”

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Parent and Community Engagement project 32

“It became a really fun night that got everyone involved, emotionally, mentally and physically. I felt like a big kid at the end of the night! Yeah, it brought out the child in all of us. The last school I did try to get involved with but they didn’t have anything like this.”

“It’s the power of the conversation protocol – it was really strong. The more you share in that structured way, the more options you get.”

“…all the parties that were there—parents, staff, kids— talked together and worked together for a common cause. It was a whole new way of seeing things done in a school; everyone had their say.”

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“I’ve been able to build confidence and respect for the teachers—I asked myself ‘what can I do to help not only my daughter but other children as well’—you can actually get involved with the school and help them, its really amazing.”

Parent and Community Engagement project 33

“I wasn’t sure if it was worth my precious time—but I really liked how the yarn had a schedule and everyone could have a say if they like with no pressure if they just want to listen. Now my school’s parent yarn community has my name on their list and I feel totally empowered by this.”

Confidence and empowerment

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Parent and Community Engagement project 34

“It makes me happy when my Mum joins into The Smith Family activities because it shows me she cares about things that happen in our relationships and in my learning and education. When all the parents are together and helping each other, it’s like when my friends are together helping and supporting each other.”

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Parent and Community Engagement project 35

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Parent Yarns – Learning Together documentary