This presentation explores the ways in which community can be involved in schools, using five levels of engagement to develop rich, ongoing partnerships in learning.

1. Telling, Selling, Compelling: Developing Community Engagement in Curriculum [email_address] Rotorua New Zealand February 2009 learning@school Shaping teaching and learning in the 21st century Ko te whenu hou te tau learning@school Shaping teaching and learning in the 21st century Ko te whenu hou te tau

2. Is there anyone out there? http://www.flickr.com/photos/22406241@N00/786604087/

3. http://www.flickr.com/photos/10816734@N03/3029590673/

4. What do these two stories have in common? What is your experience?

5. New curriculum Old paradigm Isn’t it time we looked at doing things differently?

7. http://www.educationcounts.govt.nz/publications/pasifika_education/5907 Effective Engagement of Pasifika According to Lareau (1989), teachers perceive parental involvement as including preparing children with school-ready skills such as alphabet and number knowledge; attending school events and fulfilling requests that teachers make of parents. Family involvement in school life has historically been prescriptive, with parents rarely invited to contribute to what the parent community-school partnership might look like (Valdes, 1996).

14. Phase 2: Developing processes for involvement and feedback that can be sustained in the longer term What process can we use to stimulate interest in, and get feedback on, our curriculum, its impact, and its relevance? How will we assure students and the community that their feedback is valued and used?

16. What are the features of highly effective engagement?

21. www. wordle .com www.surveymonkey.com

28. The community is provided with the skills, information, authority and resources in order to make the final decision The school works together with the community to find solutions, taking into account all the information that leads to an agreed outcome The school includes the community on planning and implementation; or asks how they would like to proceed with something before making a final decision The school asks and listens to the community if they have ideas to improve something; which option they would prefer; or what would happen if we made a certain decision The school tells the community about a decision that has happened; and/or about something that is going to happen and how Adapted from the Draft Community Engagement Model for the City of Charles Sturt Towards co-creation, shared knowledge within a bicultural/multicultural perspective