Transcript Student Action Teams

Student Action Teams
An Introduction
Roger Holdsworth
Connect magazine and Australian Youth Research Centre
[email protected]
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An overview of history and process:
introduction to ideas about SATs
The research evidence
Some local examples
Implementation steps for a school
or cluster of schools
A workshop - starting off …
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Part A: Overview of SATs
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Victorian State Program 1999-2002
Evaluation Reports and Manual
Local developments
School operational models
Resources available
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Definition
A group of students who identify and
work on a real issue of community
interest. They carry out research on
the issue and develop solutions either proposals for action by others
or action that they themselves take.
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Criteria:
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Identification and formation of a student team;
Student determination of the project focus:
either student choice of the focus, or decision about
whether to take it on, and how to approach it;
Student engagement in project decision-making
and implementation;
A focus within the students’ community, preferably
beyond the school;
Processes of research and action by students that
intend to make a difference about the chosen topic
within the community.
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Commissioning:
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Strong school-community links
around issues of common
interest.
Value of a community body to
commission and support the
team’s work, and to be an
audience for its outcomes.
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Changed roles…
“In the family, the young remain, while the activities
from which they could learn have moved out; in the
workplace, the activities from which they could learn
remain, but the young themselves have been
excluded…
“The student role of young persons has become
enlarged to the point where that role constitutes the
major portion of their youth. But the student role is not
a role of taking action and experiencing
consequences… It is a relatively passive role, always
in preparation for action, but never acting …”
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Action poverty …
“The consequences of the expansion of the student
role, and the action poverty it implies for the young,
has been an increased restiveness among the
young.
“They are shielded from responsibility, and they
become irresponsible; they are held in a
dependent status, and they come to act as
dependents; they are kept away from productive
work, and they become unproductive.”
James Coleman (1972) How do the young become adults?, Johns Hopkins University
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Deferred outcomes
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Outcomes in schools are deferred to a
future - “useful in a job or when you study
further”
For some students, outcomes of this
future are highly uncertain … and they
know this
But also lessons for all students: “Your
only value is in what you will become, not
what you are or can do today…”
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Civics and citizenship …
“Learning about
democracy and
citizenship when I was
at school, was a bit like
reading holiday
brochures in prison…”
Derry Hannam, English School Inspector and
adviser/trainer for the Council of Europe on
Education for Democratic Citizenship
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Development of strong self-concept
Sense of control:
capability,
competence, impact
on one’s own
environment, power
over one’s self, use of
social/life skills,
power to change
one’s self and
environment
After Nancy Phillips, 1990
control
Sense of bonding: with
family/peers/community,
to feel/be wanted, to
feel/be loved, to belong,
to have basic needs met
bonding
meaning
Sense of meaning: to
feel important, to feel
relevant, self-esteem,
sense of dignity/honour,
able to accomplish tasks
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Victorian State Program 1999-2001
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Phase 1:
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1999: Teams in 20 Government secondary schools;
2000: 11 refunded for a second year;
Partners: Department of Justice (Safer Cities and Shires),
Department of Education
Focus on ‘Community Safety’
Phase 2:
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2001: 37 teams in primary and secondary schools;
Chosen by Department of Education
Partners: Department of Justice (Crime Prevention),
Department of Education, VicHealth
Focus on ‘Community Based Action
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Victorian State Program 1999-2001
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Schools received:
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Small grants;
Orientation meeting;
Staff and student training (phase 1);
Some local support and professional development;
Student/teacher forums (phase 1);
Manuals (phase 2).
Evaluations:
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Manual and case studies - phase 1;
Implementation evaluation report - phase 1;
Impact evaluation report - phase 2.
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Examples of Team Foci:
(Phase 1, 1999-2000)
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Altona SC: Truancy/Student Welfare and Discipline Policy
Banksia SC: Safety Week - School and Community Issues
Euroa SC: Safety House - Quit
Heatherhill SC: Fire Safety Awareness
Karingal Park SC: Nat’s Track - Driver Safety
Kyneton SC: Skateboarding
Melton SC: Youth Safety in Melton
Ovens SC: Health Issues Expo - Community Mural
Princes Hill SC: Inter-generational Links
Wanganui Park SC: Trauma Teddies - Community walk
Weeroona College: Road Safety Advertisement and Billboard
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Examples of Team Foci:
(Phase 2, 2001)
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Transition: students researched and produced a booklet and
video about primary-secondary transition;
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Road Safety: students attempted to get a crossing shifted or
a roundabout installed;
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Traffic safety: students made a mural within the school
grounds to remind students about road crossing behaviour;
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Bullying: students researched bullying in the school and
community and prodded the school into action;
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Community facilities: students investigated ways to get
access to a community oval.
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Choosing a Topic
Who chooses?:
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School decides: This often defines which students;
students then decide whether to, and how to.
Students decide: Students are recruited to a SAT,
then carry out a ‘search process’ within constraints.
Community commissions: Arrange with community
group to approach students; students then decide
whether to and how to.
Importance of the topic: relevant,
important, achievable - motivating!
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Examples of community
commissions:
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Local Government challenges students to
complete youth component of local safety
action plan
Consultant commissions students to review
use of local park
Fire Brigade commissions students to
investigate and act on causes of house fires
Community Residents’ Association
commissions students to work on image of
suburb
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Principles for collaboration:
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Early involvement: from the start
Find out about groups and choose carefully
Negotiate form and extent of involvement
Joint planning
Clear objectives for all
Timelines: commitments and deadlines
Plan for flexibility
Acknowledge support
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Choosing the Students
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Open to all (eg a class group)
Targeted (specific students chosen
for reasons of engagement,
expertise, interest)
Inclusive (cross-section)
Importance of ensuring that
otherwise marginalised students
are able to participate
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School models
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Ad hoc team of students
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Part of the Student Council
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Formed as an ‘action team’ to work on Student Council issues
Reports to Student Council
Within an existing class
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Meet at lunchtime or withdrawn from classes
A curriculum approach of all or part of the class
Meets mandated curriculum requirements
As a ‘new’ class
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Eg formed as an elective
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Forms of Credit:
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Acknowledgement:
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Certification;
Reference;
Awards;
Public recognition at
assemblies, in the
newsletter etc;
Benefits;
Congratulations.
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Academic Credit:
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Within a subject report;
As an extra report;
Listing competencies.
Time:
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‘Negotiated exemptions’;
Assignment replacement;
Timetabled space
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Principles:
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Students can make serious and
important decisions about issues
that are important to them;
Students can do important and
valuable things;
Important action can be taken as part
of students’ learning in schools.
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In a Student Action Team:
Students:
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Decide on and ‘own’ the issue;
Research and propose solutions;
Act on their research/proposals;
Reflect on what they have learnt.
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Some resources:
Firstly, Australian Youth Research Centre reports:
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Holdsworth, Stafford, Stokes and Tyler (2001): Student Action
Teams: an Evaluation 1999-2000. Working Paper 21, Australian
Youth Research Centre: Melbourne
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Holdsworth, Cahill and Smith (2003): Student Action Teams
Phase 2 - 200102002: An Evaluation of Implementation and
Impact. Research Report 22, Australian Youth Research Centre:
Melbourne
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Australian Youth Research Centre
Faculty of Education, The University of Melbourne VIC 3010
Ph: 03 8344 9633; Fax: 03 8344 9632; [email protected]
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Some resources:
Secondly, the ‘How To’ Manual is available in South
Australia and Victoria:
South Australian Office for Youth (2005): Student
Action Teams: ‘How To’ Manual.
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Victorian Department of Education and Training (2001):
Learning in the Community: A ‘How To’ Manual for
Student Action Teams. At:
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www.sofweb.vic.edu.au/mys/engagement/studentactionteams.htm
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Some resources:
Finally, the documentation of practices continues:
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Holdsworth (ed) (2006) Student Action Teams:
Implementing Productive Practices in Primary and
Secondary School Classrooms. Connect: Melbourne
(forthcoming - approx. $30)
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Connect (1979-present): journal supporting student
participation:
12 Brooke Street, Northcote Vic 3070;
Annual subscription (6 issues): $30 (org); $20 (indiv)
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