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Implementing Values through Community Action Research Dr Josephine Bleach 01-06-2011 Early Learning Initiative Provides learning support programmes, which enables positive educational change in the local community Works collaboratively with local educators to improve teaching and learning Uses community action research Vision Each child in the Docklands will achieve their full intellectual, emotional and physical potential; progress smoothly and happily through their early years and schooling, supported by responsive, sensitive and secure relationships with the significant adults in their lives; and go on to further and higher education and become active, responsible citizens. Values Community development - Bottom up rather than top down Acknowledge, respect and utilise the expertise and experience of others Support learning journeys Work in partnership with others Inclusive Based on good practice, both nationally and internationally Early Years Parent Education: Toddler Groups, Parenting Courses, Information Sessions (149 people) Continuous Professional Development: Improve the quality of teaching and learning; implement Síolta and Aistear (513 people) Parent Child Home Programme: Develop children’s language, literacy and numeracy skills and prepare them to enter school ready to succeed (60 families) Stretch to Learn Primary: Literacy, numeracy and educational guidance programmes, Awards, NCI Challenges (1,239 people) Secondary: Tuition Support, Awards, Discover University (216 people) Third Level: Support for Third level Students, Campus Connect (14 people) Community Action Research Create a learning community that works together to ‘nurture and sustain a knowledge-creating system’, based on valuing equally each other and the following three interacting domains of activity: Research: a discipline approach to discovery and understanding, with a commitment to share what is learned. Capacity-building: enhancing people’s awareness and capabilities, individually and collectively, to produce results they truly care about. Practice: people working together to achieve practical outcomes. (Senge and Scharmer 2001, 240) Action Research Process Doing Implementation of Plans Evaluation Action Plans Review Priorities & Long-term/Strategic Plans Evaluation Participant Observation Feedback Evaluation Forms End of Year Reviews observation forms, end-of-month reports –visits, meetings, training days, events – end of every programme/training session - June Evaluation Action Research aims to change three things: Practices or ‘doings’ Understanding of practice or ‘sayings’ Conditions of practice or ‘relatings’ (Kemmis 2009) Findings Over 2,000 people take part in various programmes and events each year 95% (N=567) who filled out evaluation forms found the programmes useful to their practice – Learning (N= 333) – Social benefit (N= 240) ‘Brings the family and all the education sections together, bonding links in the community’ ‘Fosters a learning environment where school and home learning comes together’ Findings Practice (Doings) Assessment and planning for learning Educational interactions with children Learning environment National policy (Síolta and Aistear) People working together and learning from each other Understanding of Practice (Sayings) Core values – literacy and numeracy Excitement about learning and books Skills and knowledge required for educational success Educational aspirations Conditions of Practice (Relatings) Partnership approach – listen, learn and act Relationships improved Problem-solving skills Community Action Research Shared statement of purpose and a set of guiding principles Collaborative projects that focus on key change issues Infrastructures that support community building (Senge and Scharmer 2001, 242) Discussion Common Purpose – – – – First task – defined project Reflection, discussion and best practice elsewhere Change thinking and practice Develop skills of enquiry Collaborative Projects – – – Linked to common purpose Excitement about education and learning Build practical know-how Infrastructure Annual Plan On-going reflection, discussion, sharing and acting – Leadership – Role boundaries – – Conclusion Evaluation – ‘Independent scientific’ (Bamber et al 2010) – Action research Continuous Programme Development – Meeting learning needs & system complexities – Implemented – Evaluation and monitoring structures Community Building – Sharing and creating knowledge – Working together Collective Vision – Benchmark – Direction and meaning – Sense of commonality Conclusion Changed thinking Enhanced capabilities and skills Improved practice Increased educational capital Developed a sense of ownership and responsibility Last Word!! Watching my child reading and exploring colours, shapes, looking so happy, wants us to read more to him. I never had that as a child. I have actually learnt myself from the books. I enjoy it too. Hope to get involved with the college when he goes to primary school (Dad) We are listened to by the ELI. They follow up on suggestions and see them through. Our needs are addressed and ELI keeps in contact with us. (Primary School Principal) You tell them (ELI) about a project you want to do and they row in behind you (Stakeholder) Clearer understanding of the process. The importance of staff reflection and more aware of when to give the child support and how to facilitate the child’s needs (ECCE Manager)