VFST Schools Support Program Samantha McGuffie

Transcription

1 VFST Schools Support Program Samantha McGuffie

2 Indigenous acknowledgement I would like to acknowledge the Gadigal of the Eora Nation, the traditional custodians of this land and pay my respects to elders both past and present. In keeping with Foundation House s aspirations to heal individuals and communities we recognise the loss of land, children, language, lore and spiritual and physical well-being of First nation peoples due to the impact of colonisation. We believe that acknowledging the past and its impact on the present is vital in building strong communities.

3 Integrated Trauma Service Recovery Model VFST 2016

4 Schools Supporting Schools Recovery and recovery from Trauma Safety and freedom Family and relationships Identity, dignity, value Future Play Advocacy & support

5 A Whole-School Approach

6 Development of the Schools Support Program Prior to 2007 Counsellor/advocate work Group work Resources for group work in schools Pilot schools network strategy 2006/2007 Refuge Education Partnership Project Education Needs of young Refugees in Victoria (VFST 2007) to support the development of a government policy position to improve existing levels of support for the well-being and educational achievement of students from refugee backgrounds. It was developed by the Refugee Education Partnership Project, a collaborative effort of both government and non-government organisations, co-ordinated by Foundation House.

7 State-wide Schools Support Program Business plan with state government education department Foundation House Refugee Action Network Centre for Multicultural Youth Learning Beyond the Bell The McCaughey Centre, University of Melbourne Schools Support Program Evaluation 2011 changes made to school practices as a result of participation in the program have led to significant improvements in the way in which these schools responded to refugee background students. Common changes included improvements to enrolment and transition processes, improved use of interpreters and better knowledge and use of local support services.

8 Refugee Education Support Program New business plan with DET and strengthened partnerships RESP as one program (CMY, FH, DET) School s In for Refugees (VFST 2011) Schools and Families in Partnership: A Desktop Guide to Engaging Families from Refugee Backgrounds in their Children s Learning (VFST 2015)

9 RESP evaluation report Nous Group 2015 Increases engagement between schools, staff, community stakeholders and families from refugee backgrounds, which in turn contributes to a stronger learning environment for students from refugee backgrounds Builds teacher awareness and skills, especially among schools RESP contacts. The professional learning has a high emotional resonance, and provides practical tools for teachers to use day-today Provides helpful and relevant advice to support schools with issues affecting students and families from refugee backgrounds when required. RESP implementation partners were seen as highly professional, knowledgeable and supportive of schools improvement. Catalyses improvements to systems and processes through the development of action plans and raising the profile of issues affecting students and families from refugee backgrounds within schools Delivers value over-and-above the outcomes of each program element. The professional learning builds skills and knowledge that can be applied and consolidated through out-ofhours supports, while relationships can be strengthened and leveraged through the course of the program. RESP has lasting effects that sustain beyond the program cycle.

10 Supporting partnerships and change processes Partnership agreements with schools Audit and action plan Terms of reference Governance structure Professional learning workshops for RESP teams Evaluation Reporting Celebrating successes Sharing outcomes Informal opportunities to build relationships

11 Refugee Education Support Program governance Day-to-day RESP-related contact and local oversight Co-chair of ROG Program oversight and strategic direction DET Regional Project Officers Department of Education and Training RESP Schools FH regional staff Regional Operations Groups (ROG) ISV metropolitan staff Independent Schools Victoria RESP Steering Committee Foundation House RESP team CMY staff CEO regional or metropolitan staff Catholic Education Office Centre for Multicultural Youth Co-chair of ROG

12 Outcomes for schools Enrolment flow chart/checklists Created welcome books and transition programs New school policies (Communication, Interpreter, Transition, Multicultural) Improved communication processes between EAL, student wellbeing, classroom teachers and school leaders Developed EAL toolkit to use with mainstream teachers Reallocated funding and created new positions Made changes to dress code Changed school structures to include a team approach to supporting education and wellbeing for students of refugee backgrounds Increased knowledge/referral to external agencies Parent information sessions Changed approach to parent/teacher interviews

13 Recognising teachers role and skills I thought that parents were disengaged from school because they did not want to engage. But the reality is that there are barriers and challenges to parents engagement. As a teacher, I can contribute to how to engage parents. I have to have the right approach.

14 Outcomes for schools Kim Saddlier Principal Kangaroo Flat Primary School

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