SERVICE
Full Systemic Change Journey
Supported by Walk Together, Wiluna school worked collaboratively with families of learners with the support of whole of community, school leaders, teachers and to co-design a new school culture and culturally responsive systemic practices.
Underperformance at this school was stark at all levels of the schooling system. An unhappy school culture appeared to be ‘the accepted norm’. This was highlighted in three ways;
1. An Expert Education Review carried out in early 2011
2. An Independent evaluation through Dare to Lead provided an extensive collegial snapshot about the school’s culturally responsive practices
3. Community voices including families, students, teachers and various support professionals, had a dominant deficit discourse.
PROCESS
From 2011-2015 the school Board of Trustees decided to use the Walk Together Systemic Action Framework to guide a new direction for the school. They concentrated on three areas they identified as needing prioritised attention. From there a strong co-governance arrangement was formed, and a shared vision was established. A formal partnership agreement was established in 2013, with many connected stakeholders that helped the school to change the system collaboratively.
IMPACT
This way of working led to innovative two-way concepts right across the schooling system, from a formal partnership agreement in place, to layers of co-governance where prioritising Language and Culture as one of three key strategies, led to; a the school developing many partnerships between service providers and community. This lead to the creation of new ways of working at the school: Two-Way STEM Project, School-leavers Bush Ranger Pathways, and the designing of a local Indigenous curriculum based on the seasonal calendar.
IMPACT STATEMENTS
‘The school is a place where families want to come. No one came and for a long time. They didn’t feel welcome. The teachers understand Aboriginal ways of working now and have respect for us. This is good because they can work in partnership with families’
Aboriginal Elder - Board of Trustees, Wiluna Community
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‘The panel commends the school for their endeavours over the past two years in implementing the Expert Review improvement agenda. Staff have worked hard and achieved improvement in all areas. The school had demonstrated significant improvement in its structures and strategic planning. The high degree of community engagement and development of, and commitment to their role as the school council had been instrumental in the schools’ progress.
Brett Hunt, Director of Schools Review, Western Australian Education Department
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‘We have Family Agreements and parents sign off on them. They give the community more responsibility and help to share issues and ideas and all learn from each other’
Parent, Wiluna Community
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‘I would like to congratulate you on the manner in which you have driven the formation of this partnership since 2012 and the subsequent process of development that has taken place. There is no question that there are already tangible benefits to the entire community’
Tal Ellis - Chronic Disease Care Manager - Nanganawilli Aboriginal Health Service
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‘WRCS has made outstanding and ground-breaking progress in this area as evidenced by the establishment of a comprehensive School Community Partnership Agreement. Ongoing work and refinement of the School Community Partnership Agreement (SCPA) has been acknowledged alongside the importance of ‘operationalising’ the key areas identified in the Agreement. The strategic integration of community perspectives and advice is essential in order for the SCPA to make a ‘real difference’ to student outcomes. The Wiluna School Health Program Partnership Agreement is evidence of becoming both a ‘genuine agreement’ and commendable initiative’
Dr Philip Paioff Dare to Lead, Western Australia