Number 214-215 Connect October 2015 ABN: 98 174 663 341 supporting student participation ISSN 2202-4980

What matters most to students? Issues raised, discussed, debated by students

• Valuing Voice: Restorative Practices and Resources: Student Participation in Decision Making: 7 schools • International Journal of Student Voice • Student Voice Seminars and Conferences: • Jump Start Workshop (Victoria) Cambridge and Dublin • CEOM Student Participation Workshop • Mental Health Awareness Week: Suzanne Cory HS • Student Engagement in University Decision-Making and Governance • Eyre Peninsula Student Conference • Student Voice Seminar: 2016, USA • International Networking in 1995: I*EARN • Environmental Resource Kit for SRCs • Connect ... on facebook ... • VicSRC: Year in Summary; Congress; Meeting the Minister; archived ... available on-line ... Executive Camp; Recognition Awards; 10th Birthday Dinner access to other resources on-line ... Connect Number 214-215: October 2015 Thiswas sad to miss the VicSRC’sIssue: 2015 3 Valuing Voices: Congress in July ... the fi rst time Restorative Practices and Student Participation in Decision-Making in Seven Australian Schools, NSW inI many years. I was travelling at Sally Varnham, Maxine Evers, Tracey Booth, Costa Avgoustinos the time ... attending the Student 16 Teach the Teacher: Point Cook Senior Secondary College, Vic U Voice Seminar in Cambridge and 17 EP students raise their voices on issues: then off elsewhere in northern Europe (hence also Eyre Peninsula, SA West Coast Sentinel 18 Mental Health Awareness Week: this delayed double issue of Connect.) Suzanne Cory High School, Werribee, Vic Liang Xue So this issue allows me to capture some of the outcomes 19 SRCs in Focus: Student Leadership at Mac.Rob: and spirit of that event ... and share that with you. What The Mac.Robertson Girls’ High School, Vic Demi Tangri happened there doesn’t just apply to one group of secondary 20 VicSRC: A look back at the VicSRC’s 2014-15 students in one state of Australia. There are common issues and • Congress 2015: Tess Shacklock concerns - and common ways of addressing these - that resonate - Belief Statements, Action Pitch: Lucas Muehleisen internationally. The students from England and Cambridge - Congress Outcomes - Evaluation Summary; Executive 2015-16 whom I met in Cambridge talked of their own initiatives as • Meeting the Minister: Liz Chiem school- and system-based researchers around engagement, • Recognition Awards - congratulations to fi nalists for 2015 • 10 Years of VicSRC - a celebration: Margaret Tran governance, relevance and learning approaches. And at a • Executive Camp: Victoria Vassallo, Shania Hallyburton, William Hornstra subsequent event in Dublin, primary and secondary school • Environmental Resource Kit Margaret Tran, Sam Ilobuchi, Tess Shacklock students also presented about their research and concerns. 33 International: International networking and sharing ... a new frontier? No! 33 5th International Student Voice Seminar, Cambridge, June 2015: As Bill Coppinger (and others) remind us in this issue, early seeds Roger Holdsworth, Alison Cook-Sather were being sown 20 years ago, with students video-conferencing 37 Learner Voice Conference, Trinity College, Dublin: Paula Flynn and sharing projects through I*EARN. They ask: What have we 39 International Networking: I*EARN - 20 Years On: learnt? What has been retained and surpassed? What has been Bill Coppinger, Nikki Deighton, Kathy Skidmore, Campbell McKay lost or forgotten? This article also reminds us that, 20 years ago, 42 News & Reviews: Student Engagement in University Decision- these students were working on initiatives (around climate change, Making and Governance; International Journal of Student Voice; Student Voice Seminar 2016 - Save the Date; Jump Start; Catholic pollution, the Holocaust and so on) that not only involved global Education Melbourne Student Participation Workshop; contact and collaboration, but also produced valuable student Letter to Connect: Peter Bartley contributions to shaping their world and societies. 46 Connect Publications Order Form These themes continue. 47 CLEARINGHOUSE: Local and Overseas Publications; In the major piece in this issue, a group of researchers and Websites; Contribute to Connect; Connect on EBSCO writers within the Faculty of Law at the University of Technology Sydney (UTS) outline their work around restorative practices and student participation. They signifi cantly ask: Can one occur Cover: without the other? Can we imagine restorative practices that don’t acknowledge students as shared decision-makers in schools? Issues raised by students at VicSRC Congress Can there be student participation in school decision-making Graphics on cover and page 22: (including the operation of Student Councils) that is not based on Sarah Firth (www.sarahthefi rth.com) restorative principles? This sounds like the opening of a fascinating conversation from two ‘fi elds’ that perhaps haven’t met ... until now. Or where they have, the interaction hasn’t been overtly explored. Why does Connect exist?exist? Next Issue ... Connect has been We’re now back on a regular schedule after this large double published bi-monthly since 1979! issue. In December’s Connect (the issue that rounds out 36 years of publication) we hope to have an update on the forms of student It aims to: participation at Mount Waverley Secondary College; students • document student participation have already been reviewing and changing the arrangements approaches and initiatives; they outlined in Connect 213 in June this year. This exemplifi es • support reflective practices; a great process of writing up what’s happening, using this as a basis for refl ection, and then enacting changes that update the • develop and share resources. descriptions and refl ections. Also possibly some stories from the VicSRC Recognition Connect: Award winners ... and an update on Teach the Teacher. More? ABN: 98 174 663 341 That’s up to you! I’d love to hear your stories and refl ections! Connect is edited and published by: Roger Holdsworth Roger Holdsworth 12 Brooke Street, Northcote 3070 Victoria Australia Phone: (03) 9489 9052; Web: www.asprinworld.com/connect Next Issue: #216: December 2015 E-mail: [email protected] Deadline for material: end of November, 2015

2 Connect 214-215: Valuing Voices Restorative Practices and Student Participation in Decision Making in Seven Australian Schools

Democracy in Schools: Student participation in school decision- making - encouraging responsibility and citizenship Children should be he teaching of Civics and Citizenship in schools perceived as partners in continues be a focus for state and federal curriculum the educational process Tauthorities. However, we know that this teaching also generally still fails to engage students in democratic along with parents, processes - processes in which they must, by law, teachers, governors and 2 participate from the age of 18 . Meanwhile, the number local authorities, with a of young people who are disengaged from school, as indicated by disciplinary exclusion or truancy, continues great deal to contribute as to be high and rising3. In addressing such problems, the well as learn. 1 policy and legislation approaches available to school tend to be reactive rather than proactive4. This is an international issue – not one occurring just in Australia5. We believe these observations are closely linked. Within schools internationally and of citizenship, through democratic • to what extent is education a process within many Australian schools, we can education’, which has been undertaken in which children and young people also see a shift towards participatory by the writers, a team of legal academics. may be active, valued and significant and restorative practices. We have The project focused on a small number participants? been involved with a research project of schools that have, to varying degrees, • what processes may be incorporated that has explored some of these embraced these principles in their within the management and interactions. The project looked at the operations. We ultimately aimed, through governance of a school to provide overlap and interaction of participatory this research, to provide evidence that for a meaningful involvement of and restorative practices in a cohort of would inform the discussion and assist students in building the school schools in New South Wales for several in advancing the incorporation of these community and in solving problems years. Its outcomes have been reported in concepts within education policy and within that community? two articles in the International Journal legislation. of Law & Education, Vol 19 Nos 1 & 2 • what is the extent to which In this research project, conducted (2014). We’re presenting here a précis of participatory and restorative in the schools between 2010 and 2012, these articles (with permission) including practices are incorporated within the summaries of the literature we drew on. our specific research questions and processes of the cohort of schools in The original articles cite full references for aims, as reported in the above articles, New South Wales that operate on this literature. Here we include a limited were to explore: democratic principles? reproduction of some study outcomes as well as a summary of its major findings. The IJLE articles provide a This report draws on two articles previously published in the comprehensive analysis of the research International Journal of Law & Education, Vol 19 Nos 1 & 2 (2014). Those original articles cite full references for the literature summary to date, and then discuss the project: and research study. Sections of this article are reproduced here from ‘Participative and restorative practices the original articles; other areas summarise the research that is in schools: the engagement of children reported there. and young people and the development

October 2015 3 • what is the effect of these processes, one on one meetings between staff group learning) to class councils and class from the perception of students, and students – encourage all young meetings10. parents and teaching staff of these people to take responsibility for their At the level of school communities, schools? behaviour. participatory practices include student We wanted to understand how Schools that commit to representative councils, student participatory and restorative practices participatory and restorative practices leadership programs, peer support, and 11 may be included within school processes are often referred to as ‘restorative’ or student ‘officers’ (such as sports captains) . 7 in Australia and how they can: ‘democratic’ schools. In other participatory practices, students work outside the school community, for • assist the engagement of students The consideration of the practice example in ‘student action team’ programs in their school communities and of citizenship in schools is timely now in light of the recent development by where students tackle a real school or in their education within those 12 ACARA8 of the Civics and Citizenship broader community problem . communities; Curriculum. The curriculum recognises The research describes a similar range • enable restorative rather than the importance of young people’s of restorative practices, where students retributive approaches to conflict engagement in this area, and of the play an active role in school approaches resolution and discipline in schools; provision of tools for their development to conflict and antisocial behaviour. Most • inculcate citizenship and human as democratic citizens. The aim of the commonly, schools use ‘conferencing’ rights principles through the curriculum for Years 3-10 is stated as: and ‘circles’. Conferencing involves a incorporation of democratic practice “Civics and Citizenship develops students’ meeting that addresses a particular within school communities; understanding of Australia’s political and issue; frequently this is a small meeting • provide young people with the legal systems and effective participatory to address specific student wrongdoing, ‘tools, knowledge and experience’ citizenship in contemporary Australian with the offender(s), victim(s), their to be able to assimilate knowledge society. The Civics and Citizenship parents, teachers and/or the principal in and make informed choices within a curriculum will enable students to attendance. The conferences aim to get democratic society, and the interest develop the knowledge, understanding, a clear sense of what occurred and to to do so.6 skills, values and dispositions to be active work together to remedy it. If a serious and informed citizens in local, national, incident or an epidemic of problems Terms regional and global contexts”. have occurred, some schools extend this ‘Participatory practices’ are those that Our research, along with the approach to include the whole school 13 develop students’ citizenship skills and Australian and international literature, community through large conferences . empower them to participate in school argues that, in order to go any way By contrast, circles don’t necessarily decision-making; these may occur towards fulfilling that purpose, formal address particular wrongdoings but are within the classroom, the wider school learning must be accompanied by often a way to build community in order community and even in the broader a change in school processes and to enhance the learning environment. community. procedures to embrace citizenship For example, a Catholic primary school in ‘Restorative practices’ are directed practices. Melbourne adopted ‘social circles’ to build to conflict resolution and relationship- strong relationships between teachers Existing Knowledge and students, and reduce the need for building in the school community. They 14 aim to reduce anti-social behaviour, The existing literature covers a wide range disciplinary action . conflict and disciplinary issues: reducing of schools, regions and cohorts, revealing We have noted that, simply put, suspensions and exclusion of students, practices across a wide spectrum – from conferences deal with conflicts as they and keeping young people in school as the tokenistic to the meaningful9. There arise, while circles ensure fewer conflicts far as is possible. Improvement in student are reports of classroom participatory arise in the first place. behaviour within the school has positive practices that foster students’ citizenship The literature stresses the importance benefits for the wider school community, skills and empower them to participate of language: language that encourages including staff and parents, and is shown in schools’ decision making, that range honest discussion, language that uses to improve academic performance. from negotiated class rules, assessments problem-solving questions, and language These practices – such as ‘conferencing’, and learning practices (for example, that treats incidents of wrongdoing that class ‘circles’, ‘chats’, peer mediation, and giving students a choice of individual or crop up throughout the day as teaching

4 Connect 214-215: opportunities, rather than as something that has to be quickly curbed with discipline15. Such approaches help embed a democratic philosophy in every facet of school-life and, in doing so, support the implementation of democratic practices. This ‘whole school approach’ includes a change in everyday teaching styles, and marks a more participatory/restorative/ democratic cultural shift. Schools involved in such practices believe that a ‘whole school approach’ to participatory and restorative practices is vital. The literature suggests that we cannot view democratic practices in isolation but that they can only flourish if the school’s culture and ethos is ‘democratic’ enough to sustain it. Democratic practices are ‘not a program; you have to understand the philosophy and agree/commit to it for it to be effective’16. The student voice is central to all democratic practice. However, studies have noted that students may resist democratic practices because they have only experience of, and have been conditioned to accept, traditional disciplinarian teaching approaches. Though students have been involved in develop appropriate democratic and Studies, such as that of Ponder and Lewis- governors’ meetings, staff recruitment communication skills. The success of the Ferrell17, suggest the need to ease students and school uniform policy, they do not latter school cited above relies on a more into changes as an educative process. receive feedback about teaching and democratic and less ‘top-down’ approach. learning, and generally feel that they do For example, before implementing an The council does not exist as a medium for not have much of a voice in the school. ... ‘active citizenship’ project in her class, a participation in isolation but is reinforced primary school teacher discussed with A well-developed student voice by other initiatives such as the election students about how they would define The school’s head teacher is a champion process and the student ‘Teaching and a ‘good citizen’. Over the next two weeks, for citizenship education, and puts Learning Forum.’ the class read children’s literature on particular emphasis on the experiential different ideas of citizenship (including and implicit teaching of citizenship. Over Benefits the past two years, the school council real examples of citizens taking action in has been considerably developed. Every We looked at the literature about their community). tutor group elects a representative to the the benefits experienced by students Schools implement such practices council. Older council representatives are and others following the inception of in different ways. Ireland et al contrasts involved in interviewing new members democratic practices. There is evidence how two schools implemented a student of staff. The students were satisfied with of positive results in terms of: representative council: the operation of the school council and, • improved school community as one student noted, ‘I think it’s effective A poorly-developed student voice because it’s not just the big issues that feelings; Decision making in the school tends to be get changes, but the smaller issues too.’ • generally better and more positive top-down in nature, the power of the school The school council is complemented by behaviour among students; council is considerably limited and it has a student ‘Teaching and Learning Forum’ • less interpersonal conflict; low status, as revealed in interviews with where a select group of students who staff and students. One teacher interviewed have received training, give feedback • a reduction in disciplinary referrals; suggested that there is a lack of a culture of about the teaching and learning. • improved academic result; and students taking responsibility in the school. Students were enthusiastic about the The operation of the school council relies ‘Forum.’ They explained: ‘loads of students • generally calmer school heavily on the input of the sixth formers have been picked to go... and talk about environments. who run it and varies over time depending how the lessons are going... and talk Several studies investigating on how much they contribute (for example, about how to improve them,’ ‘there have restorative practices could similarly in 2004/5 there was a dearth of council definitely been changes according to point to ‘hard indicators’ of their meetings). Student participation in the 18 what we’ve said.’ success: decreases in the incidence of student council decreases as you go up the school and student contributions are not A whole school approach absenteeism, detentions and suspensions always appropriate due to students lacking includes tackling student resistance and reports of violence. ‘Hard indicators’ an understanding of school processes. as well as ensuring that students aside, all participants – students, teachers,

October 2015 5 counselors, principals, family members Families Staff resistance – in interviews, focus groups and surveys Few articles examined outcomes for The literature often documents conducted across the literature generally students’ families. Where they did, they teacher reluctance or skepticism about found participatory and restorative focused on restorative practices, since democratic and restorative practices. The 19 practices beneficial . conferences often involve the offenders’/ personal style of the teachers, and the Students victims’ parents. These generally had nature of their relationship with students, the support of parents, with benefits can shape their attitudes to restorative Studies report that students were very of being part of the decision-making responses to conflict:: positive about democratic approaches process, being more supportive of in their schools. Such approaches also Restorative practices involve participants decisions when they are made, and in collective problem solving, and it can provided multiple benefits in terms of creating stronger relationships between be problematic when teachers are unable students’ mental and personal well- parents and the school. to engage students in such a process. being, and were effective in addressing The Assistant Principal from Peninsula bullying, conflict, breakdown of Staff Secondary College summed it up this relationships, alienation and reintegration Throughout the literature, teachers and way: ‘There can be problems if the staff of marginalised students. principals (as well as students) report member is part of the issue. They may be good teachers but they don’t relate well to Some studies also suggest personal benefits from a ‘calmer’ school kids.’ 24 participatory and restorative practices and classroom environment fostered by improve students’ academic performance, democratic approaches. Staff say that Student resistance leading to improvements in the quality restorative practices not only lead to Some schools also experienced resistance and quantity of work produced, student better relationships with students, but from students who, like teachers, are questioning, revision and homework: better relationships with other teachers. culturally conditioned to accept the You cannot separate behaviour from Many teachers and principals say that correctness of traditional authoritarian academics. When students feel good and participatory and (especially) restorative structures. Some of this resistance may safe and have solid relationships with practices have transformed them come from students’ desire for a more teachers, their academic performance professionally. active role in their schools, but then being improves.’ 20 On the other hand, while teachers skeptical as to whether the practices Restorative practices freed students’ consider democratic practices have being implemented can achieve this. One 25 learning environments from disruptions. provided a breakthrough for their study of various participatory practices Participatory practices gave students a students and themselves, the literature in place at a wide range of high schools sense of ownership over their studies. also documents many examples of across the United Kingdom, provided When students had a say in how they teachers suspicious of these practices an example of the sorts of problems studied (for example, group work, class and reluctant to implement them. These students interviewed in the study had discussions) and what they studied (for initial reservations disappeared in many with school (student) councils: feeling example, when students voted on which cases with proper implementation of uninformed about the council’s role, the curriculum option they prefer), they were practices, and the benefits were more council meeting too infrequently, and found to be more dedicated to studies, frequently reported. Teachers who the council being given too little power. 21 and improved academic results follow . remained unimpressed generally came Many of the problems stemmed, not from A few articles suggested that from schools where practices were the democratic practices themselves, but restorative and participatory practices implemented poorly. from how poorly or half-heartedly they make students better citizens, particularly were implemented. through providing an ‘atmosphere Challenges Family resistance of security and trust’ for students to While the benefits of democratic Efforts need to be made to engage families ‘experience and practise their democratic practices are widely reported, there in the process of restorative practices. skills’.22 is also agreement that successful Even where families are engaged, power Similarly, restorative practices implementation is often difficult and sharing may be difficult where schools provide: resource-intensive. The problem is assume that ‘their role is one of control of ... a formal way to teach about the ethics not that these practices do not work, process and procedure’.26 and ideals of justice, citizenship, and but that they can be burdensome to The traditional authoritarian positive relationships. The experience implement. suggests that restorative practices culture can provide students with important Challenges to the implementation The implementation of democratic opportunities to understand the impact of restorative practices have been practices is challenging if there is not of their behaviour on others and promote more widely reported than those to a cultural change within the school to accountability within a community participatory practices. Since restorative accommodate them. Schools might or collective context. According to practices are employed as conflicts have troubles if they are empowering participants, the best environment for emerge, these tensions and dysfunctions such transformation is one in which some students but not others or only are often already a significant challenge operating in some classrooms. Similarly, notions of democracy, student voice, and in the school. Participatory practices, participation are consistent or aspirational with restorative practices, an inconsistent features of school practice.23 however, are often being implemented approach may create more acute in more stable environments. problems: sending confused messages

6 Connect 214-215: or being seen to be unfair to students, if conflicts are dealt with in contradictory ways, depending on whether a ‘restorative’ teacher or a ‘traditional authoritarian’ teacher is in charge. Staff/student/family resistance is, in part, because of the traditional authoritarian culture these participants are trained in and/or accustomed to. Unless the culture changes, democratic and restorative approaches may suffer from ‘internal inertia’: Every principal, teacher, counsellor, and student has been socialised in a culture of retribution, and its language, even veneration, permeates all sanctioning democratic philosophy. Restorative to a global focus on the rights of children. processes. Even when restorative practices practices ‘need to run hand-in-hand In addition to the right to, and rights in are fully adopted, it is hard to accept them with clear school rules’; schools need to education, the right of participation is without suspicion. Where a partial staff modify their Codes of Conduct to be in set out in Article 12(1), and links seen implements the practices and where line with these practices. Some schools between the development of citizenship training, even for these staff members, suggest not having ‘specific rules’ but principles through democratic practices is not comprehensive, we can expect ‘general principles’ – so students are in schools and nation-building29. Key the tension between retribution and actively engaged to understand and research in Australia, the UK and Europe, restoration to be a significant obstacle.27 follow basic values, such as ‘respect’, the US and New Zealand around Resource constraints ‘tolerance’ and ‘equal rights’, rather than citizenship education and restorative The successful implementation of a simply unthinkingly following a list of practice in schools leads to three notable democratic approach requires both the ‘dos and don’ts’, particularly if it’s for the conclusions: 28 will and the capacity to change. While sake of avoiding punishment . • the failure of civics education a ‘whole school approach’ is a solution, programs in schools to prepare it is also a challenge in itself, requiring Summing Up the young people to function as citizens the whole school to shift to a more in a democratic society; democratic ethos. This can be resource Literature • the need for schools, in implementing intensive if the school is not already When setting out to make a school more effective active citizenship programs, founded on democratic principles. democratic, it is inevitable that there will be challenges and teething problems to ‘demonstrate through their own Some schools had concerns with relating to participant resistance, internal structures and mechanisms funding in order to afford training resource constraints and/or student that they operate as a democratic and ongoing support; many also had 30 unrest. The literature that we surveyed in institution’ ; and concerns with another resource: time. our study – specifically the literature that • the beneficial effects on school For teachers who are already time-poor, was based in a diverse range of schools’ cultures of the implementation of restorative practices, in particular, were first-hand experiences – strongly argues varying degrees of participatory and perceived to be burdensome. Traditional that the benefits from these changes restorative practices31. methods of discipline appeared to be are worthwhile, and are enjoyed across more time efficient for, while suspensions Our research project is set against the spectrum. There are important can be handed out swiftly, circles and this worldwide background of research short-term outcomes of participatory conferences take time, organisation into, and implementation of, restorative and restorative practices for students, and contemplation. And these cultural and democratic practice in schools. In teachers, staff, families and even the changes may take years to implement. considering the exercise of the right broader community, for example a to participation of children and young However, most schools ultimately calmer school environment with less people in decision-making in our found the ‘democratisation’ of their conflict and wrongdoing. Similarly, education environments and our school schools a worthwhile investment of there are long-term benefits: students communities, we set out to consider resources. While it is acknowledged that learn life-long relationship, citizenship the range of practices, how they are proper implementation can be time- and communication skills; they improve implemented and the responses to consuming, the practices can ultimately academic performance; personal and them, in a small group of New South save time and energy in the long-term; community well-being is enhanced. The Wales schools. We looked at school they help create a ‘calmer’ school where literature says, in summary, that despite policies, observed school practices and staff have less conflict and wrongdoing to the difficulties in transforming a school interviewed students, teachers and deal with. to a more democratic model, such a parents, to gain a picture of the ways School Rules transformation is well worth it. in which participatory and restorative It is suggested that schools need to The United Nations Convention on practices may be implemented in schools rethink their rules to support a more the Rights of the Child (CROC) has led and their effectiveness.

October 2015 7 Practices in Seven Australian Schools he seven schools in our study are located in both Sydney and regional NSW. They had either been identified as having Timplemented democratic or restorative practices, or had expressed interest in being involved in the study after attending presentations on the background to the project. After discussing our research in detail with the schools, the principals and the school boards (where relevant) gave their approval for participation – and in practice were enthusiastic and accommodating. The schools come from different parts of the education sector: state, private, religious, and primary and secondary. We wanted a diverse group of schools in the study but it soon became apparent that democratic and restorative practices were less common in high schools – and those The seven schools are: high schools that used such processes • Casuarina: an independent pre and primary school (ages 3 to 12 tended to be religious schools. We were years) in a reasonably affluent area of Sydney, founded on principles often told that such practices were ‘too of innovation in education thinking and child-centred education. It has hard’ for large state high schools; they not always had an easy time with education authorities. were simply too big or were struggling • LillyPilly: a state primary school within an area of Sydney that is with many issues with little support. predominantly middle class and well-educated. There has been an The research included interviews increase in the school enrolment in recent years, which is attributed with members of the school community; largely to its ‘inclusive restorative philosophy’ – based on ‘listening, observation of school meetings, conflict reflection and the use of respectful, open-minded questioning resolution processes and school activities; techniques that promote communication, risk-taking, self-review and and analysis of published school policies the learning of new skills and behaviours by students’ (from the school’s and materials. promotional material). Overview of the Schools • Wattle: also a state primary school in Sydney. It has similarly experienced Schools that have introduced student rapid growth in recent years, due largely to the expansion of large participatory practices sit on a spectrum. apartment developments in the area, coupled with the desirability of For example, the first school in this study, the area for new immigrants. The school is a reflection of the culturally Casuarina32, explicitly identifies as a fully and racially diverse community in which it sits. democratic school. Here, the two aspects • Jacaranda: a relatively new and reasonably small regional Catholic High of our study - participatory practices in School. It has been set up to embrace some student participatory and school decision making and restorative restorative practices (rather than these being developed later, as was practice - were inevitably and closely the case with the older established schools that were studied). intertwined. Both are integral to a culture • Kauri: a regional New South Wales primary school, some two hours’ in which young people have a voice, a drive from Sydney. It is one of the six ‘feeder’ schools into Wallangara. responsibility for, and an engagement • Wallangara: a large co-educational state high school that is the partner in, their educational environment. In the high school within the community of schools in the regional area. The other schools, we found a wide variety of combination of Kauri and Wallangara was intended to provide an practices and perceptions of democratic interesting study of the continuum of practices in the primary/high 33 or restorative practices in schools . school transition. In the more ‘traditional’ schools, • Gumtree: also a large co-educational high school. It is in the outskirts of practices are set out to varying degrees Sydney, in a relatively low socio-economic catchment. within school policy documents and promotional material. Many have incorporated some democratic principles The following summaries of our impressions of the schools focussed on and practices within their statements, the research questions: the formal provisions set out within school policies and structures and processes, referring to website school promotional material; the nature of participation evident from their practices variously as ‘restorative our interviews and observations; the body/ies for student participation – the justice’ in the narrow sense relating to membership of these bodies and the sorts of decisions they are able to make, school discipline, or ‘restorative practice’ student autonomy in these bodies, and how they are viewed by the school in a wider sense as embracing a whole community including students, teachers and parents. These accounts are edited school philosophy. from more detailed outlines in the original articles about this research.

8 Connect 214-215: Summary of processes and perceptions at these schools Casuarina34 Casuarina is one of a group of schools that • ‘empower[s] children with there was a focus on individual students’ sit outside the education mainstream35. communication skills so that they responsibility for self-paced learning, and Their philosophy is that ‘Article 26(2) of can learn to take responsibility for the flexibility of teachers to accommodate the International Declaration of Children’s themselves, to cooperate with others each student’s needs, classes also ‘pulled Rights, which is directed towards freedom, and to effectively resolve conflicts’ together’ as a community, respecting tolerance and understanding, constitutes and each others’ needs and the needs of the a framework’ for the school’s day-to-day • is committed to ‘transparent, whole community, as well as a lack of practice. As far as possible, the school democratic, consultative and competitiveness. At a class level, students relies upon student voice in every contestable governance that is had a say in their learning environment; aspect, from the schedule of students’ accessible to teachers, parents and at a school level, they showed respect learning, to the day-to-day running of the children’. (School statement) for others and shared responsibility for the whole school environment (at school school community, including behavior Formally, student participation meetings and in interviews), as well as a management and conflict resolution. The occurs through class meetings and caring interaction between the older and school philosophy reflects ideas that: “A the weekly whole school meetings. younger children. fundamental principle is that children are Each class, of every age group, takes more motivated to learn, and they learn it in turns to organise the agenda and As said above, Casuarina is small, better, to the extent that they have a choice chair the school meetings. The agenda independent, primary and pre-primary, 36 over how and what they learn.” may be formed from ideas and issues in and relatively homogeneous. This could Casuarina describes itself as a fully class meetings, but may also come from contribute to the success of its practices. democratic school, and we saw what this individuals. After discussion, issues are There was a strong feeling of community entails in our observations of practices voted upon, with each individual’s vote togetherness, supportiveness and and our interviews with students, parents carrying equal weight. ‘Agreements’ closeness, and active participation in and teachers. A whole school approach to rather than rules are made collectively behaviour management as well as inclusion, participation and responsibility at school meetings. conflict resolution. Students at all levels were able to clearly talk about their role is evident in the use of shared language, Other practices also incorporate in the school, including their relationships beliefs and commitment. The school’s student voice in learning. For example, with peers and their learning. Issues of Articles of Association state that it will in one junior class, the teacher said behaviour and peer conflict within the provide an environment that: she would tell the students what the school were dealt with either by the respects the individuality of the child, curriculum needed to cover, and they students themselves through the conflict fosters self-determination in the child would together produce ideas for how ... and stresses co-operation rather resolution skills they learnt at the school, they wished to cover this, which she than competition, allowing for pupil or by the school as a whole (in the case of would then develop as a class work participation in the affairs of the school wider issues). and to encourage involvement in the plan. Teachers and students worked community outside the school. The school philosophy, values and together, discussing how and why things beliefs are evident in practice, including All members of the school should be done, rather than teachers the use of language used in all school community formulated its Core Beliefs being at the front of the class by a interactions eg ‘I’ statements, and and Values, including that the school: whiteboard. To teach in a school such ‘agreements’ rather than ‘rules’. While as this was, on the one hand, incredibly challenging and confronting, and on the other, strongly rewarding. Rather than the traditional model of acceptance that what the teacher says, goes, the children were questioning; everything was flexible and negotiable. We were told that it took a certain type of personality in teachers to work in this school. This was addressed through particular training in the school’s philosophy and practices eg all teachers were required to attend a specific conflict resolution course, which was in line with the school’s philosophy. Parents also were encouraged to do this course. This issue of the training of teachers in democratic and restorative practices became a familiar theme at other schools and concern was often expressed in this regard.

October 2015 9 Kauri LillyPilly Kauri’s written policies define very clear processes Restorative practice is described in LillyPilly’s policy documents as more for student participation. Student participation than just a set of processes that are reactive to problems. Its underlying in decision making is integrated into the student philosophy is embedded in the school culture and in classroom teaching wellbeing policy, which explicitly links it to and learning. There is not the same system of ‘negotiated’ learning as at enhancing school discipline by setting out the Casuarina, but LillyPilly’s emphasis on relationships and responsibility is, rights and responsibilities of all members of the in many respects, similar. 37 school community, not just the students . Taking While the school’s policy sets out a number of processes and students’ views into account in matters of school strategies to be used in the event of inappropriate or unacceptable relationships seems to go further than an emphasis behavior (and this is different to Casuarina and more reminiscent of on ‘restorative practice’ that embraces some student a traditional school), restorative practice plays a major role in conflict, participation. particularly with conferences in ‘classroom, corridor and playground’ as Kauri describes forms of student participation needed. Circles are used and children spoke very positively about this and leadership that target the whole cohort, not just method of dealing with problems, talking about “owning the behaviour” senior students; this is important as the inclusion of and “no blame”. The school policy also talks about peer mediation in all students has been shown to be challenging. Two bullying situations, but this was not mentioned in any interviews39. familiar mechanisms are set out clearly in the policy: The formal approaches to student participation differ from the Student Representative Council (the SRC) and those at Casuarina and Kauri. The student representative body uses a the class meetings. Their focus is on responsibility, parliamentary framework intended to model and practise democracy, another familiar value. with numbers of children able to participate each year. They are either Student participation played a major role in ‘senators’ or ‘members of a house of representatives’ in bodies that relationship building and conflict resolution, largely have regular formal meetings. One parent said that the number of due to the enthusiasm of the school principal opportunities for children to participate reflected the school culture in embedding the principles of Glasser’s Choice of ‘having a go’. However, children were not as involved in decision Theory38 into the school. These were practised making across all facets of the school as they were at Casuarina. They through ‘circles’ in individual classrooms, where talked mainly about their participation in practical matters around the a ball was handed round, and only the person school, such as having a ‘bubbler’ in a certain place in the playground, or holding it was able to speak. The children seemed to do with things they felt the students needed and arrangements for to respect this process and spoke openly about fundraising for them. what was bothering them, such as another child’s LillyPilly also has a philosophy of voice, listening, inclusiveness, behaviour generally or towards them. The other reflection and respect, and we saw this in classroom processes such child (or children) was then asked how they believed as ‘circles’. While it is relatively traditional in terms of classroom layout, the problem could be put right. The processes teaching and lesson design and content, restorative practice forms observed were orderly, and the children seemed to the basis of the learning experience. The emphasis is on a common be engaged in and respectful of them. language, such as use of ‘I’ statements and having ‘voice space’, dialogue, At class meetings, students put proposals responsibility and consequences40. to the SRC member attending, and these were The Assistant Principal said that changing the school culture had opened up for class discussion. The proposals were made a huge difference to the school, and embedding the philosophy put to a vote and those accepted by the majority was largely due to the dedication of the previous Principal and had were taken forward to the SRC to discuss; the SRC in survived past her leaving the school. This was hugely significant in light turn raised the ones they deemed appropriate with of the experience with other schools, where restorative practice had the teaching staff. We observed in class meetings been a ‘crusade’ of a keen individual and had not lasted once that person that only about one third of the students were had gone elsewhere. actively involved in putting forward ideas and in the We were told that LillyPilly had changed from having the worst discussions that followed. However, the atmosphere reputation in the area, to being sought after as a school and also was generally conducive to student input (although becoming the centre of the local community. Teachers and parents on one occasion we noticed that the amount of emphasised the need for commitment from everyone – that all in the discussion was closely controlled by the teacher school community have to ‘be on board’ and that restorative practices present). needed to be taken home for use by families. One parent told of her While there was a great deal of enthusiasm daughter who, at age 5 years, said to her at home: “You’re not sharing for these processes on the part of the teachers, the voice space”; she was initially taken aback as feeling that she should we observed that they maintained a tight control be the voice of authority in the house, but then realised this was part of on what transpired. The parents interviewed were the school’s philosophy of all having a voice, and listening to others. She aware of the avenues for student participation regarded this as a positive step in her child’s development. and the students we interviewed also responded Teachers whom we interviewed were positive about restorative positively: “you do have a say”. One teacher described practice: it was empowering for children, it enhanced their love of it as a “fair dinkum say” rather than just notional. The learning, and the children felt safe, confident and comfortable. While same teacher said that the school advertises for a the school was structured and traditional, this view was certainly the particular sort of teacher as someone “involved in impression we gained from visits to the school. non-coercive behaviour management”.

10 Connect 214-215: Wattle Wattle has no official student participation policy, however a leader is “getting to know what it is to be a teacher, seeing how it says that it promotes values around justice and democracy hard it is, appreciating what our teachers do”. and active participation. There is a strong sense of community Parents saw the school structure as positive, allowing the and we could see the connection between parents, teachers school to be safe and providing an opportunity for students to and staff. The Assistant Principal knew the names of parents develop great ‘self-esteem’. As one parent commented: “there is coming into the school as well as the names of the pre- an expectation that children will do the right thing – a level of school siblings. One parent said: “I think the school does a trust”. lot to explain what is happening.” All parents interviewed The school promoted restorative practice through classroom commented on the school’s welcoming character and on the charts and reference in its Annual Report to teacher training in sense of community when they joined the school. such practices. The students and staff were reminded of the The student community is diverse; it is larger than restorative practice principles with charts in classrooms, offices Casuarina but smaller than LillyPilly. Wattle particularly and hall, setting out the steps in the ‘Restorative Justice Plan’. acknowledges Indigenous culture, with a Torres Strait and When asked if they knew what restorative justice was, students Indigenous group, school ceremonies for ‘Sorry Day’ and pointed to the plan and, when asked what it meant, two Year 6 National Aborigines and Islanders Day Observance Committee students responded with: “sometimes talking to each other, co- (NAIDOC) week, as well as indigenous artwork in the school operating with the teacher; sometimes the teacher will tell us to reception. We were told of an example of the significance of say sorry” and “negotiating, works like a treaty or agreement”. incorporating indigenous culture into the school. An ex-Year While the language of restorative practice is incorporated 6 student from the school now attended a religious high into school policy and refresher courses in restorative justice are school that did not recognise NAIDOC week. She told the offered to new and existing staff, there is no formal program. High School Principal what her primary school had done and, Most of the staff interviewed embraced a restorative justice as a result, the high school recognised NAIDOC week in the philosophy, although there appeared to be no clear guidelines school community. and a lack of consistency in its application. As one teacher The school considered itself to have a commitment to put it: “[It] needs to be structured, 1-2-3 reminders, need clear meaningful student participation, largely undertaken by class procedures for next stage. Follow through at end may not be meetings and the Student Representative Council (SRC). consistent; what’s the next step here?” and also commented that Student decision making, however, was mainly focused on individual teachers seemed to “do their own thing”. the playground and environment, for example, the SRC Discussions highlighted how crucial training is, both initially achieved changes in the school, such as recycling, bubblers and as an ongoing process. Some teachers here had received and a whiteboard in the playground, the installation of play initial training that, as one teacher commented, made them feel equipment and the addition of soap in the toilets. Teachers “empowered”, while other teachers had not been trained. One cited the ways in which students could participate, such as teacher commented on how difficult it was in their first year fundraising. However, larger decisions were not particularly dealing with “challenging behaviour”. student-focused, for example a cake stall involved the students but without the students having input as to where the proceeds would go. Part of the reason for this was seen to be the age of the children. So student participation was seen to be ‘teacher-driven’ and based on a ‘top-down approach’. One Year 6 student said he had a “little bit to say” in the decisions about school, but for most students, their responses focused on the friendship and positive feelings they enjoyed as peer support buddies and as school leaders. Student leaders are chosen through a whole school vote, with interested Year 5 students making presentations as to why they should be voted for, as one teacher described the process: “like politicians”. Another Year 6 student commented that being

October 2015 11 Jacaranda Wallangara Jacaranda has no official policy about student participation in Wallangara is a large state high school whose aim is to set up decision making generally. However it has policies regarding common language and procedures with its feeder schools restorative practice(s) around conflict resolution and learning. such as Kauri. In reality, there are difficulties in implementing We wondered whether, without it being articulated, members of this because of the differences in the size and nature of the the school community considered student participation to be a schools. Kauri has a strong philosophy of restorative practice feature of restorative practice. (as described above) based on Glasser’s Choice Theory, but This gave rise to many questions: is student participation it did not feel as if Wallangara could be called a restorative less important, and can there be a school premised on restorative school. The school policies are silent on restorative practice practice where participation in decision-making is not considered and the only nod in that direction seems to be the peer important? What is the relationship between the two? mediation program offered to students in junior years. The students spoke positively about this, although it seemed There was a very limited opportunity for student participation that the process was very seldom used and students had in whole school structures. Students apply for leadership and very little understanding of the principles behind it and its facilitator positions much like a job and are then selected to be operation. leaders in particular houses. There is no democratic process of voting. However, there is a process for student participation in the The school policy says that the school fosters student quality, in addition to the process, of teaching and learning, called leadership, but there is no indication that the students Connected Learning Experiences (CLE). Student facilitators take participate in decisions that affect the school. One parent students out of classes to form focus groups to discuss ideas about thought that the Student Representative Council (SRC) had teaching and subject (unit) planning; through this means, students a lot of ‘pull’, but the examples given were largely to do with are meant to have direct input in what is done. This sounded social occasions. Students saw the SRC as organised, holding rather challenging for the teachers and there were comments that regular meetings with agendas. Being a member of the SRC teachers either loved it or hated it, and that some feel threatened was seen to develop good social skills, and was seen by the by it. One teacher said: “For students I think the process is a bit principal as being about service in the community. invisible” and went on to say that there is “rhetoric and reality in the The Deputy Head Boy was a young man with a real classroom; they are told that it is distributive leadership, that ideas enthusiasm for greater student participation. He talked are valued – but not really.” Another teacher said that students do about ideas he was working on for involving the younger not have meaningful decision-making in the way the school runs. members of the school community in decision making in She said: “I wish they did, but we are better than other schools”. the school, not just through the SRC, but also in programs The students selected for leadership roles are seen to mirror such as approaches in the school to deal with peer conflict. staff qualities. The students interviewed said that they were happy He had produced an Anti-Bullying Booklet, which appeared with the system because it was not about popularity. They said to be a valuable resource and was a very worthwhile student that they felt they had big input in CLE and described the process initiative. positively, but we wondered whether there was an understanding The discipline policy incorporates traditional options of whether their input was really valued or not. Students said that and doesn’t mention restorative practice. The principal changes had been made based on what the students said, but strongly supported the need for suspensions as showing they were not able to give any examples. students ‘boundaries’; he said that this preferred disciplinary Jacaranda has a well-developed behaviour management option worked well in the school, and in most cases did framework that is very different to other schools. Restorative not detrimentally affect the student concerned or the practice(s) are part of a policy that is based on making sure that all school community. He expressly said that there is no time members of the school community are in the right relationship with to do restorative justice. This was perhaps understandable each other and the world. This framework uses a different language in such a large school, as demands on resources must to that used in other schools and it talks about ‘acts of connection’, present considerable challenges. The students who were ‘disconnection’ and ‘reconnection’. It is based on familiar values of interviewed generally expressed their opinion that it was inclusiveness, community, choice, equality, respect and sensitivity. a ‘fairly peaceful’ school, which indicates that, despite the Restorative practice is based on the use of particular processes - rather piecemeal approach to principles of citizenship asking certain questions and circles. There are, however, significant practice, something was working. So, while at this school differences. At Jacaranda, the processes are prescribed and the there seemed to be the ‘unpinnings’ of restorative principles, ‘reconnections’ look, to all intents and purposes, to be detentions. it has to be accepted that the implementation of such The students interviewed didn’t seem to have definite views one measures is much more complex in a large diverse high way or another about these and accepted them, though some did school. say they can be for too minor things in their view (one group gave the example about putting their bags in the wrong place in the school) rather than for relationship problems. In-service teacher training and a theoretical basis for restorative practice are provided. One teacher said that, when a particular restorative process is concluded, there is a much more settled feeling, so he was of the view that it is effective. Another teacher saw this as one of the strongest dimensions of the school.

12 Connect 214-215: Gumtree Discussion Gumtree is a large and diverse co- Meetings of different branches of The term ‘school democracy’ seems easy educational high school. We observed the Student Commission were made in theory but is clearly difficult in practice. and discussed with teachers and up of students from a wide range of As citizens of a democratic system, it may students a student voice innovation backgrounds and ethnicity. Groups run be easy for us to understand the concept known as the Student Commission. particular projects and we saw meetings on but actually putting this into practice it The idea for the Commission, which school uniforms, the school environment in the context of a school where there is a is thus far unique in Australia, came (the playground and the classrooms), myriad of other practical considerations is from a presentation at a 2010 communication and teacher interaction. not so smooth. We can say: ‘In democratic conference, attended by the Principal In each group, students were able to societies, schools – among their other and some of the teachers, about clearly articulate their aims and objectives purposes – ought to serve as incubators of Student Commissions and learning and to discuss the processes they had democracy’43, but for many educators, that in the Harris Federation of Schools41. used to ascertain the views of the student is limited to formal citizenship studies in the Gumtree’s Principal was immediately body; examples were for the proposed classroom. impressed with the results shown from school uniform and the playground layout If we are to go beyond this, we find this system. The school conducted and resourcing. There was a high level of that ideas about ‘practising democracy’ an analysis to discover what areas involvement of one particular teacher in or ‘practising citizenship’ in schools, cover teachers thought that student voice these meetings but this was in the role a broad spectrum. There are ‘democratic could be involved in through Student of mentor, assisting the students to take schools’ and there are schools with Commissions; as a result, four areas ownership of the particular project and to varying degrees of ‘democratic processes’ of school life were identified: school cope with difficulties in working together or ‘citizenship processes’. Similarly, there environments, learning, leadership as a group and in interaction between are schools with ‘restorative practice or and community perception. group members. The leadership group practices’ or schools that identify themselves Originally, a cross section of and the teacher interaction group both as ‘restorative schools’. And when schools students – rather than just the ‘good discussed administering surveys to elicit discuss behaviour management and peer kids’ – was to be encouraged to the views of students, and the problems conflict, such as bullying, they also often use become Student Commissioners; they encountered both with some a narrower vernacular of ‘restorative justice’, disappointingly this did not happen students taking this seriously, and with taken from the criminal justice system. some teachers who they found “rude and and it attracted predominantly the As well as the types of approaches, we unavailable”. They discussed the need for most diligent students, described wanted also to look at their effectiveness but both teachers and students to respect as the ‘future leaders’ of the school. we struggled with the question: how is this one other. A great deal of planning went into to be measured? From the time we spent in establishing the Commission, with Feedback from students on the early each school, we gained impressions of its student focus groups and a staff operation of the Student Commission atmosphere, peacefulness and cohesion. development day to achieve a wide said that it had an important role in both Almost all the students were confident, and consensus of ideas. Thirteen teachers getting their ideas and being their voice, seemed to be engaged in, and proud of, volunteered to become mentors for in bringing changes that would improve their schools. These seem to be indicators of the program and, when visited, there the school, and in implementing what effectiveness. were 23 teachers involved. Parents they wanted. On the other hand, they How are such practices developed were also consulted; they showed found some of the teacher mentors and, more importantly, sustained? The considerable keenness, with many difficult to talk to and unhelpful, and said need for teacher education in democratic attending the launch night with that it was difficult to allocate time for the measures, including citizenship education students and teacher/mentors. work involved on top of their other work and restorative practice, came through as a and activities. A training day for the students central theme in our research. Teachers spoke involved working through all four Gumtree has a peer support system about the absence of training and education headings, developing projects within that addresses conflict in the school. This in their degree and the lack of, or limited, the policies and procedures of the has been operating for five years and professional training in specific practices, both school, but also discussing matters essentially involves more senior students at the time of commencing at a new school such as developing leadership, critical (Year 10) contacting the new Year 7 and as on-going development. Some schools thinking and ‘having a say’. The school students at orientation and mentoring provided in-service training in restorative distinguishes the Commission from them for the first term of their first year. The practices; there was general agreement the school’s Student Representative program involves anti-discrimination and that this was essential. All teachers in the 42 Council (SRC) , which is more anti-bullying themes. Students are also school community must be competent and involved in organising special events trained as peer mediators in Year 9, which confident in facilitating these processes and in the school, while the Commission was identified as the most problematic practices. We believe that an understanding aims to develop a culture of cohort. Matters are generally referred to of the philosophy and the practices of meaningful student involvement the mediators through the year advisor citizenship education, restorative practice in school decision making on an or by student complaint. Both these and student engagement and participation ongoing basis that is incorporated programs are regarded as connected and should be a core part of the undergraduate into school culture. part of student welfare generally. curriculum in education courses.

October 2015 13 Conclusion References and Notes Our most significant observation was At one school, when teachers 1 Gerison Lansdown (1998) ‘Children’s of the positive effect of greater student were asked to discuss what is needed Rights: proposals for new education participation on school cultures. Our for ‘citizenship’ or ‘democratic’ principles legislation.’ Education, Public Law and the Individual, 3(1), 8-10. research, even with a small sample, to be put into practice in schools, they demonstrates clearly the value of agreed on (as cited in our original 2 J Arvanitakis & S Marren (2009) Putting the politics back into Politics: Young engaging the student voice in meaningful articles): people and democracy in Australia – A decisions within the school community, 1. A clear philosophy and statement of Discussion Paper. Whitlam Institute within in a way through which everyone feels values developed with consensus - the University of Western Sydney; M Print they can make a contribution that is subject to change as approaches and others (2009). Youth Electoral Study taken seriously. progress; (YES). University of Sydney. Many processes were being 2. A balancing of the requirements 3 In New South Wales in 2012, the total for implemented, most going further of parents for academic success, long suspensions was 18,186, up from 16,814 in 2011, which in turn was up than reliance solely on the Student and principles of flexibility and from around 14,000 in 2008 and 2009. Representative Council: class meetings, negotiable learning; Student Commissions and ‘parliaments’ Non-attendance rates in NSW for 2011 3. Training of staff; and 2012 hovered around 10% - though that involved children at all levels in 4. A ‘buy-in’ of all staff, parents and it must be remembered that these figures the school. This is important. The major may be impacted by illness and natural children to change; challenge was to have processes with disasters such as floods. In 2012, 590 cases wide engagement in terms of age, 5. A group to meet regularly within were referred for compulsory attendance experience, and extending further than the school to see what was working enforcement action under new measures those children and young people who and what was not; introduced in 2011. This represents a were generally considered to ‘toe the 6. A commitment by all members significant increase from the 423 cases line’. referred in 2011: https://www.det.nsw.edu. of the school community to au/media/downloads/about-us/statistics- We reiterate the importance of continuous training, trialling of and-research/key-statistics-and-reports/ communication and language. In the ideas, review and reflection. 4 Though it must be noted that in recent individual interactions between students These seem to us to provide a years the New South Wales Department and between staff and students, and useful set of principles for schools that of Education and Communities has on-going discussion involving the are embracing restorative or democratic introduced new measures to enforce wider school community, the language practices. school attendance that are proactive rather used needs to emphasise respect and than punitive (prior to 2011 prosecution responsibility. Sally Varnham, Maxine Evers, was the only official option). However the measures continue to be triggered by The practices of these schools shows Tracey Booth & Costa Avgoustinos non-attendance rather than innovations that it is possible, with scant resources, to Professor, Senior Lecturer, Associate designed to encourage attendance. introduce participatory and restorative Professor and Research Assistant, 5 For research evidencing a similar processes and for them to be embraced Faculty of Law, University of Technology concern in comparative jurisdictions at the heart of the school’s philosophy Sydney see Lyn Davies (2002) ‘Pupil Democracy and culture. This is often due to the Contact: [email protected] in England.’ http://www.childresearch. tireless work of an individual, at least in net/CYBRARY/EVISION/2002/DAVIES. the early stages. While the importance HTM/; and Education Commission of of the leadership of the school principal the States, Denver, Colorado (2002) cannot be over-emphasised, the concept Every Student a Citizen: Creating the of democratic measures deserves wider Democratic Self. Campaign for Action: Compact for Learning and Citizenship. and more serious consideration, including National Study Group in Citizenship in at a tertiary and government level. K-12 Schools. Available at http://www. cpn.org/topics/youth/k12/pdfs/Every_ Student_A_Citizen.pdf (accessed 1 May 2012); Rothstein, R. (2001) ‘What produces a Voter? Seemingly Not Civics Class’, New York Times, July 11, quoted in C Gibson (2001) From Inspiration to Participation: A review of perspectives on youth civic engagement. The Grantmaker Forum on Community and National Service: http:// www.gfens.org 6 S Varnham, M Evers, T Booth, C Avgoustinos (2015) ‘Valuing Their Voices: Student participation in decision making in Australian schools.’ International Journal of Law & Education 19 (2)

14 Connect 214-215: 7 S Varnham, M Evers & T Booth T (2011) 19 R McGuire (2007); P Harney (2005) Annual Conference on Conferencing, ‘Let’s Ask the Kids: Practising Citizenship ‘Restorative justice.’ Professional Educator Circles and other Restorative Practices: and Democracy in Australian Schools.’ 4(3): 14 Building a Global Alliance for Restorative International Journal of Law and 20 L Mirsky (2007) ‘SaferSanerSchools: Practices and Family Empowerment, Education 16(2): 75 Transforming School Cultures with Sydney, Australia, 3-5 March 8 The Federal Australian Curriculum, Restorative Practices.’ Reclaiming 32 The schools have been given names of Assessment and Reporting Authority. Children & Youth: The Journal of trees by way of de-identification. 9 S Wilson (2002) ‘Student Participation and Strength-based Interventions 16(2): 5 33 S Varnham, T Booth & M Evers (2011) – the School Culture: a secondary school case 21 For example see M J McNaughton (2006) preceding article from this research. study’. Australian Journal of Education ‘Learning from participants’ responses 34 This school provided the case study in 46(1): 79 in educational drama in the teaching of the first article relating to this project: S 10 J Kelly (2003) ‘Negotiating with students: Education for Sustainable Development.’ Varnham, T Booth & M Evers (2011) Research in Drama Education 11(1): 19; introducing the class council’. Primary 35 Many of these schools in Australia and H Maitles & I Gilchrist (2006); P A Hastie and Middle Years Educator 1(1): 19; R New Zealand belong to organisations such & T B Carlson (2004) ‘The infusion of Holdsworth (2003) ‘Glimpses of student as the International Democratic Education participatory democracy in a season participation in 30 schools’. Connect 139: Network (IDEN). 7; H Maitles & I Gilchrist (2006) ‘Never too of sport education.’ ACHPER Healthy Lifestyles Journal 51(1): 17 36 R Grille (2003) ‘Democracy Begins at young to learn democracy!: a case study School.’ Connect 140: 5 of a democratic approach to learning in 22 M Print, S Ornstrom & N H Skovgaard a Religious and Moral Education (RME) (2002) ‘Education for democratic 37 It incorporates the rules of the New South secondary class in the West of Scotland.’ processes in schools and classrooms.’ Wales Department for Education, Training Educational Review 58(1): 67; C Matthews European Journal of Education 37(2): and Communities. Co-incidentally, it is (2004) ‘Which moment? Leadership: One 193 noted that core values of the New South Wales Department of Education, Training School’s Journey.’ Ethos, 12(3): 21 23 G Shaw (2007) and Communities include respect, which 11 S Wilson (2002); R Holdsworth (2003); C 24 G Shaw (2007) may indicate a shift in the Department Matthews (2004) 25 E Ireland, D Kerr, J Lopes, J Nelson & L philosophy. There seems to be considerable 12 R Holdsworth (2003) Cleaver (2006) flexibility in the implementation of these 13 S Mateer (2010) ‘The Use of Restorative 26 G McCluskey (2010) ‘Restoring the values at the school level and how they Justice Practices in a School Community Possibility of Change? A Restorative will work remains to be seen. Traumatized by an Incident of Planned Approach with Troubled and Troublesome 38 W Glasser (2001) Choice Theory in the School Violence: A Case Study’. Retrieved Young People.’ International Journal on Classroom, Harper Collins Publishers, US from http://digitool.library.colostate. School Disaffection 7(1): 19 39 This could of course have been because edu///exlibris/dtl/d3_1/apache_media/ 27 D R Karp & B Breslin (2001) ‘Restorative there had been no call for this process to L2V4bGlicmlzL2R0bC9kM18xL2FwYWN justice in school communities.’ Youth be invoked. oZV9tZWRpYS8xMTEyNzM=.pdf; G Shaw and Society 33(2): 249 (2007) ‘Restorative practices in Australian 40 It is important to note that LillyPilly used schools: Changing relationships, changing 28 E Dobozy (2007) ‘Effective learning of one particular ‘trainer’ and he had helped culture’. Conflict Resolution Quarterly civic skills: democratic schools succeed them introduce their brand of restorative 25(1): 127 in nurturing the critical capacities of practice into the school. Casuarina’s students.’ Educational Studies 33(2): 122- ‘democracy’ however was based more 14 M Prior (2005) ‘Behaviour management 123 on the philosophies common to the is relationships management’. Teacher democratic school movement worldwide. Learning Network 12(2): 24 29 N Taylor & a Smith (2009) Children as Citizens? International Voices, For example, it is largely modelled on 15 W Drewery & M Kecskemeti (2010) Otago University Press; resulting from Summerhill School in the UK. ‘Restorative Practice and Behaviour Childwatch International: Children’s 41 V Hannon (2010) Learning Innovation: Management in Schools: Discipline Meets Perspectives on Citizenship and Nation Responding to the Global Imperative. Care.’ Waikato Journal of Education 15(3): Building Project, ‘a cross-cultural and Paper presented at the Australian 101; G Shaw (2007) cross-generational international study’ Council for Educational Leaders (ACEL)/ 16 R McGuire (2007) ‘Restorative practices: exploring children’s and young people’s Commonwealth Council for Educational what works.’ Principal Matters 72: 15 understanding of citizenship rights and Administration and Management (CCEAM) 17 J Ponder & G Lewis-Ferrell (2009) ‘The responsibilities. Conference, Hosting and Harvesting, Butterfly Effect: The Impact of Citizenship 30 J Arvanitakis & S Marren (2009); see also Sydney, Australia, 27-28 September Education.’ Social Studies 100(3): 129 M Print (2007) ‘Citizenship Education 42 We were told that some work is also going 18 E Ireland, D Kerr, J Lopes, J Nelson & L and Youth Participation in Democracy.’ into changing the culture of the Student Cleaver (2006) ‘Active Citizenship and British Journal of Educational Studies, Representative Council (SRC). Young People: Opportunities, Experiences 55(3), 325-345 43 J Paquette (2006) ‘From Student to Citizen: and Challenges in and beyond School 31 In addition to the increasing amount A Community-Based Vision for Democracy.’ Citizenship Education - Longitudinal Study: of research in this area, set out above Education Law Journal 16(2): 219 Fourth Annual Report.’ DfES Research in this article, for an Australian trial, Report 732: 47. http://publications. see P Blood & M Thorsborne (2005) education.gov.uk/eOrderingDownload/ The Challenge of Culture Change: RR732.pdf Embedding Restorative Practice in Schools. Paper presented at the Sixth

October 2015 15 Point Cook Senior Secondary College, Vic

The Teach the Teacher program allows students to sit down with their Teach the Teacher teachers to have a conversation and o support and encourage young adult learners to achieve their give and receive feedback, a process that hadn’t previously been done before. maximum potential, Point Cook Senior Secondary has used the Teach the Teacher program to engage and support students and to The students at Point Cook Senior T Secondary College are happy to report the foster continuous growth for all. following outcomes from their Professional Back in September, 15 students from the Point Cook Development session with teachers: SRC attended the Teach the Teacher Creative Conversations • All external toilet doors have been unlocked, which will workshop run by the VicSRC, along with twelve students from significantly reduce interruption to the staff room; Suzanne Cory High School in Werribee. • There is more appreciation of the roles of the teacher and Students worked together to identify the best aspects of their continued learning and development for the benefit each of their schools, and what areas they would like to see of students; enhanced. • There is recognition and understanding of school Four goals were identified: governance and the way the school operates; and that • To improve student-teacher relationships and build a better teachers aren’t responsible for making all the decisions; foundation for open communication and feedback • Perspective from students and teachers were shared on • To achieve the objective of student leadership meetings what makes a teacher more approachable. and coming to a positive conclusion The students reflected: • To get the external locks of the toilet doors open, so • “We reduced the social distance between us and the Assistant students don’t need to ask for teachers’ permission Principal and a leading teacher.” • To reduce the prices of the school canteen • “Us as students, were able to communicate and voice our opinions.” With these goals in mind, students planned a professional learning session for their teachers with the help of the Student • “It’s a constructive and judge-free environment”. Engagement Coordinator, Laura Newman. New to this role, Students have scheduled a second Professional Laura has identified the need for a strong student voice in a Development session with teachers in a student leadership structure appropriate to a senior school, that assists student role, who want to become more involved and will continue to transitions into the school from schools in the area and abroad run the program next year. and fosters students having more responsibilities. “The students are proud to be involved in giving feedback to “I wanted to get our students involved in Teach the Teacher teachers – and even though they get a lot of in-house monitoring as it was a leadership program that allowed students the space to and leadership training, there is a different impact from having develop ideas and projects that were specific to their situation and outside facilitators come in as well.” (Laura Newman) needs. It fitted a senior school environment,” Laura said. Students invited leading teachers to the Professional Development session, and introduced the topics. Students noted that the session started off quietly and awkwardly. To ‘break the ice’ and to encourage more teachers to talk, one student quickly wrote and performed a rap on what student voice means to them. And the conversations began! By creating an opportunity for open dialogue, students were able to discuss the topics and teachers were able to respond and identify why some things were the way they were. Students learned: • that teachers aren’t responsible for everything that happens at school; for example the canteen operates as a separate business; Are you interested in • that teachers are regularly having meetings to discuss the Teach the Teacher in 2016? different ways they teach; Contact Emma Myers on 9267 3714 or • that there are leading teachers who are responsible for [email protected] teaching and learning at the school, and regularly update teachers on professional learning opportunities; Visit www.teachtheteacher.org.au • the reason the toilet doors were locked in the first place. to find out more.

16 Connect 214-215: Eyre Peninsula, SA Eyre Peninsula students raise their voices on issues tudents from across the Eyre Peninsula region In South Australia Noarlunga Health Service to discuss recently joined in Streaky Bay to share ideas at the annual Eyre the role of the community response to suicide and a White Ribbon Ambassador SPeninsula Student Voice Conference. student from Whyalla High School to Hosted by Streaky Bay Area School their unique initiative of providing discuss violence against women. at the Streaky Bay Sports Complex, almost constructive teacher feedback. Streaky Bay student councilor 100 students from Whyalla, Wudinna, Lock, “The students engage in a process Mischa Karp said it was the first time the Kimba, Elliston, Streaky Bay, Karcultaby, throughout the year where they survey school had hosted the event during the Ceduna, Cowell, Cleve and Tumby Bay each other about what they do and five years it has been running. attended. don’t like about the teaching methods “In previous years it has well and From 10am until 2pm, the students in the classroom to help improve the truly shown it’s a positive experience to engaged in numerous skill-building way they can learn,” Mr Roberts said. connect with other communities and activities and discussions, while building “Generally they will say: ‘well we hear the issues they face and how they inter-school relationships. really like when you do this but not so deal with them, or even understand how The student-directed event is a result much when you do this’. It’s a fantastic they all share similar experiences and are of student representatives taking the year process and one we believe should be not alone,” Mr Karp said. shared with other schools and see if to decide on topics to tackle, share ideas “It’s also a way of drawing the they feel it would be beneficial for them about and discuss them with each other. students together to gain a valuable as well,” he said. Via video conference over the course networking experience; it really opens of the year, an agenda for the day was “It’s fantastic and we feel it works up social networking that doesn’t involve planned to reflect topics of importance really well for us; it’s a way we can up- sport and the usual platforms forms for to the students. The 2015 event covered skill other people with something students,” he said. the importance of personal wellbeing, different they may want to take back to mental health and youth suicide. their school.” Drawn from a report in the West Coast Sentinel, September 11, 2015 Streaky Bay Area School principal The agenda involved guest speaker www.westcoastsentinel.com.au Chris Roberts said his students shared Dr Conrad Newman, a psychiatrist from

October 2015 17 The MacRobertson Girls’ High School, Vic SRCs in Focus: Student leadership at Mac.Rob tudent Representative Council. These are powerful words. #VicSRCvoices is a rolling series of articles A vast majority of schools in metropolitan and rural Victoria have driven by the stories and experiences of Sestablished an SRC, where passionate students in each year level student representatives. It’s about who we are, what we value, what drives us to act, represent their whole cohort and stand as a driving force for change, and what fuels our passions to advocate for the better. for what we believe in. Here, Demi Tangri (16) gives us the inside look at The Mac. At Mac.Rob, we believe that we must Robertson Girls’ High School, and how take charge of our own education.We the Creating Conversations initiative is value diff ering opinions and believe that paving the way for great student-teacher every single student has a right to speak, relationships. and be heard. This year, as part of trying to foster healthy relationships between students and teachers to collaborate. As teachers and students and making the of next year, student representatives will school environment more comfortable, work in conjunction with the Executive the SRC started an initiative called Leadership to share ideas and work on Creating Conversations. This aimed to initiatives around the areas of curriculum, evoke rich discussion around what our pedagogy, student wellbeing, buildings school community believes are areas and grounds, and administrative matters. for improvement, ideas for refi ning the We are very much trying to take our way we do things, and spaces wherein education into our own hands, and make there are further opportunities for open decisions that aff ect us, ourselves. By dialogue. Among other things, we are also concerning similar ideas about the no means does this mean our teachers trying to introduce students on teacher development and future of our school, are redundant - we only seek to have a recruitment panels. these remained confi ned to just the one greater say, a greater importance in the group. decision making of our school. Through these advances, we aim to level the diff erences between the Both parties have information of We believe student voice needs Administrative Staff and students. The value which, when shared, would be to be accompanied by student action. decisions made aff ect us, so it only seems much more suitable to provide a holistic Backed by a team of driven, passionate fair that we have a right to contribute in solution to a common problem. girls like myself, we hope to make a real the process. While discussions were being We are currently working towards diff erence for the better. held by both the students and teachers, creating a more equal platform for Demi Tangri

18 Connect 214-215: Suzanne Cory High School, Werribee, Vic Mental Health Awareness Week (MHAW) HAW 2015 started off at Suzanne Cory High School in Werribee #VicSRCvoices is a rolling series of articles (west of Melbourne) on Monday 7th September with an assembly driven by the stories and experiences of Mpresentation by the SRC team and school psychologists (Josh and Dru). student representatives. It’s about who we are, what we value, what drives us to act, We unpacked the reasons why we chose to hold all our emotions in. and what fuels our passions to advocate Our school’s wellbeing staff reminded us how they are here for each of for what we believe in. us during the struggles we face, and most importantly the struggles we do not need to face alone. It was a way to slowly get students face hardships too, and have the strength thinking about the value of genuine conversations and support. to pick themselves back up again. At lunch, the SRC team set up a After school on the Monday, we lemonade stand for students to come stayed back after school to put up sticky along and have a free drink, get a Beyond notes on the student lockers of Suzanne Blue wrist band and ribbon badge in Cory. We ran around with a gust of support of positive mental health. The energy, reading and laughing at the bad doors of the Agora were also opened, and puns and jokes we wrote, and resonating we shifted out some of the tables to the with the inspirational quotes. The next area outside for students to sit and enjoy morning when students came to their their lunch or have a picnic with their lockers, they were greeted with a sticky chain of reactions. When we ask the friends in the great weather. Although note which hopefully brought a smile to question, and readily awaiting the the Mental Health Awareness Week their faces. answer without judgement, our friends lasted for just one week, the messages During Wednesday lunch time in know that they are able to comfortably it sent will last for a lifetime: to be there the auditorium, we screened The Pursuit come and talk to us whenever they for each other through the our good and of Happyness. It was a relaxing lunch time need. bad days. spent watching Will Smith and his son At our fi rst Cory Con on the Friday, It was a week that took a term to plan, progressing through the emotional story we carried out the theme of ‘Be your but passed very quickly. Massive thank you line. own hero’. Students were encouraged to the SRC team, Ms Chui, Mr Ryan, Josh & Thursday was national ‘R U OKAY to dress up as their favourite character Dru , along with the countless numbers of day?’. It reminded our school community from a book, comic, movie or TV show. students and teachers for supporting the of the importance of conversations. When It helped us realise how that we are as idea from the start to the very end. we have regular face to face conversations strong as superheroes. We are like the Liang Xue with each other, it helps create a positive people we admire: much like us they SRC 2015

October 2015 19 www.vicsrc.org.au A look back at the VicSRC’s 2014-2015 s the peak body representing students in Victoria, we are thrilled 12 Conferences; 3 months; to wrap up this last 12 months celebrating students, SRCs, and 1,724kms on the road; 7 sell-outs; almost 1,000 students standing up and Aschools that are leading the way in student voice. speaking out on the issues that matter most. From Bendigo to Malvern, Pascoe Advocacy In addition, VicSRC has provided Vale to Hamilton, Footscray to Stawell, support and advice to other projects, “We can’t call ourselves the education state Corio to Churchill, we travelled far and departments and offi cials from the VCAA, if we aren’t looking after the education and wide to work with students who care Victorian Institute of Teaching, Offi ce for wellbeing of our students.” passionately about their education at Youth, Adobe Youth Voices project, and Student (15) the VicSRC Regional Conferences 2015. Sam Hibbins, Member for Prahran. The Mac.Robertson Girl’s High School “It helped me open up and taught me The VicSRC contributes to the Action more about the importance and power provision of policy advice and analysis VicSRC Regional Conferences of SRC.” to government that is student-centred Student “We not only brainstormed and shared and informed by the VicSRC Executive Gippsland conference team and extensive consultations with ideas, but we worked on solutions to the VicSRC Regional Conferences students. We aim to build a greater public problems we face.” allowed students to network across profi le of student voice, provide advice Student schools, gain new skills, work together and feedback on policy, initiatives Metro North conference on common issues and defi ne the and programs relating to students top issues that matter to Victorian and education (also see page 27). students. In-depth discussions In 2014-2015, VicSRC allowed students to fi nd connections contributed consultation, policy and common ground across schools input and practical assistance on a range of key issues including to the following Department of school funding, governance, Education and Training policies wellbeing and welfare, school and consultations: Education State Submission culture, facilities, technology and the • Strengthening regional A student perspective on the future of education in Victoria. curriculum. relationships and support We can’t call ourselves the education state if we aren’t Top 10 Issues in 2015: • Engaging Families in Learning looking after the education and wellbeing of our students. 15 year old student, The Mac.Robertson Girl’s High School 1. Bullying • Consultation on Technical Schools What’s it all about? 2. School funding In launching the Education State consultation in June 2015, the Andrews Labor Government asked all Victorians to have their say about the future of our 3. Facilities • Consultation and advice on education system. Capturing student voice is crucial in this project. Students are at the centre of education in schools. They have strong understandings and 4. School culture the Education State (right) ideas about what works, and ways to improve learning and teaching. We see the consultation process as a critical opportunity to talk about the importance 5. Student wellbeing and welfare • State budget briefi ng of student voice in education, and to provide practical and tangible examples. Who took part? 6. School clusters • Student transition In an effort to capture the thoughts, feedback and ideas of Victorian students about the Education State, VicSRC sent out a survey to all member schools. consultation and report The survey received a very strong response, from 352 students across 7. School leadership and 32 schools. These areas of focus align with the VicSRC policy statements submission developed over the last decade, as well as the areas of interest set by the 170 governance students who attended the VicSRC’s 2015 Congress. • The Literacy Strategy What are the main concerns for students in Victoria? 8. Student-Teacher relationships Student responses revolved around four key areas: • Greater Schools Network ��The school environment and student engagement 9. Environmental issues ��The curriculum consultation forum ��Funding and equality 10. Curriculum ��Wellbeing

20 Connect 214-215: Teach the Teacher Victoria, with an above-industry open rate Our finalists blew us away with “The program bridges the communication average of 24%. their dedication, humour and profound gap between teachers and students and The VicSRC has grown across social commitment to authentic student voice. will be used as a complementary aid for media, increasing our reach and impact (Also see pages 28-29.) our teachers, where teachers do not feel across Facebook, Twitter and Instagram. Sustainability intimidated or threatened by constructive As at the end of June 2015, our Facebook The VicSRC Executive criticism, but rather empowered with the likes had risen from 673 to 1,012. Likewise, support and feedback from their own Twitter followers have increased from 244 The VicSRC Student Executive continues students.” to 533, and Instagram increased to 211 to lead the organisation forward, driving strategy and decision making at all Madu Balashanmugan, Tim Li Huang followers. levels. The Executive meets monthly at Year 11 and 12 Leadership Team The positive impact on social media the Youth Affairs Council of Victoria to Mount Waverley Secondary College is evident in the reach and statistics from provide leadership over the direction Congress 2015: over 30,000 people Teach the Teacher is a student-led of the VicSRC and work on resolutions interacted with VicSRC during the event! professional development program for passed at Congress. (see pages 26, 31) teachers. It brings students and teachers (see pages 22 to 26.) We have spoken on panels, been together to talk about learning and MCs at events, and have participated teaching, and the school environment. Recognition in a number of stakeholder forums to The program starts with provide feedback and advice to the VicSRC Recognition Awards conversations, and provides a space Department of Education and Training. to make positive changes together. It “Some days, the world is either for you In 2014-2015 we attended two camps, involves a commitment to listening to the or against you. When it’s against you, be held a strategic planning day in January voices of students, to taking their concerns patient. When it’s for you, be humble.” and planned extensively for Congress seriously, and to building student-teacher Sophie Williams 2015. (see page 31) partnerships for school improvement. Student Leader of the Year, 2014 The VicSRC Executive team led In 2014-2015, we launched a new The VicSRC Recognition Awards campaigns and action on across five key website to support schools deliver the are about celebrating the achievements areas: program: www.teachtheteacher.org.au of SRCs and presenting examples of 1. Interschool collaboration and provided resources, training and best practice in student voice, student- 2. Student wellbeing counsellors support to 20 new schools. (see page 16) led action and student participation. 3. Green initiatives (see page 34) Engagement 2014 marked the first year that VicSRC has presented the VicSRC Recognition 4. Extracurricular activities, and Communications Awards as a stand-alone event. 5. Campaigning for the Education As an organisation, our communications Maintenance Allowance. Attended by the Minister for approach is all about telling our story and Education, our event saw over 50 We continue to grow, and over putting students front and centre. applications from 28 schools across the the past 12 months VicSRC received Our media profile has grown, with 18 state. They showcased stories of student- an increase in funding from the media mentions across print, radio, TV and led action by SRCs and other student Department of Education and Early online publications through 2014-2015, groups, of schools challenging restricted Childhood Development for 2014-2017. with students commenting on issues that understandings of the importance of We are also grateful for the support of affect their education and schooling. student voice, and of SRCs working hard Newsboys Foundation and Catholic The VicSRC monthly e-Newsletter to ensure the authenticity of shared Education Office Melbourne which is distributed monthly to communicate decision-making between students and enables us to continue to enhance the with 1000 students and teachers across teachers. impact of student voice across Victoria.

October 2015 21 his year the VicSRC celebrated ten years of student action in style Harry Potter-themed Gala dinner. Dressed at the 10th annual VicSRC Congress! Congress took place over in costumes and with tables decorated in three days in the July school holidays at the beautiful Ormond College the spirit of Hogwarts, we ate, laughed, T listened to motivating speeches and in Melbourne CBD. We had over 170 students come from far and wide danced to music by Flybz, an inspirational across Victoria to attend the camp, some traveling great lengths to join African-Australian rap duo. in the roar of student voices. Our aim for Congress this year was to hear After a morning check-in on day what secondary students think are most important issues to tackle in two, the delegates moved into their Issues 2015-2016 – both on the state level and locally in delegates’ individual Groups again to do some last minute communities. planning of their Belief Statements to be presented at the formal Congress On day one, students arrived After lunch we were visited by sitting. After refuelling at morning at Ormond College where they were the Minster for Education, Hon James tea, the Congress debate began. The allocated their rooms, escorted by our Merlino, who gave a speech in support delegates deliberated on issues ranging lovely Executive members. After settling of VicSRC’s work and the changes all from bullying and school curriculum to in, the day began with a welcome for students are making to education. student governance and environmental the delegates and an outline of what the A Q & A session gave delegates the issues. After intense debate, eight three days would look like. There was a chance to ask some hard hitting Belief Statements were passed through quick report back from the 2014-2015 questions of the Minister about his plans Congress and overall delegates were Executive on the projects they’d been for education in the future. impressed with the result (see next page working on since last year’s Congress. The afternoon was then made up for details of these). Then we were off! The delegates split of two rotating skills workshops where Day two was big, but it wasn’t into their Issues Groups to get to know the delegates got to choose sessions done yet! Students finalised their each other and begin workshopping their that they were interested in. We ended Action Pitches for a Big Idea they’d issues. the day in style with the long-awaited like the 2015-2016 VicSRC Executive to

22 Connect 214-215: implement. Presentations, ranging from dramatic rants to acting out situations, Belief Statements 2015-2016 were prioritised by delegates for action in the coming year. The worthy winning he VicSRC has committed to eight Belief Statements passed pitch came from the ‘School Leadership by delegates at this year’s Congress: and Governance’ Issues Group (see the T separate article on this for details). Facilities School Funding In the evening, the election The VicSRC believes that all schools The VicSRC believes that the speeches were presented and delegates should meet required standards that distribution of funds should be had the opportunity to vote for the ensure equipment and facilities are measured and monitored fairly incoming 2015-2016 Executive team. This professional, safe, modern and well through a needs basis and to the was always going to be a hotly contested maintained. All teachers, students and standard of the VicSRC. election, with 50 delegates putting classrooms must have their needs School Clusters catered for. Schools should be provided their hat in the ring to represent their The VicSRC believes in an educational with adequate and equitable funding peers on the Executive. After the voting community that works together, through communication with the had concluded, delegates enjoyed a sharing good practice and supporting school community; areas which require boisterous Harry Potter-themed campus- each other in their work. Colleges improvements may be discovered and wide team game before bed. should be supported by programs clarifi ed. On the third day, the action kicked and initiatives that use clustering. Student-Teacher Relationships off straight away with an inspiring Taking Environmental Issues Action Workshop. Representatives from The VicSRC believes that the foundations The VicSRC believes that all Victorian Oxfam Australia, the Oaktree Foundation of the relationship between a teacher schools should endeavour to reduce and One Girl shared their experiences in and a student must be built upon the negative factors that contribute leading independent organisations and mutual trust, respect and unwavering to environmental issues in schools the challenges they faced along the way. support. Each party must be able to and promote a more sustainable Following morning tea, delegates communicate eff ectively to ensure a step for the students of tomorrow. dispersed into their regional groups healthy environment for learning. This can be placed in a bigger picture to map out their action plans within School Leadership and by raising awareness and educating their communities and to make their school communities, with the #VicSRCPledge, which they shared via Governance support of the government, with this social media. As they came back together, The VicSRC believes that there should learning being tested using a ranking the Minister for Youth Aff airs, Hon Jenny be mandatory student involvement in system. Mikakos, greeted us with a speech decision-making processes by partaking highlighting the power of student voice. in high level policy meetings including, Curriculum After much anticipation, the Minister but not limited to, School Council The VicSRC believes that students announced the Executive Team for 2015- meetings. should have the opportunity to 2016, elected to implement the actions Student Wellbeing and Welfare pursue a wide range of interests decided by this Congress. After lunch, The VicSRC believes that all students in specialised curriculum. Schools the delegates met one last time in their must be able to feel safe in the school should be accommodating to the Issue Groups to say their farewells before environment. Students should readily needs of the students and should heading home. have access to support including be more fl exible towards individuals It is safe to say that this year’s counsellors and teachers. This establishes providing the opportunity to Congress was a huge success, bringing an environment that promotes student participate in a wider range of together the ideas of students from across wellbeing and welfare to reduce the subjects from a younger age. Victoria to once again bring student incidence of negative experiences. voice to the forefront. Being Congress Coordinator in my fi nal year on the Executive has been an amazing learning Congress Report Available experience for me, and I look forward to using these skills in my future ventures. he full 2015 VicSRC Congress Report On behalf of the VicSRC I would like to is now available for downloading from thank our amazing staff members, Krista Tthe VicSRC website: http://ow.ly/T9Tha Seddon, Fiona Campbell, Emma Myers and Sophie ‘Pinchy’ Breheny whose hard This report contains all the details of Congress work behind the scenes made everything - intentions, a report of what happened, Belief possible. Statements and Action Pitch ... and lots of photos of three Tess Shacklock days of discussion, debate, Templestowe College decision-making ... as well as Congress Coordinator and laughter and energy. VicSRC Executive 2014-2015

October 2015 23 Action Pitch 2015-2016 s one delegate noted: “Congress this year was not merely a While schools value student input, discussion without any real power, but the place for students to and may take limited and often tokenistic Astart achieving change.” measures to gauge student opinion, how many schools actively involve students Working within Issues Groups, administered, and how students can in the decision-making process for high delegates were tasked with developing a be part of that process. Beginning with level decisions? This is what we want to bold and innovative idea around key issues a (now iconic within Congress) chant, change. aff ecting students today. Creative ideas “We Want a Choice, Give Us a Voice!” the This Action Pitch holds great fl owed around bullying, student-teacher Action Pitch called for a renewed focus possibilities; it truly resonated with relationships, leadership and governance, on students being placed to help make the students’ desire to transform their through to curriculum and school culture. higher level decisions in school. It called education system for the better. Our The idea behind the action pitch was to for mandatory students on School Executive team relish the opportunity to present an actionable ‘solution’ to these Councils to give students a real voice develop and implement this campaign issues. In groups, students pitched ten in decision making, but more than that, in the next 12 months. One of the direct ideas and delegates voted on the pitches it was a call for students to be treated lines from the action pitch went: that they wanted the VicSRC Executive to as respected partners in the journey of action in 2015-2016. education. “We believe that there should be mandatory student involvement in Congress this year was not merely “We believe that there should be decision making processes ... by partaking a discussion without any real power, but mandatory student involvement in in key policy meetings including, but not the place for students to start achieving decision making processes by partaking limited to, School Council meetings.” change. The action pitch promotes a in key policy meetings including, but not holistic view of the issues facing students limited to, School Council meetings. The fact that this Action Pitch was voted by students, as their fi rst priority, today and thereby promoting better, “We need to run a campaign, hire shows how true this statement rings to relevant, and achievable solutions. professionals, or recruit volunteers and students from all of Victoria. The successful action pitch this year provide training to schools to get our was from the ‘School Governance and student voices heard. We want a choice, Lucas Muehleisen Leadership’ Issues Group. The group dealt give us a voice! It’s our education!” John Monash Science School with both how schools are governed and VicSRC Executive member for 2014-2015

“We believe that there should be mandatory student involvement in decision making processes by partaking in key policy meetings including, but not limited to, School Council meetings... We want a choice, give us a voice! It’s our education!”

24 Connect 214-215: October 2015 25 Congress 2015 Outcomes: Evaluation Summary We are the roar of student voices Recommendations “Such an amazing organisation. The VicSRC has really helped The evaluation presented five key recommendations to other students and myself open our eyes on how doing something enhance the Congress experience for both the student even so little can turn into something massive. Congress was delegates and volunteers in 2016: absolutely fantastic; what an amazing opportunity to come up Recommendation 1: An equitable Executive election process with great ideas, have fun and make new friends!” Recommendation 2: Increased free time Delegate, Congress 2015 Recommendation 3: Opportunities to meet more students What it was all about Recommendation 4: Sessions supporting different learning styles he VicSRC Congress was a three-day explosion of student Recommendation 5: Crew training and mentoring voice. Running over three days and two nights in July 2015, Recommendation 6: That the VicSRC model of Congress is T170 secondary students from across Victoria came together to retained and funded in 2016 debate, decide and act on the issues that matter most to their education. Thank you to everyone who joined the roar of student voices in 2015! Through interactive workshops and parliamentary-style debate, students determined the VicSRC policy agenda for the You can read more about these recommendations and coming year, and also appointed the Student Executive that findings in the full evaluation report, which you can find at: will implement it. www.vicsrc.org.au Key outcomes 1. Students felt that Congress instilled an environment that Executive 2015-16 fostered student voice by giving them a platform to be new Student Executive of the VicSRC was heard, and A elected at the 2015 VicSRC Congress. The 2. Congress helped create clear actions they could take back with them into their school communities following students are charged with managing the organisation and implementing Congress Why it matters decisions for the next 12 months: Students felt that Congress gave them the opportunity for their voices to be heard by providing them the space to generate in- Liz Chiem (Year 11, Mount Waverley Secondary College) depth discussions on issues that directly affect them and their Marine Chu (Year 11, Mac.Robertson Girls’ High School) education. Spencer Davis (Year 9, Footscray City College) 93% of students felt they could actively start to create change in Shania Hallyburton (Year 11, Brauer College) their school environments by taking action post-Congress Danai Harawa (Year 9, Frankston High School) This shows the inspiring and purposeful experience William Hornstra (Year 10, Trafalgar High School) Congress enabled by being empowered and supported to Sam Ilobuchi (Year 9, Frankston High School) take action post-Congress to create positive change in their school communities. Congress 2015 enabled students Demi Irwin (Year 11, Rochester Secondary College) from across Victoria to connect and share their ideas and Simana Latu (Year 10, Copperfield College, Kings Park) experiences and take what they learnt and implement Kristin Sellings (Year 11, Yarram Secondary College) action in their schools. Dave Serpell (Year 11, Northern College of the Arts and Technology) 100% of volunteers felt supported throughout Congress Matty Sievers (Year 11, Bendigo Senior Secondary College) The volunteers expressed that the welfare and wellbeing Margaret Tran (Year 11, Mac.Robertson Girls’ High School) of both the crew and students were always a high priority. The Crew expressed that their needs were constantly taken Victoria Vassallo (Year 11, Catholic Regional College, Melton) into account which helped foster an overall supportive Thomas Velican (Year 11, Nossal High School) environment for both crew and student delegates. 98% of delegates rated their experience at Congress ‘Good’ or ‘Excellent’ Feedback gained from the student delegates and crew highlighted that the overall experience of Congress was incredibly positive as it created a supportive and innovative environment for students to come together to stand up, speak out and act on issues that affect their education. 33,930 unique people engaged with VicSRC on Facebook during Congress 2015

26 Connect 214-215: Meeting the Minister arly in October, on behalf of the VicSRC, three Executive members We proposed that these initiatives (Danai Harawa, Victoria Vassallo and I) were able to meet with the have a public Ministerial launch in July 2016 at the VicSRC Congress. The details EDeputy Premier and Minister for Education, Hon. James Merlino. of both projects will be directed by the The meeting was an opportunity community as they commit to working VicSRC Executive team in partnership to quickly update the Minister on the on strategies within the Framework for with its employed staff , key stakeholders VicSRC’s work, particularly the outcomes Improving Student Outcomes. The Hub and associated experts within the sector. from Congress. We took the time to will be a student-led service, driven and The Minister’s response was very present ideas on how the VicSRC can directed by students in partnership with positive. He proposed some short term assist the Government with rolling out other experts in the fi eld, a place to gain actions to encourage schools to choose the Education State reforms, to introduce access to contemporary, international the “Empowering students and building our vision for a Student Voice Hub and to and local information and resources, school pride” initiative. As setting up the present our Primary School Engagement appropriate support and advice, and Student Voice Hub would require time, Strategy. best-practice training. The Hub will his suggestions were around holding draw together existing resources and conferences at schools that demonstrate The Government launch of the high levels of student leadership or having Education State reforms provided initiatives and build upon these to ensure that ‘student voice’ practice goes resources of programs that advocate for students with opportunities to be heard student voice to be available. and to engage comprehensively with beyond tokenism, that Student Voice is At this meeting we presented Minister consultation processes. Victorian students’ extended and built upon the VicSRC’s core work and programs. Merlino with the gift of a printed canvas, main concerns were to increase student representing the voices voice and opportunities of students. The artwork to be involved in school was created by a Graphic decision making. The Facilitator to capture the Government’s commit- VicSRC Congress debate, ment to empowering visualising the voices of students and giving students and issues that them greater say in the we care about. We hope decisions that aff ect that the Minister will hang their learning and their it somewhere he will see it lives at school, is a every day and be reminded very encouraging start of the priorities of students to transforming our of Victoria. education system for He expressed how the better. We had some impressive the artwork was, ideas on how to help. that the matters of students In 2016, schools were to be put up where the are going to be asked whole Department could to choose one of six see, so they can continue initiatives within the working to represent the Framework for Improving voices of students. Student Outcomes. As a Following up on the student run organisation, meeting, the Minister stated the VicSRC presented that he would bring our a few pieces of work we have been Hand in hand with the Hub and ideas up to the Department and see how developing. We strive for an education the Education State was our Primary the Government can continue to support system where learning is responsive to School Engagement Strategy where the work of the VicSRC and improve the needs of students, where our voices we envisage increasing our work with Victoria’s education system. We are are valued in every aspect of education, primary schools and capitalising on the looking forward to furthering our work so we had some practical ways to assist existing work and infrastructure of the with the Government and are expecting many positive results. with the ‘Empowering students and VicSRC. Developing an engagement building school pride’ initiative within model for primary school students will We are enjoying devising these the framework. allow for primary school students across projects and how they will work in practice. We look forward to exploring We proposed the establishment all educational sectors to participate further possibilities in the future. and operation of a Victorian Student and have a voice at a state level with Voice Hub (SVH). The Student Voice Hub workshops and forums, primary school Liz Chiem is to provide information and capacity specifi c resources and ongoing support VicSRC Executive to students, teachers, principals and the from both the VicSRC and the DET. Mount Waverley Secondary College

October 2015 27 VicSRCVicSRC RRecognitionecognition AAwardswards Congratulations to Finalists for 2015 fter two full days of shortlisting and judging of 59 It’s fantastic to see the depth and breadth of nominations from 34 schools across Victoria, we are important work that SRCs are undertaking in their delighted to announce our top 15 fi nalists for 2015! Our schools across Victoria. Read a summary here about A each of the fi nalists: their projects, their passions and fi nalists come from all across the state with incredible stories what makes them strive for positive change. of advocacy and action putting students front and centre in The countdown to the Recognition Awards their education system. ceremony on Thursday 29th October is on!

Group Action Award Outstanding SRC of the Year Award Ave Maria College: Bendigo Senior Secondary College: Senior Leadership Team BSSC Student Council “As a team we brainstormed a diverse range “Our SRC strives to create positive change. of ideas that we felt addressed the needs of This year our Council has restructured all Ave Maria students. We were dedicated our formula to increase productivity and to improving the social environment within engagement. This includes having two our college. The Initiative ‘AloVEly Week’ presidents, one from each year level; a was implemented to engage students from across all year levels, newsletter, which circulates around the Council so all members are providing them with interesting, diverse, and engaging activities up to date and included; and the majority of our time dedicated to and opportunities that improved the overall social environment of sub-committees. Our Council is creative. Our Council is dedicated. Ave Maria College.” Our Council is outstanding.” Mount Waverley Secondary College: Sacred Heart College Geelong: SRC SRC “Our aim has been to improve student teacher “We are strongly student led, and guided relationships. The team has achieved whole through the help of numerous staff . Every school change, working across the college committee is in charge of their own area to improve student teacher relationships, of the school. The Learning and Ingenuity and using student voice to form our goals Committee aim to promote good study and to amplify it. It’s been so exciting to be part of such a vibrant, strategies and an enthusiasm for learning. The Social Justice/Faith passionate, dynamic group, we all bring something diff erent to and Spirituality Committees have supported the wider school the team, but together, we are making a massive diff erence to the community through their initiative ‘MAD’- Make a diff erence...” school, and that’s something we can all be very proud of.” Winter’s Flat Primary School: Sandringham East Primary School: Community Leaders Junior School Council “Community Leaders have transformed our “The JSC has modifi ed the structure of the whole school community. Our ‘1.2.3 Layers Council to include Grade 1-6 students and program’ is where students make daily are working at developing their voice in not weather announcements suggesting the only the school but the broader community appropriate layers to wear reducing the use as well. Working with the School Council of heaters. Building on this, students have created sustainability and Strategic Planning committee, the JSC has consulted on awards for showing care to the environment. Nude Food everyday upgrades to the school playground and are in the initial stages of has changed the way parents shop, purchasing healthier and less development of a transition program for local kinder children as packaged options.” they prepare to start school.”

2015 VicSRC Recognition Awards Metro Melbourne; Thursday 29 October 2015 Celebrating the achievements of SRCs and presenting examples of best practice in student voice, student-led action and student participation in Victoria.

28 Connect 214-215: SRC Teacher Whole School Approach Newsboys Foundation Advisor Award to Student Voice Youth Leadership Award Sarah Kreltszheim: Bendigo South East College: Tess Shacklock, 17: Brighton Secondary College SRC Templestowe College “She believes in “By sharing the “Before I got into everyone, she decision making leadership I was very empowers everyone between student and shy and that aff ected and she cares about staff , more ideas are my participation. I everyone. Being the generated, diff erent didn’t enjoy speaking SRC president this year perspectives are up, but with a bit of I have had the pleasure gained and a greater courage, I overcame my working very closely student-teacher personal insecurities with her. She is always looking to expand relationship is formed. For example, at and in return I gained a lot of confi dence. leadership in our school and give students our college swimming carnival, SRC ran Some students can get stuck in the mindset a bigger voice. She has never said no to an a photobooth instagram competition. that their opinions aren’t important, when idea we have brought to her; she has talked Giving more students a chance to in reality they are the most important of to us and come to compromises with how contribute has encouraged their peers to all! That’s why I am so passionate about we can create achievable outcomes.” do the same, creating a chain reaction.” student voice as I hope for a future where no students feel powerless.” Hayley Dureau: St Kevin’s Primary School, Roghayeh Sadeghi, 13: Mount Waverley Secondary College Lower Templestowe: Northern Bay P-12 College, “We have grown SRC Peacock Campus immensely over the “The SRC are involved “I have challenged past year as a result in interviewing for myself to be the best of working with Miss new staff members person I can be. I am Dureau. Her passion and provide feedback one of the Campus for giving students an on who would be Leaders. Over the opportunity to reach most suitable for the past few years I have their full potential and position. They ask encouraged students achieve their goals inspires us. She has a their own questions to do their best, be bright, optimistic personality, a wonderful and share their impressions. The SRC comfortable with themselves and others, sense of humour that never fails to cheer worked with students, parents and staff to regardless of background, religion, sexuality, us up. She always works with the Student design and implement an Agreed Code gender and diff erences. Student voice is Leaders productively and never shuts down of Conduct. They gathered data from all everything! I strongly believe that young our sometimes crazy ideas, always trying to stakeholders based on the question: How leaders have the power and knowledge to fi nd ways to use our ideas in some way.” do we need to behave to make our school make the world go around!” a happy, safe learning environment?”

Ash Pike: Swan Hill Primary School: Anamika Chowdhury, 18: Northern Bay P-12 College, Junior School Council The Mac.Robertson Girls’ High Peacock Campus “The students run School “Ash is a wonderful their JSC, come up “Both students and supporter! Ash has with ideas and put staff have valid supported me and these ideas into and worthwhile other students to have action. They work perspectives on the a voice and do what with the whole issues aff ecting our they love. Ash has school community school, and both helped me to organise to do this: the staff , groups have things lots of fundraisers, parents and students. They have made they can learn from each other. This has and helped me to become the leader that I many changes in the school through their been my leading vision this year, to off er am today. Ash has supported us to develop work. It is good that the students can talk a platform where students are given the Roots and Shoots and our Stand Out about things that are important to them opportunity to actively shape our school’s Group at our campus as well as SRC at our and feel comfortable in doing this with development, and have strived to visibly campus and the other campuses.” staff and the School Council.” show the potential and power of student voice and empowerment.” 2015 VicSRC Recognition Awards

October 2015 29 10 Years of VicSRC: a Celebration 015 marks 10 years of the VicSRC and Congress, with the roar of student voice building over a decade of student-led advocacy and 2action. On Friday 18th September, members from the past, present and future of VicSRC came as one to celebrate the ten amazing years that have empowered students to be more than just the ‘learners’. It was a night filled with joy, laughter, tears and many memories that will never be forgotten. We had two special guests, James advocate in the southern hemisphere. Tonson and Georgia Kennelly who shared He has provided the VicSRC with lots of their wisdom and past memories with the training, advice and knowledge that has group. James Tonson was the first ever very much shaped this organisation to VicSRC coordinator back in 2006; with what it is today. his three mates Roger Holdsworth, Scott The open-mic night began with a roll Duncan and Dave Mould, he helped to as volunteers, staff and past and present build the organisation to what it is now. Executive members stepped up to share He spoke about the challenges that were their memories. Times of joy, sadness, faced before 2006 and during the rocky humour and disappointment were all years after the initiation of the VicSRC. shared with the group. This by far, was Georgia is the second-longest serving one of the best highlights of the night. It VicSRC Executive member, beginning in proved to me how much like a family the 2007 and ending her four year term in VicSRC has grown to become. No matter 2010. She spoke about the recent actions when you’ve joined, the VicSRC imprint of the VicSRC and how it has changed her and the urge for student empowerment to be the person who she is today. They will always be a part of us. were both true attributes to the history of The night ended with a blast, with the VicSRC. the Nostalgia Pack raffle being drawn The night followed on with the (lucky winner was Liz Chiem) and presentation of the Ryan Gunn Life the cutting of the cake. It was a very Service Awards. Ryan Gunn was a former successful night that brought together VicSRC Executive member who passed all the people who have contributed away due to leukaemia some years ago into making the organisation as large as so these awards are our tribute to him. it is today. The night would never have These awards recognises an individual happened without the hard work of our who has made a lasting contribution to staff: Fiona Campbell, Krista Seddon, VicSRC – someone who has inspired and Emma Myers; our special guests Georgie supported others. The first recipient was Ferrari, Leo Fieldgrass, Gail McHardy, Georgie Ferrari, YACVic’s Chief Executive Sharon Healy and Zac Pretlove; the Officer, for her ongoing support, right supporters, Piper, Liz Kalas, Scott Duncan, from the beginning when she helped to Tim Eric, Georgia Kennelly, James Tonson establish the auspice arrangement with and Justin Jaramillo. FInally a huge VicSRC and was fundamental in helping thank you to all the past, present and the organisation secure funding. Scott future VicSRC Executive members who Duncan, founder of the Victorian Institute have driven, are driving or will drive this of SRC Teacher (VISTA), was awarded for organisation forward. his passion and guidance whilst watching The VicSRC’s 10th anniversary just the organisation that he helped to proves how important this organisation build grow. His love for student voice is is in amplifying student voice. admirable. The third recipient was Dave Mould, the Director of Second Strike. Margaret Tran Dave has been a long-time supporter, VicSRC Executive helping this organisation in its infancy, providing training, support, advice and driving! He has been one of the instrumental drivers of this organisation. The final recipient was Roger Holdsworth who is our longest-serving student voice

30 Connect 214-215: VicSRC Executive Camp hen a new group of people comes together to run an organisation, such as a Student Representative Council or, in our case, the WVicSRC, we need an opportunity to gain information, orientation and planning to work together. But we also need a chance to develop as a team. What should such an introduction include? Our recent camp shows what is possible.

We are Executive Members of the an understanding of the importance of a It was a great experience that created VicSRC for the 2015-16 year. During well-timed pause, the use of stories and everlasting friendships and inspired great the recent school holidays, we held an examples, and the benefits of knowing ideas to express student voice. Executive camp – for us to enjoy and get your audience and interacting with them Victoria Vassallo, Shania Hallyburton to know our teams better, as well as to to hold their focus and engagement. and William Hornstra plan for the year ahead. It was held over We also learnt the importance three days at a fabulous venue known as of having a strong knowledge about And a personal reflection: the Bastow Institute. the content we will be talking about thoroughly enjoyed the event, however We planned both our action teams when approached by the media. The due to my autism, I was uncomfortable and our project teams. The latter was a little day addressed many frequently asked Italking to people at first. The camp hard for us considering that the person questions, as well as our own burning actually got me to know people as the running the team was unavailable to attend questions, which we should be prepared time passed. This was helped by the the camp – which points to the need to for about the VicSRC and our roles as icebreakers like the one word reflection, have all members present if possible. Executive members. and the letter game. During our second full day, we were The Vic SRC Executive camp was an This event helped me get to know lucky to spend it with Brett de Hoedt, from informative and eye opening experience. the Executive, and those I will be working Hootville Communications, who provided It allowed Executive members to grow with, as well as getting started on all valuable media training. Through his and develop as a team, and it inspired of the things we are doing (mine was lively and buoyant communications skills us to make a difference, be heard and curriculum). It was a little hard for me to he taught us the importance of being a be productive in regards to student communicate with others, but this camp presenter rather than just a speech giver. voice. The Executive camp allowed us improved that. The day involved various examples of how to further understand and clarify the While this event was in a good venue to give the best presentation, alongside concepts that are involved within the for the events, it was a bit far to travel many chances to be pushed to our limits VicSRC and therefore created confidence to, especially for the regional Executive ... to get up and give it a real go. We all and passion within ourselves. members. walked away from this experience with William Hornstra

October 2015 31 Launching the new VicSRC Environmental Resource Kit he VicSRC Executive is excited to share our updated resource to groups that want schools to be more help students take action on green initiatives in their schools. environmentally friendly too. T The 2015 edition of At the 2014 VicSRC the VicSRC Environmental Congress, secondary Resource Kit is a guide students from around the for students and teachers state voted for ‘an increase to provide a brief of green initiatives in introduction to some of schools with the aim of the best opportunities and increasing environmental organisations we found, awareness and sustain- including the Australian ability in schools’. Youth Climate Coalition, Why does it matter? CERES, the National Solar Green initiatives matter. Schools Program, Students Our environment matters. of Sustainability and more. Protecting and preserving We hope that it helps our resources, increasing you take action in your access to environmental school, and we hope you education, and reducing our carbon educate Victorian students and increase fi nd the information useful in your quest footprint to increase environmental awareness generally about climate for an environmentally friendly school! sustainability matters. Students across change and the things that students and their school organisations (SRCs and Victoria voiced their concerns at Congress Download your copy of 2014 and determined that we must help similar groups) can do to help improve Victoria - and in particular, Victorian their school and community - including the VicSRC Environmental schools - become more environmentally ways to be more environmentally Resource Kit at sound places for years to come. sustainable. Students told us that they want www.vicsrc.org.au The VicSRC Environmental their schools to be more environmentally Resource Kit friendly and that they want to be part Margaret Tran, Sam Ilobuchi 2014-2015 VicSRC Executive members, of making these necessary changes. and Tess Shacklock Margaret Tran, Sam Ilobuchi and When VicSRC looked into this, we found VicSRC Executive, 2014-2015 Tess Shacklock led the charge to help that there are a lot of organisations and Are you a VicSRC Member School? .... Membership discounts Did you know that you can receive discounted event prices if you have a VicSRC Membership? If you are not a member school and would like to take advantage of discounted ticket prices to the VicSRC Congress and Regional Conferences, simply select ‘VicSRC Membership (Annual School Membership)’ at the start of your online registration. Or check about membership on-line at: www.vicsrc.org.au/get-involved/school-membership Need help? Unsure if you are a member? Contact Fiona Campbell, VicSRC Events and Communications Offi cer on 03 9267 3777 or [email protected]

To sign up to the VicSRC The VicSRC receives funding support from the Victorian Department of Education and Training and the online e-newsletter ... visit: Catholic Education Office, Melbourne. It is auspiced www.vicsrc.org.au/joinin/mailinglist by and based at the Youth Affairs Council of Victoria (YACVic). It can be reached there on 03 9267 3744 or, for the cost of a local call from outside Melbourne, on 1300 727 176; or by email: [email protected]

32 Connect 214-215: International

4th Seminar: 2014

5th Student Voice Seminar at the University of Cambridge (UK): June 2015 he 5th Student Voice Seminar/Conference was held at the University of Cambridge (UK) from 22nd to 24th June this year. TThis was the fi nal event in this series, organised by Professor Alison Cook-Sather (Mary Katharine Woodworth Professor of Education at Bryn Mawr College and Jean Rudduck Visiting Scholar at the University of Cambridge from 2010 to 2015) and Dr Bethan Morgan (University of Cambridge), and dedicated to the memory and work of Professor Jean Rudduck around student/pupil voice. But it won’t be the fi nal Conference teachers, students, administrators and to be held, and participants in this year’s others – and from primary, secondary event spent some time planning future and tertiary education. The strength of a choice among four one-hour directions – see later in this report. these sessions has been the concept presentations and discussions: The event combined both of ‘linking across the lines’: bringing Two secondary school students formal presentations and informal ‘un- together people from diverse fi elds, – Miranda Wernay Dagsson (President conference’ sessions, which allowed backgrounds and educational contexts, of The Association of Danish Pupils 2014- participants to meet, defi ne and for common dialogue. We all share an 15) and Mads Løjtved Rasmussen (Vice- discuss topics of interest and concern. interest in and commitment to the idea President of The Association of Danish Approximately 70 people took part, from all of ‘student voice’, however diversely Pupils 2015-16) – plus Cecilie Tang-Brock round the world: researchers, academics, that is defi ned. (Organisational Consultant) presented on Day 1 ‘Pupil Engagement - A Means for Increased The seminar began with a welcome and Academic Ability, Social Commitment and background from Alison, followed by an Well-being.’ ice-breaker activity that had us seeking In other sessions, Catherine Bovill and fi nding partners for a ‘dance card’. (Senior Lecturer, University of Glasgow) The opening keynote address by presented on ‘Identifying Your Underlying Professor Michael Fielding refl ected on Assumptions in Co-Creating Learning and the legacy of Jean Rudduck’s work and its Teaching: The Importance of Language place in stimulating and driving current and Behaviour’, in association with Dan educational thinking: “Lighting the Bishop (Researcher at the University of Slow Fuse of Possibility: A celebration of Lincoln) presenting on ‘Conceptualising Jean Rudduck’s contribution to Student the Student-University Relationship within Voice as a transformative educational a UK higher education institute’; Stephanie force.” (This address is available from the Serriere (Penn State University) presented Seminar’s website: see later.) her work with Dana Mitra on ‘Fostering The fi rst of the Explorations of Civic Engagement in the Elementary Research and Practice in Diverse Grades in an Era of Accountability’ along Settings sessions off ered participants with Vicky Wasner (doctoral candidate,

October 2015 33 Durham University) on ‘A Democratic • Why do you have students as co- Higher Education: Exploring Perceptions Approach to Global Citizenship and researchers? What is the benefit? (eg of Staff and Students’; Catherine Burke International Mindedness: Empowering and how does it change the way you do (Faculty of Education, University of Engaging Students in Meaningful, Critical research, the outcomes or insights?) Cambridge) and Karen Könings Dialogue’; and Pam Burnard (University • What, if any, particular challenges or (Maastricht University, Department of of Cambridge) and Paul Greenberg obstacles have you faced? Educational Development & Research, The (‘Creatubbles’ Director) presented on Netherlands) presented on ‘History as an • What questions do you have for ‘Towards a framework for analyzing a Agent in Participatory Design of the ‘Future others who do such work? digital arts global project: Undertaking Building School’: A Case Study’; Eve Mayes voice research with ‘Creatubbles’, an • What have you learnt about the (University of Sydney) presented on innovative digital platform building global process of students as co-researchers ‘Diverging Longitudinal Accounts of ‘Change’ communities of engaged children and young and what advice do you have for Over Four Years in a Low SocioEconomic people through multimodal creativities’ others hoping to do such work? School Setting: Power and Emotion in a alongside Liz Dunne (University of Exeter) This process of individual and group ‘Student Voice’ Initiative’ alongside Pauline on ‘Students as Change Agents: the Change reflection was then followed by a panel Fitzgerald (Senior Education Officer, State Agents initiative at the University of Exeter’. of secondary students from several Library of NSW, Australia) on ‘Designing The first Un-Conference Session projects where they were researchers or for Emotional Engagement and Empathetic was titled ‘Continued and New co-researchers, providing descriptions of Understanding: Consulting Young Directions for Practice and Scholarship’. their work and answering and discussing People’; and Rory Gallagher (Thomas Some participants had defined proposed questions. A whole group discussion Hardye School, Dorset) presented on areas of discussion prior to the seminar, wrapped up the session, drawing on ‘The Challenges Faced by Schools to and other topics emerged in discussions. written responses to the questions and Implementing Student Agency Projects’. This was an opportunity for a less formal on student researcher responses. The second Un-Conference session mode of engagement: a chance to raise, The afternoon concluded with include discussions around: brainstorm and argue over ideas. Various a chance to mingle and talk, based Fostering and Sustaining Genuine conversations occurred, including groups on one-page summaries that were Engagement: around: ‘Celebrations of Current Iterations of - Moving beyond ‘cute’: how do we Student Voice’, and then a more formal Acknowledging, Balancing, and ensure deep commitment to listening meeting discussing a proposal for an on- Distributing Power: to student voice and acting in line Student Voice Journal (see separate - Emotion and power/ knowledge partnership? article in this issue of Connect). relations in student voice: Exploring - Engaging the resistant (students and teachers’ responses to students’ research Day 2 staff) - Different conceptual frameworks of On Tuesday, the second day, the - How to maintain the enthusiasm for models of power relations in student Seminar started with a further set of student voice work voice work presentations of current research and Teaching and Supporting Young People practice in diverse settings: - The balance of knowledge and power in Research: between researcher and co-researchers Cherie Woolmer (doctoral - Teaching research methods to young candidate, University of Glasgow) Digital media: Social media applications people (teenagers) and/or multimodality for facilitating presented on ‘Co-creating Curricula in student voice From co-creation by the educational institution towards students as change agents: Exploring different approaches to student voice by comparing case studies., which outlined ideas for a paper in progress and provided an invitation to contribute as a co-author. After lunch, the focus was on reports of approaches around Students as (Co-)Researchers Across Contexts. All Seminar participants took part and were invited initially to report on any studies in which they had been involved, and also to formulate some questions. We were asked (individually and then in small groups) to: • Briefly describe the project or study through which students are co- researchers

34 Connect 214-215: - Data analysis and ownership of data o Ethics and Day 3 participation The final day was very practically focused. Participants had asked - ‘What do student representatives/activists want from for practical ideas, strategies and tools to take back to their own researchers, teachers and other practitioners?’ workplaces. So the first session was focused on ‘Filling Your Tool Box: Practical approaches to Student Voice work in teaching and research’. Small groups shared resources, and interrogated ideas around various requests: Navigating ownership in student voice work, both in terms of process and product. eg “I’m particularly interested to learn how colleagues are having these discussions with the students involved and what we think the ethical tensions might be related to ownership (during and beyond) student voice work.” A sort of ‘starter pack’ of ideas for starting a proper students as researchers project at my school. “It’s something that I really want to start up next year, much like the student researcher group that presented last year. Maybe some helpful hints and tips to make sure that the project runs smoothly. Also, it might be useful to me to hear what other people have said to their various Head Teachers to get them on board with the idea/usefulness of having a Student Researcher project.” “Actual worksheets or practical strategies used in the first time students and staff meet to set out on a partnership.” In the second keynote address after lunch, Professor Using and analysing data. Susan Groundwater-Smith addressed ‘Understanding “I am currently spending some time considering the most Praxis in the Context of Cultural Institutions: A tribute to Jean effective means of involving participants in the analysis of Rudduck’. (Again, this address is available on the seminar collected data - particularly video footage - and would welcome website.) discussion with others as to how they involve participants in In the third round of research and practice presentations, this process in an authentic manner.” we chose among: Ger Halbert (National Council for Curriculum Digital media. and Assessment) and Paula Flynn (Trinity College, Dublin) on ‘Student Voice: Accessing Student Insights on Their Learning to “Uses of social media applications and/or multimodality for Facilitate Co-Construction in Curricular Development’ alongside facilitating student voice.” Daniella Hall (Penn State University) on ‘Fledging the Nest: “Tools, templates, processes etc for capturing digital portraits Navigating Parental Resistance to Literacy-Based Development of and digital stories from students.” Young Adolescents’ Intellectual Independence and Voice’; Karen Finally, a session focused on developing plans for the D. Könings (Maastricht University, Department of Educational future of these Student Voice gatherings. Ideas were Development & Research, The Netherlands) and Catherine discussed around possible venues for next year ... and beyond. A Bovill (University of Glasgow, Scotland) on ‘Developing a Rubric proposal from Vermont, USA, was discussed and approved for for Student Voice Work’; Kate Wall (Durham University), Julia exploration. Possibilities for the formation of a formal or semi- Flutter (Cambridge University) and Carol Robinson (Brighton formal body to link and carry forward Student Voice work was University) on ‘Ethical Implications of Eliciting Young Children’s considered, and some participants volunteered to work on this Voices: Developing Knowledge & Understanding of How Article 12 Is ... and ideas are currently being canvassed. Possible funding Enacted with Children Under 7’; and Chae-Young Kim (Research sources for international Student Voice work was discussed ... Associate, Children’s Research Centre, Faculty of Education but with no specific resolution. and Language Studies, The Open University) on ‘Children As Researchers: Exploring Conceptual and Empirical Ambiguities’. Each of these seminars has been considering how to take Student Voice work further. This year there was a session on ‘Carrying Student Voice Forward: How to have an impact’ in which participants reflected individually on ‘What strategies or approaches have you used or could you imagine that would help ensure that student voice work is carried forward and has an impact?’ These were then shared in small groups and reported to the whole group. The afternoon concluded with ‘An Appreciation of the Jean Rudduck Visiting Scholar: Alison Cook-Sather, her work and leadership’ from Dr Lena Bahou.

October 2015 35 Refl ections The Seminar closed with some refl ections from participants: “The sun shines on the end of #camstuvoice2015. What a fantastic three days! Much to follow up on.” (Cherie Woolmer) “Thanks for an inspiring three days of collaborative learning about student voice from preschool to HE and in cultural institutions.” (Students as Partners, The Higher Education Academy) “Inspiring, motivating, collegial, collaborative and with great people making a fantastic three days; thanks all!!” (Dan Bishop) “What an inspirational couple of days in the company of some of the leading international thinkers, writers and actors in the fi eld of student voice. It was an honour to have been invited ... to participate and to present my own ideas and research, and I am so glad to have made the journey across to Cambridge from the West Country! My journey was by no means the furthest or longest, as and how diff erent I felt on leaving that room; I felt included and there were delegates from Australia, South Korea, the US, Ireland, valued. Having received praise for my eff orts and been off ered Scotland, Denmark, Sweden, the Netherlands, Canada, Greece, suggestions as to how to take my work forward and keep Spain, and I probably missed a few out too. There were students criticality and ethics as the driving forces, I felt that I may just be from schools in England and Denmark, whose contributions were on the right tracks. some of my take-away moments of the seminars. “The discussions on power fascinated and excited me. The “The warmth and passion for education of everyone there idea of power to versus power over people is an interesting was a welcome reminder that we are not alone in what we are concept that allows us to think about our own understandings all trying to do in our own educational contexts. It was a special about what power means to us. One comment that will remain privilege for me to meet some of the people who had inspired with me is Susan Groundwater-Smith’s remark about the and motivated my research and my teaching practice – Michael danger of over-use of the word empowerment as if it were a gift Fielding and Alison Cook-Sather in particular. to be handed from one person to another. Trying to romanticise “One of the highlights for me was the Danish students’ surprise this term and fantasise that some kind of emancipation can at some of the comments of the English students! The democratic happen as a result of someone having created conditions in values embedded within Danish education appear not to be so which we can do that, is implying that becoming empowered present or self-evident in our English schools. Another highlight does not involve some kind of struggle. If I am in fact planning was the frank and open discussion between lecturers, researchers, on claiming that my own research will allow students to teachers and students in the ‘un-conference’ sessions – which were become empowered by having a voice as researchers, I must be rich and rewarding, allowing a voice to all, and fostering a real co- careful not to be too naïve and utopian about this. Whatever construction of our common aims and values.” (Rory Gallagher) does happen, I walk away from these seminars carrying my Personal refl ections of an inclusive kind critically refl exive mind to my corner of the world where there exists, as Lena Bahou said, my own ‘pocket of hope’.” (Vicky “A fi rm believer in the potential of education to be a powerful, Wasner, Switzerland: [email protected]) transformative force, Michael Fielding’s words in his keynote speech resonated with me, and I knew that I was in the right Roger Holdsworth and Alison Cook-Sather place. Having been a lone, submerged silenced voice in my life as a practitioner researcher, I was glad to feel a sense of Further details can be found at the Seminar website: reaffi rmation about my decision to make the journey over from http://ow.ly/T9xHM including texts and audio of the Switzerland to be at this fi fth seminar on student voice; hitherto keynote addresses, the full program with presentation unknown, foreign territory to me. The idea of ‘re-imagining’ abstracts, papers from participants and some blogged what it means to be a student or a teacher is what drives my refl ections. In addition, participants (including some interest in student voice; being able to ‘re-see’ each other is what following the seminar internationally) were tweeting social interactions should be founded upon, and is a principle comments on each day, and these tweets are Storifi ed upon which teacher-student relationships should be based. We on this website - thanks to Bethan Morgan. live in times where being able to tick certain boxes and jump through certain hoops are all too often seen as the educational goals in themselves, and the processes that are involved in getting there are only the means to economic ends, rather than being valued as the creative, collaborative and knowledge- constructing processes that they have the potential to be. “My own presentation on my proposed research project was an initially daunting aff air; some people in the room had been the inspiration for some of my own most productive and creative thinking, and my initial fears were that the ideas that I had spent the best part of two years nurturing and developing would fall fl at on the ears of these experts! Yet how wrong I was,

36 Connect 214-215: International Learner Voice Conference at Trinity College Dublin (Ireland): June 2015 Nothing About Us Without Us! Listening to the Voices of Our Students he Learner Voice Conference, ‘Nothing about us without us’; listening to the voices of our Tstudents’ took place on 26th-27th June 2015 at Trinity College, The University of Dublin, Eire. It received extremely positive feedback from participants across a broad representation of stakeholders in education, including students from primary, secondary and tertiary education, parents, teachers, principals, policy makers, researchers and academics. It was truly a learning community encompassing learner voice in action! One delegate summed it up by stating he was “inspired and energised for two days in TCD – it was the fi rst time I personally felt that student voice was being validated in the Irish education community as the Student Voice / Learner Voice/ Pupil Voice community both emerged and became one. It was great to listen to all the speakers, including Alison and Dana, as well as all of us working here in Ireland and to see our work refl ecting and refl ected in a whole range of settings. Bringing the voices of the young primary school students and the older PP students added real authenticity to the conference” Another delegate came away “totally inspired, and richer for the networking with those of like mind, some of whom I believe will join forces in the foreseeable future, to transform Dr Paula Flynn & Dr Alison Cook-Sather the educational experience in this country for many, especially for those who are at risk of falling through the cracks in its n behalf of the Inclusion in Education and processing system”. Society Research Group (IES), I was delighted From: https://www.tcd.ie/Education/conferences/ Oto host our Learner Voice Conference, “Nothing about us without us”: Listening to the voices of our students! in Trinity College, The University of Dublin on 26th–27th June 2015. The two day event featured a broad range of presentations, refl ecting current international research and practice with respect to ‘voice’ in education, most especially, student voices. Dr. Alison Cook-Sather, an esteemed and prolifi c author and researcher in the areas of student voice, engagement and partnership in educational research, was an inspiring keynote speaker, which in itself was a wonderful occasion for our conference community and the School of Education, Trinity College Dublin. Original artwork above by Darren McPhail and Sarah Dempsey (National Across the two days of this conference, the opportunity College of Art and Design, Dublin, Ireland); originally created for the Learner to discuss and interrogate the challenges and opportunities, Voice Conference in Trinity College Dublin, The University of Dublin, Ireland especially pertinent to the ‘trajectory of student voice in (2015, June 26-27).

October 2015 37 educational research’ (Cook-Sather 2014) were led and heard Acting as PI on a current research project on curricular by a broad representation of stakeholders and interested co-construction and embedding student voice in practice parties. These included students from primary, secondary with the National Council for Curriculum and Assessment and third level education; teachers; principals; parents; policy (NCCA) and the National Association for Principals and Deputy makers; researchers; and academics. In total, 66 presenters Principals (NAPD) in the Republic of Ireland, I was fortunate contributed to the conference. This overwhelming level of enough to meet some talented participant students with their active participation refl ects a signifi cant interest in the areas of teacher, who designed the iconic image below for use at the ‘voice’ and narrative methodologies in the educational context conference. I am very proud that we could use this image for and environment. The spectrum of topics that were discussed our poster, especially as it presented us with an opportunity and examined ranged from ‘marginalised voice’ through to to visually capture the perspective of this group of young ‘tattoo as visual literacy’. people on the potentially empowering and important impact I have had the tremendous pleasure of co-participating in of student voice engagement. student voice research continuously since 2008 and, as a result Many thanks to our international community of student of my experiences, I am convinced that there is great potential voice advocates; students, practitioners and researchers, for for learning on the part of all participants who engage in or their support and interest during and since this conference. are impacted upon by this practice. Consequently, some of my Paula Flynn recent studies have been conducted under the title of ‘Learner [email protected] Voice’ to emphasise the community of learners who are both involved and impacted upon in the process, refl ected in the Acknowledgement: title of this conference. Although the predominant conference Sincere thanks to Darren McPhail, theme was on the voices of students, it was also an opportunity Sarah Dempsey and Darren Byrne to listen to multiple perspectives of learners who are interested for the art work ‘student voice: in ‘education’ or ‘voice’ or indeed both! nothing about us without us!’

he Dublin Learner Voice conference terrifi c model for future events and I Skype pictures) who shared their work on was blended strong research with came away inspired. student voice research, in which Kaden Tdeep lessons in practice. Nearly all the The pictures show students talked about her research on how dress sessions included learners as a part of presenting at the conference, including codes shame girls. the presentations, from primary school Kaden Litzinger and her teacher (on the Dana Mitra students to secondary school students and college as well. It was a rare example of how researchers and learners can both strengthen their work through dialogue with one another. The sessions were well facilitated and scaff olded to help to ensure that the participants could all feel that they could participate, be heard and learn as well. It was

38 Connect 214-215: International Networking: 1995 I*EARN – 20 Years On... n July 1995, over 400 teachers from 22 countries met in Melbourne for their Magenet Schools program. Ten pilot the second I*EARN International ‘One-World’ Teacher’s Conference. schools, in total, were selected with at (International Education and Resource Network: www.iearn.org.au) least one from each State and Territory in I Australia. Each school received personal To mark this 20th anniversary of to connect their classrooms with the training and then linked with I*EARN the Melbourne conference, I would love world. Such eff orts appear [to me] even schools in Korea, Japan and China, as well to hear from the pioneers and leaders more relevant today than in 1995. as other I*EARN Schools in the USA. we assembled in 1995 to get your In particular, but in no order, my By 1994, a number of us had spent perspectives, insights and wisdom: colleagues in the WhaleSong Foundation time in Argentina with Daniel Reyes, Where are we now? What did we get (Andrew Hocking, Trish Bulluss, Rosy Aguilla and Adriana Vilella at the right? What did we miss? What challenges Cathy Coppinger, Kathy Skidmore, inaugural I*EARN Teachers’ Conference remain? Frank McNamara and Ian Parry) were in Puerta Madryn, Argentina. The driving I am also very interested to see genuinely at the global forefront of force of Peter Copen and Ed Gargert and the changes that have occurred and the telecommunications revolution. the rest of the International Management encourage you to share any old and new ‘Revolution’ seems such a mis-used term Team had established a global network of photos of changes to your classrooms but the work of these people to engage schools and educators. and teaching practice! not only their students, but hundreds We knew the classroom would and hundreds of other schools and The internationalisation of education change. We suspected the classroom teachers, was quite a feat, considering all has perhaps never been more important. had to change. Twenty years on, has it were volunteers and working full-time. In October 1995, Connect magazine, changed? In what ways? This group became the nucleus of focussed on student participation, The Global Classroom Project the fi rst iteration of the I*EARN Australia documented some of our early work in Centre. In November of 1994, The Directorate their October-December double issue: of School Education in Victoria agreed http://research.acer.edu.au/connect/vol1995/iss95/ to support the Whalesong Foundation’s I have now set up an account of this design of a two year plan to co- journey at: http://bit.ly/melbourne20 ordinate and implement a Statewide and encourage you to share comments telecommunications project for ‘all’ there - as many have already done. Victorian Schools based on the I*EARN Twenty years is a long time, yet I model. wonder what hindsight and refl ection This saw the establishment of the First Offi cial Video Phone Call – VCAB 1991 provides for us ‘down-the-track?’ We Victorian Global Classroom Project fi nd ourselves in 2015 with unimagined Between 1989 and 1993, six schools and a huge response from the teaching connectivity, networked infrastructure, in particular: Broadford Secondary workforce to engage in the use of this devices such as phones and tablets that College, Tranby Aboriginal College were truly ‘science-fi ction’ in 1995 – a year [NSW], Broadford Primary School, before Australian scientist John O’Sullivan Puckapunyal Primary School, Wandong patented wi-fi technology. Primary School and Mansfi eld Secondary More importantly, the canon of College achieved some incredible research into teaching and learning has fi rsts, establishing video-links (the fi rst expanded signifi cantly. I am interested ever video-phone link from Australia!), to hear your observations on teaching secure online student ‘conference practice and its relationship with rooms’, student international exchange networked technologies. programs focussing on the history of the This was a time when ‘the internet’ Holocaust, global publishing programs was still a concept unknown to many and involving ozone and climate scientists certainly schools, education offi cials and around the world, global art exchanges governments were still very much in the and establishing a ‘First Peoples’ project, earliest stages of developing responses to the fi rst of its kind in the world, just to this technology. Yet Victorian schools were name a few. at the epicentre of telecommunications Of course, much of this was ‘pre- and online collaboration. Australian and browser’ technology. particularly Victorian schools were, in the In addition, we partnered with the An End to Intolerance – early stages, amongst the global leaders Asia Education Foundation to support Holocaust Genocide Project

October 2015 39 technology. Bruce Rigby and later, Rita Here are some extracts from for some) .... but they need to know how Ellul from the Department of Education comments made so far: to navigate this world, be empowered, were instrumental in assisting the group responsible, thoughtful citizens of the world and expanding this further into one of 0 years ... it was time then – time to that they can change and be in. make connections, create new projects, the longest running projects of its type. Nikki Deighton 2explore exciting opportunities that had Participating schools were given access never been available to educators before. It to electronic mail, conferences and other was inspiring. agree entirely with Nikki – some of our initial ideals have been subsumed by the reality Internet services including the World And yet, now 20 years on, with more Wide Web, Gopher and Usenet News. Iof how the ‘internet thing’ has evolved, but connectivity at our fi ngertips than in human which, in hindsight, are entirely predictable. In July of 1995, these many hundreds history and a myriad of devices available, Nevertheless, here are my observations: of educators gathered in Melbourne. has the conversation about educational innovation and learning depth moved 1. I just got back from a year 7 class where It is worth noting these pioneer forward as far as we had hoped it would? two incidents highlight how things have schools and their teams. If you work in I wonder really how far we have come radically changed. One kid asked: “So these schools or with colleagues that were as a system? how much is left of the circus maximus in involved in the 1995 Teachers Conference, Rome?” I simply said: “Check google earth ... I think that the past 20 years have I encourage you to leave a few thoughts and get back to me”. We then spent a few seen a focus on the tools – the resources, the in the comments section (see below). minutes, along with a few of his mates, devices, the bandwidth, the apps – with less looking at the images and interpreting ‘The Originals’: Phase 1 Global emphasis on the teaching and learning we them. Another kid asked: “Did all the Classroom want to see happening. people in Pompeii end up as casts?”, to Irymple Primary School; Wodonga Primary Prensky uses a nice description which I replied: “No idea – I’ve never School; Goroke Secondary College; which I now share with the school leaders asked that before. Where can you check Bandiana Primary School; Puckapunyal I encounter: let’s focus more on the verbs that?” She discovered within two minutes (what we want our students to be able to do Primary School; Mansfi eld Secondary that it’s supposed that 2000 people died, such as: communicate, collaborate, create, and they’ve found 1100 casts – so we College; Kyneton Secondary College; Lakes problem-solve, negotiate, build awareness, had a quick chat about what might have Entrance Secondary College; Sunshine share, investigate etc) rather than the nouns happened to the rest. Easy! SC West Sunshine Campus; Swan Hill (the tools, like the apps and devices). Kids are very empowered to fi nd North Primary School; Sale High School; Doing so is device-independent knowledge, and if led correctly, interpret Lake Bolac Secondary College; Grovedale and future-proofi ng. It’s what I*EARN was that really well. West Primary School; Southwood Primary all about 20 years ago: making authentic But: School; Essex Heights Primary School; connections, devising engaging problems to 2. Do they communicate better? Our initial Hoppers Crossing Secondary College; solve, recording students’ learning journeys and celebrating their progress. projects focused on global discussion; Bendigo Senior Secondary College; I think that’s been lost – at least in the Grovedale Secondary College. If we can revisit this more profoundly, classroom sense. Why? My fi rst gut and move away from the seductive love Some of these pioneers are, reaction is that it takes time and eff ort, and aff air with the noun ... then I reckon we can we’re generally not willing to set aside that thankfully, still in front of a classroom or pave the way for deeper innovation. involved in education in some way, so if time. ...Last year I was talking with some Year you have a chance to ‘pat’ one of these 3. How do you measure what my Year 7s just 10s in a school who do skype or polycom did? Given the headlines about NAPLAN amazing educators on the back and say linkups routinely ... it’s no big deal to them ‘thanks’, you should do so.... results this morning, measurement of data to talk with an expert in the US or a teacher rules the educational world right now, and We look forward to hearing from you, in India. But when I asked them what this we as a society have forgotten just how 20 years on... The full linked account is meant for their learning, for themselves as much better kids are today at gathering available at: http://bit.ly/melbourne20 learners, for themselves as global citizens, information and processing it – because they looked at me like I had two heads. where you can also read comments and we don’t even try to measure it. leave your own. Intercultural understanding? Global 4. Inequality of access is a personal bugbear citizenship? Meaningful connections? Bill Coppinger of mine: it costs a lot to be ‘globally Making a diff erence? connected’ and while we have a great Whalesong Services I was taken aback with the silence. take-up of students with iPads at Year 7, as www.whalesongservices.com.au It seems we knew more about what we the devices age and the iPads break, the [email protected] wanted our learners to be able to be and do percentage of kids using them regularly ... and we need to go a bit old school again at Year 10 is quite low. Parents are, quite on this. Instead of saying “let’s get cracking rightly, skeptical about the seemingly on a global project” because it’s educationally endless need to upgrade, while adding sexy ... [we should] get involved because to Apple’s bottom line. Many kids quite these kids can make authentic connections simply, can’t aff ord them. Perhaps we did that help to make the world a better, smaller, it better when we had just a couple of more connected, more empathic, more devices and we had to share more! tolerant and kinder place. But also build in 5. Corporatisation and bureaucratisation that metacognitive refl ection. of the whole idea. I subscribe to a blog These kids are more connected now by Diane Ravitch, who bemoans the that ever before in human history – with infl uence of Pearson education and Apple that comes great potential (and great fear in the push to privatise education in the

40 Connect 214-215: USA. The influence of the ‘grass roots’ How far have we come? My current 2. Augmentation: Technology acts as a movements of groups such as IEARN have answer is: not nearly as far as I thought!. direct tool substitute, with functional been overtaken by big money, with the I am still very surprised that we have improvement subsequent loss of control by practitioners not seen profound changes in the teaching 3. Modification: Technology allows for of the profession. Our original ideals have and learning of, for example, languages. significant task redesign become slaves to those in society who I saw the power of a small country high- 4. Redefinition: Technology allows for want to put things into tick boxes. school in 1990, begin to link classrooms of the creation of new tasks, previously 6. We haven’t fully worked out the etiquette French, Vietnamese, Chinese and Japanese inconceivable of the internet age, and the negative students and source that very rarest of What can we learn? sides of human nature have, predictably, educational opportunities, native speakers Although we were ground breaking in muddied the water. As a year level sharing conversational language on a our work back in 1994, very little had occurred coordinator, I spend a lot of my time periodic and regular basis. It was obvious that in terms of global learning when I started in dealing with cyber bullying – but as Nikki this was the future for access to languages, 2007. Then it took many years to support staff mentions, we’re dealing with the nouns yet at that time, it was supported only with to have the skills and the confidence to use here – kids clearly used to throw ink at email, and very expensive video phone calls technology daily. each other in the ‘good old days’; the and standard calls. technology is somewhat irrelevant. We found: I still wonder why in 2015 we do not So yes, we’ve come a long way, but overall have commonplace access to partner- • That the use of technology every day we need to wrest back the control of what we classrooms for all language students? Skype, had to be mandated (every session). Not do, and stay strong about what we originally video-conferencing, international character every child every session, but the use of envisioned: communication, understanding support of all major operating systems and technology every session in some way. and empathy. yet I observe many language classrooms • That you plan first what you want children We did it so well in the 90s because that are teaching the same way I was taught to learn ... then after this consider how we were all fired up by something new and in the 1970s? technology can make things better ... exciting – and we saw the very best of people This confuses me. • Staff need to be challenged and extended and what they could do. Re-discovering that I also ponder professional development [at] every staff meeting ... this technology excitement with the new is our challenge and collaborative leadership networks and thing is not going away. now. whether the technology has assisted in • ‘Expert’ teachers need to be released to Kathy Skidmore improving practice in these areas? support teachers at all levels of abilities. I could certainly make similar cases Extend the top end and support all others hanks as always for your input. Although regarding the teaching of mathematics, ... we are no longer ‘at-the-coal-face’, you history, geography, literature, earth sciences • The teachers who worry less about how to Tand I both know many who are. It is my sense, and others. Of course I am very aware of use technology do better. They might only based on their experiences, that the progress the exceptional examples of progress and know the capabilities of a program or app appears sporadic, uneven and in some cases, change, but these have not been systemised but know roughly what it can do and let hard to identify at all. I think your question (as far as I can tell) and still remain exceptions- the children collaborate to discover and about systemic reform is the real question. to-the-rule. solve. The original global classroom and related What do you think? • Technology should mostly be for creating projects were very much about teachers, I am very interested to hear what the ... A video editing program, crossed with a teaching and classrooms. Classroom practice, wonderful group of educators that began music program, crossed with a slide show classroom design and collaboration across the journey 20-25 years ago believe are the equivalent and combined with web info systems and cultures was what energised so gains made and the challenges that remain. – has endless opportunities for creating. many thousands of teachers (and still does). Bill Coppinger • Flipped learning has huge potential. Predictably, when leadership of such • Survey your staff and allow them to share innovations turns from practitioners to their concerns...then address these. system-level actors, invariably, the focus t Swan Hill North Primary School we and often even the premise of the original took the step to go 1:1 devices in 2007 What have we missed: innovation changes. Computer-student ratios, Awhich was initially met with mixed feelings. • I still believe we are not using our video infrastructure, system-wide-productivity, Today in 2015 we have every child in the conferencing tools enough ... limiting standardisation and contractual design while school (except prep) with their own device. global learning. (Preps have 1:2.) ... often necessary in early stages (certainly to Challenges: ensure equity), often overrides and ultimately What did we get right? • Keeping the quality of task high. consumes the premise of improved teaching We use the SAMR model to guide our • Assessment of tasks. and learning. work and quality of task – “The Task Predicts The ‘what’ and the ‘how’ consumes the Performance” as defined by Richard Elmore. • Too many schools have put technology ‘why?’ This ensures that tasks are done in such a into the too hard basket. I think you would agree that we have way that are not a ‘substitute’ for what could • Great models of use ‘exemplars’ need seen many examples of that, both at home be done without technology but that they to be identified and be ready to share and internationally... are done in such a way that could not have everything. been achieved without technology. You were one of those genuine Campbell McKay ‘practitioner-leaders’ and yet I sense (without SAMR Model Overview Principal wanting to put words in your mouth) that you 1. Substitution: Technology acts as a Swan Hill North Primary School have the same mis-givings as me. The ‘project’ direct tool substitute, with no functional remains ‘behind-the-curve’. change

October 2015 41 News and Reviews Student engagement in university decision-making and governance - towards a more systemically inclusive student voice his project aims to develop more systemic approaches to the This phase of the project will also include inclusion of student voice in decision-making and governance in engagement with student groups through TAustralian universities. This relates not only to the activities at the highest a student leaders’ survey and focus groups. Our Australian research is supplemented levels of governance, but also at all levels, such as faculty boards, class/ by desk research that examines the subject course representation and input on curriculum reviews. documentary evidence for Australian The project (an OLT Strategic Priority network to identify good practices in the student engagement practices. Commissioned Project led by Professor formal provision for student participation The third phase of the project Sally Varnham, Faculty of Law, University of in university governance and decision- provides opportunity to examine and share Technology Sydney) builds on the research making in the UK, New Zealand and good practice through good practice case of Project Leader and her experience in Europe. studies and pilot projects. governance roles within higher education - Phase 2 of the project includes There is a project workshop at UTS on Chair of Academic Board, representative on a survey to determine the range of October 27; contact Ann Cahill for details. the University Council and Student Ombud approaches and the mechanisms for Project contact details: - and her activities in mentoring student active student engagement adopted Project Leader: representatives on governance bodies. by Australian tertiary institutions that Email: [email protected] In the fi rst phase of the project, has been informed by a national survey Professor Varnham has worked with undertaken by the University of Bath Project Offi cer: members of her extensive international for the UK Quality Assurance Agency. Email: [email protected]

The International Journal of Student Voice research-focused articles, practitioner refl ections, and multi-media submissions. he International Journal of Student Voice (IJSV) is a new peer- Peer review in this journal will include reviewed, open access e-journal publishing on the ways in which feedback from researchers, practitioners Tstudents co-lead their schools and communities by collaborating and students. All articles must have a with teachers, administrators, and community stakeholders to defi ne user-friendly abstract that is understood by all audiences. Articles will be expected problems and develop potential solutions and/or take the lead on to end with a set of discussion questions making change in their schools and communities. to encourage online dialogue. Each We defi ne students to include a students as activists and change submission will include a discussion wide range of young people, from early agents, and related fi elds. Likewise, forum to encourage conversation about childhood to university studies. Taking we acknowledge the importance of the submissions. as foundational the right of students adult educational stakeholders who For more detail and submission to develop their voices and leadership share this belief and work to make guidelines and information, see the IJSV capabilities and take an active role in the development of student voice, website: https://ijsv.psu.edu/ analysing and shaping their educational participation, and partnership a reality. experiences, the journal publishes IJSV, established in 2015 by the Original artwork above by Darren McPhail and research related to pupil/learner voice, Pennsylvania State University, welcomes Sarah Dempsey (National College of Art and Design, youth-adult partnerships, child rights, Dublin, Ireland); originally created for the Learner pieces from researchers, practitioners, Voice Conference in Trinity College Dublin, The youth participatory action research, and students including traditional University of Dublin, Ireland (2015, June 26-27).

42 Connect 214-215: October 2015 43 Jump Start 2016 (Victoria) ump Start is an interactive workshop focused on empowering members of your Student Representative Council to start planning Jearly for 2016. This means that the SRC can hit the ground running on Second Strike has been running the fi rst day of school next year. SRC training seminars, conferences and With a similar approach and feel to Campus, in the Melbourne CBD. The professional development seminars for speeches given in the TedX style, Jump event runs from 10 am to 2 pm and will over 12 years. All of the team here have Start will feature a series of presentations be presented at an energetic pace, as experience working directly with SRCs and activities from the Second Strike team we have lots to get through. As a result and we were all members of SRCs when who are specialists with SRCs, as well as we only want your SRC members who we were students. That’s the kind of guest speakers who are experts in the have shown some potential, passion, information we will be bringing to the student leadership fi eld. The seminar can keep up with a fast-paced program event. There will also be a range of key is designed to engage students and to and have the capacity to share the speakers who are leaders in the fi eld, as provide ideas and motivation to assist ideas they discover when they return well as discussions, challenges, activities, students to take their SRC to the next to school. Year 12 students are not displays, videos ... and so much more! To level. really useful at this forum; we want your register go to: http://ow.ly/TjKa2 younger members, to help them step Contact: [email protected] or call: Jump Start 2016 into the leadership roles that will soon 03 9255 5798 for more information. be left vacant. Friday 4th December 2015 David Mould 10 am - 2 pm Victoria University, Queens St Campus, Melbourne CBD

Some of the sessions are: • “Getting The Most Out Of Your SRC Teacher” • “5 Items To Strike Off Your Agenda” • “How Your SRC Can Earn and Keep Respect” • “7 Steps of Eff ective Advertising” • “Getting People To Attend Meeting Without Bribery” and many more. Second Strike is proud to present this event at Victoria University, Queen Street

I just fi nished reading the latest edition. I really Save the Date: Student Voice 2016 wanted to email you to say that, with each edition he follow-on international Student Voice of Connect, I am left feeling really inspired. It is the conference/seminar has been announced for most encouraging resource promoting student July 2016 (see the article in this issue about the 5th engagement that I have encountered, and one that T Seminar that was held in Cambridge UK last June). has really encouraged me to refl ect on our practice It is a collaborative eff ort between Pennsylvania and engage our students in more engaging and State University, the University of Vermont and responsive ways. I have shamelessly promoted it UP for Learning. The dates are July 6-8 and the through my DP meetings and Wellbeing clusters new title is: International Seminar: Amplifying over the past seven years. I just wanted to thank Student Voice and Partnership. you for the excellent work you do in promoting student engagement in our schools. This will continue to be a small, basically invitational event. For more information as it Peter Bartley becomes available, and for early expressions of Deputy Principal/ Wellbeing Coordinator interest to attend, contact Helen Beattie, UP for Trinity Primary School, Richmond North, 3121 Learning: [email protected]

44 Connect 214-215: When? Who should register? How to register 9.00 - 3.00 pm; Catholic Primary and Email: Friday 13 November 2015 Secondary teachers and/or [email protected] Student Wellbeing Leaders Closing date: 6 November 2015 Where? with an interest in active Contact: Studio 4, student participation Doug Sandiford, Education Offi cer, Catholic Leadership Centre, and/or engaged in Wellbeing & Community Partnerships Unit 576 Victoria Parade, East Melbourne facilitating SRCs. Phone: 03 9267 0228

Connect on facebook onnect has a presence on facebook. Find us at: C http://ow.ly/L6UvW We’ve been posting some news and links there since June 2013, to complement and extend what you see in the on- line version of Connect. It would be great if you could go there and ‘like’ us, and also watch there for news of each Connect’s availability on-line - for FREE.

All about Student Action Teams, including some hyper-linked mini-case studies, at: www.asprinworld.com/student_action_teams

Student Voice Research and Practice facebook group www.facebook.com/groups/studentvoicepage/

This open facebook group was initially established by Professor Dana Mitra, and is now supported by the work of academics, practitioners and students throughout the world. It provides a valuable community of people working and interested in the area of ‘Student Voice’ - in Australia, USA, UK, Italy and elsewhere – as well as access to useful resources and examples, and up-to- date information about initiatives. You can easily log on and join the group at the above address.

October 2015 45 See the full Connect Publications: Order Form publication Tax Invoice: ABN: 98 174 663 341 catalogue in To: Connect, 12 Brooke Street, Northcote VIC 3070 Australia Connect 200 e-mail: [email protected]

Connect On-Line Subscription (all 6 issues annually e-mailed to you FREE): Simply supply your e-mail address (below or by e-mail) and name and phone number (in case of bounces). There is no cost; however donations to support Connect’s work are appreciated and acknowledged.

❐ I enclose a donation to support the work of Connect. or: ❐ I am already a subscriber to Connect. A: Donation to Connect: $...... Connect Publications: normal price Connect subscriber price ... copies Student Action Teams $33 $27.50* $ ...... copies Reaching High (with DVD) § $33 $27.50* $ ...... copies Reaching High (without DVD) $22 $16.50* $ ...... copies Switched On to Learning (maximum of 10 copies per order) $ 6.60 $ 5.50* $ ...... copies Democracy Starts Here $ 6.60 $ 5.50* $ ......

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E-mail (free subscription): Phone number: Clearinghouse Student Voice is a place for students, teachers, Contribute to Connect and parents to share and refl ect on the ways in Anyone may submit an original article to be considered for publication ‘Student Councils and Beyond’ in Connect provided he or she owns the copyright to the work which young people are being empowered to being submitted or is authorised by the copyright owner or owners infl uence their own learning. to submit the article. Authors are the initial owners of the copyrights On-Line! FREE! to their works, but by successfully submitting the article to Connect, We’ve almost run out of print copies of the fi rst transfer such ownership of the published article to Connect on the Connect publication: Student Councils and Beyond understanding that any royalties or other income from that article will (from 2005). And many of the ideas have subsequently be used to maintain publication of Connect. been refl ected in the Represent! kit from the VicSRC (www.vicsrc.org.au/resources/represent). So we have made all of Student Councils and Beyond (a compilation of articles and resources from many ASPRINworld: earlier issues of Connect) available on-line for FREE. It can be downloaded (as one document or in sections) the Connect website! as PDFs from the Connect website. Find it at: www.asprinworld.com/connect www.asprinworld.com/connect Connect has a website at ASPRINworld. The Connect section of the website is slowly growing, with information about subscribing, index of recent back issue contents (hyperlinked Local and International to PDFs) and summaries of and order information for Student Publications Received Councils and Beyond, Student Action Teams, Reaching High Connect receives many publications directly or indirectly relevant and Switched On to Learning. to youth and student participation. We can’t lendj or sell these, but if you want to look at or use them, contact us on: Connect is now also archived and available electronically: Australian: TLN Journal (Teacher Learning Network, Abbotsford, Vic) How Do I Teach? Vol 22 No 2; Winter 2015 research.acer.edu.au/connect Yikes (YACVic, Melbourne, Vic) June, September 2015 All issues of Connect are archived through the ACER Research Repository: ACEReSearch. Connect issues International: from #1 to the current issue are available for free download, Rethinking Schools (Milwaukee, WI, USA) Vol 29 No 4; Summer 2015 and recent issues can be searched by key terms. See the The Principles of Student Engagement (The Student Engagement ASPRINworld site for index details of recent issues, then link Partnership) 2014: www.tsep.org.uk/TheConversation to and download the whole issue you are interested in. www.informit.com.au In addition, current and recent issues of Connect are now available on-line to libraries and others who subscribe to RMIT’s Informit site – a site that contains databases of many Australian publications. You can access whole issues of Connect as well as individual articles. Costs apply, either by a library subscription to Informit’s databases, or through individual payments per view for articles.

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October 2015 47 For 35+ years ... www.asprinworld.com/connect Free subscription December 1979-2014 ... www.asprinworld.com/connect and materials For 35+ years ... www.asprinworld.com/connect order form: December 1979-2014 ... page 46 www.asprinworld.com/connect Connect On-Line! ll back issues of Connect from 1979 to the present (that’s now almost 36 years!) are freely available on-line! ThanksA to the Australian Council for Educational Research (ACER), all back issues of Connect have been scanned or up- loaded into the ACER’s Research Repository: ACEReSearch. You can fi nd these issues of Connect at: http://research.acer.edu.au/connect The left-hand menu provides a pull-down menu for you to select the issue number > browse; the front cover of the issue is displayed, and you can simply click on the link in the main body of the page to download a PDF of the issue. Recent issues are also searchable by key words. Connect has a commitment to the sharing of ideas, stories, approaches and resources about active student participation. We are totally supported by donations!

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48 Connect 214-215: