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The Progressive Class Holistic Learning Model & Family School Partnership

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The Progressive Class Holistic Learning Model & Family School Partnership 1 Deakin University Faculty of Arts and Education School of Education Research Paper Title: THE PROGRESSIVE CLASS HOLISTIC LEARNING MODEL & FAMILY SCHOOL PARTNERSHIP AT GREENVALE PRIMARY SCHOOL 2003-2009 Candidate Name ANDREW KOHANE Degree: MASTER OF EDUCATION E700 Andrew Kohane 2 B.A., (Melbourne University) Dip Ed (James Cook University) Thesis submitted in partial fulfillment of the requirements for the degree of Master of Education. September, 2011. Student ID No: 2000196107 Address 23 Waldemar Rd, Heidelberg, Victoria, 3084. Supervisor: Jennifer Angwin Examiner: CANDIDATE'S STATEMENT I certify that the Research Paper entitled: THE PROGRESSIVE CLASS: HOLISTIC LEARNING MODEL & FAMILY SCHOOL PARTNERSHIP AT GREENVALE PRIMARY SCHOOL: 2003-2009 Submitted for the degree of Masters of Education EXR 796-7 is the result of my own work, except where otherwise acknowledged, and that this Research Paper/Minor Thesis (or any part of the same) has not been submitted for a higher degree to any other university or institution. There has been no requirement for Ethics approval. Signed Date 3 TABLE OF CONTENTS ................................................................................................ 3 GLOSSARY OF TERMS ............................................................................................... 6 Chapter 1 INTRODUCTION 1.1 The Context of the Research- Development of the Progressive Class Stream .......... 7 1.2 Research Questions .................................................................................................... 9 1.3 Profile of the Progressive Class in Castlemaine ........................................................ 10 1.4 Key Educational Challenges .................................................................................... 11 Chapter 2 RESEARCH METHODOLOGY & LITERATURE REVIEW 2.1 The Case Study ......................................................................................................... 15 2.2 Progressive Class Action Research Project ............................................................. 16 2.3 Holistic Learning Research ..................................................................................... 18 2.4 Family School Partnerships (2000-) .......................................................................... 19 2.5 Alternative and Progressive Education (1920s-) ...................................................... 24 2.6 Reggio Emilia Learning Approach (1960s-) ............................................................ 25 2.7 Community School Movement (1970s-) ................................................................. 27 2.8 Holistic Education (1980s-) .................................................................................... 29 2.9 21st Century State education models VELS (2000-) ............................................... 32 CHAPTER 3 CASE STUDY – The Progressive Class at Greenvale PS 3.1 The context and setting ............................................................................................. 36 3.2 Parent developed HELM model .............................................................................. 37 3.3 Developing Shared Values ....................................................................................... 41 3.4 Parent Governance Processes ................................................................................... 42 3.5 Parent Involvement in the Learning Program .......................................................... 44 4 3.6 School Readiness for FSP ...................................................................................... 45 3.7 Building Whole School Connections ....................................................................... 47 CHAPTER 4 FINDINGS 4.1. Effective Parent Governance and Collaborative Decision Making ........................ 51 4.2. Significant Levels of Parent Involvement ............................................................... 52 4.3. Identified Learning Outcomes ................................................................................. 53 4.4 Gains in Social Inclusion. ........................................................................................ 54 4.5 Increased Agency and Advocacy for Parents . ....................................................... 55 4.6 Authentic Parent Involvement and Leadership Roles ............................................. 55 4.7 Key Stages of Effective Partnership development . ................................................ 56 4.8 HELM is an effective Holistic Learning Model. ..................................................... 58 4.9 Integrated Curriculum and Assessment . ................................................................. 59 4.10 Key Holistic Elements, Learning Process and Definitions . ................................. 60 4.11 HELM is an adaptive and responsive Model . ....................................................... 61 4.12 Coming together of diverse Learning Paradigms . ................................................. 61 4.13 Summary in response to Research Questions.. ........................................................ 62 CHAPTER 5 RECOMMENDATIONS 5.1 Ongoing development of the HELM model. ............................................................ 64 5.2 Developing Holistic Learning Surveys .................................................................. 64 5.3 Maintain Whole School Connections & broaden Action Research Project ............. 65 5.4 Collation and archiving of documents . .................................................................... 66 5.5 Employ Family School Partnership Coordinator ..................................................... 66 5.6. Develop FSP Resource Kit ....................................................................................... 66 REFERENCES .............................................................................................................. 68 5 APPENDICES 1. HENT Mind Map ..................................................................................................... 76 2. The HELM Learning Process .................................................................................... 77 3. Unit Plan based on HELM ........................................................................................ 80 4. Progressive Class Strategic Goals 2006 ..................................................................... 81 5. Progressive Class Indicators (2005 Holistic Approach) ......................................... 82 6. Progressive Class Parent Roles ….. .......................................................................... 84 7. Parent Volunteer Skills Registration Form ............................................................... 85 8. Friday Bushwalks ....................................................................................................... 86 9. Curriculum Outline – Outdoor Learning ................................................................. 87 6 GLOSSARY OF TERMS AHPSA - Australian Health Promoting School Association. PPARP – Progressive Class -Action Research Project (accessed at HELM website) PCPH - Progressive Class Parent Handbook (accessed at HELM website) DEECD - Department of Education and Early Childhood Development DEEWR - Department of Education Employment and Workplace Relationships FSP - Family-School Partnership (also referred to in literature as PSP- Parent-School Partnerships) HELM - Holistic Educational Learning Model HENT - Holistic Educational Network of Tasmania (website developed by R.Stack) HLA – Holistic Learning Approach HFRP - The Harvard Family Research Project ILPs - Individual Learning Plans KHE – Key Holistic Element MIPs - Managed Individual Pathways MYPRAD - Middle Years Pedagogy Research and Development NNPS - National Network of Partnership Schools PoLT - Principles of Learning and Teaching PS - Primary School SEI – Socio- Economic Index STC - Schools Year Twelve and Tertiary Entrance Certificate VELS - Victorian Essential Learnings 7 CHAPTER 1 INTRODUCTION 1.1 Context of the Research – Development of the Progressive Class Stream In this paper I document a model of holistic education and present the Case Study of a local Community Based Learning Stream that demonstrates the scope for innovation and change enabled by and aligned to recent developments in Victorian State Schools. The model of education developed by the parent group was called HELM, standing for ‘Holistic Educational Learning Model’. The research traces how the Family School Partnership (FSP) and HELM model developed. Key elements of holistic learning and proposed stages of effective FSPs are identified, and the scope for sharing the experiences and model with interested parents and school communities considered. The initial vision, philosophy and planning took place on the Surf Coast (1999-2001) where the HELM model was developed through a series of community consultations and the Coastal Community College was registered and entered a pilot stage early in 2001. The decision, at this time, to not proceed as a small private community school was made and it was a fortuitous meeting a year later with Kevin Brown, Principal of Greenvale PS, that laid the foundation for the State School FSP that was to become the Progressive Class Stream. Community consultations were again facilitated in Castlemaine in 2002 and an active parent group formed. Visits were made to study best practice models and parent feedback enabled further development of the HELM model. Proposals were
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