FROM CONCEPT TO REALITY

1. FROM CONCEPT TO REALITY The key to writing a successful submission Karen Russo John Paul College Kaye Hunter St. Leonard’s College

2. What is a submission? • Proposal, plan or application submitted to decision- makers, policy- makers or holders of the purse strings. • TWO types of submissions: • Criteria based • Self generated

3. Why submit?Aren’t we busy enough? • What do you think?

4. Why submit? Aren’t we busy enough? • Broaden the students’ experiences and improve their learning outcomes • Teacher librarians have overview of most curriculum areas – can see links • Improve services • Broaden own experiences, professional development and raise profile • opportunity to work with others within & beyond the school – using their talents • having a shared ‘vision’ to implement.

5. Criteria Based Submissions • Successful submissions: • FOCUS onensuring outcomes for effective learning • Arts Victoria – Artist in Residence • Graphic Designer – 1989 at Bendigo • Writer in Residence – 1999 at Glamorgan • AISV – Study Tour to Thailand

6. ‘Multimedia stories breathe new life into Cottage’

7. Submission Criteria • Description of Project • Why do you want an artist at your school and what is your expectation of the artist? • What are the objectives of this project and how do you think it will benefit students and teachers? • In what ways does the project integrate with the school’s key learning areas of the Arts, and/or Studies of Society and the Environment? • What commitment will the school make regarding availability of space, support, personal, finance and so on? • How will parents and the community be involved? • In what ways will the project continue after the artist leaves?

8. Learning Outcomes • This level focuses on how people lived in the past, concentrating on Australia. The students will: INVESTIGATE using different types of data and sources (including the cottage and other artefacts,) to gain information. COMMUNICATE as the translate information from one form to another, and PARTTICIPATE as they apply suitable strategies to achieve a purpose. • Learning Outcomes: At the completion of this project, students will be able to : • Describe ways of life of people in the past: This will be evident when, for example, the students : • Describes an experience of people during an event in the past • Portrays the daily life of men and women in particular occupations

9. Learning Outcomes cont. • Construct a sequence of some major periods and events in Australia’s and some other country’s past: This will be evident when, for example, the students : • Arranges in sequence of events leading to a significant historical occurrence • (Gold rush in Australia and other countries) • Portray an event or occasion from a particular perspective: This will be evident when, for example, the students ; • Empathises with people in the past through role-play (drama, writing diaries, letters, stories) • Discusses different ways of presenting stories from the past

10. The History Web Page The web page

11. Arts Victoria http://www.arts.vic.gov.au/arts/funding/funding.htm • Artists in SchoolsThe Artists in Schools program creates the opportunity for practicing professional artists to work with young people in Victorian primary and secondary schools. It generates innovative ways to engage 'middle years' students (Grade 5 - Year 10) across the whole curriculum, not just in the arts. It involves schools and communities in creative projects while providing students, teachers and artists with diverse and challenging learning experiences. The artist may be involved in any artform and there are many different ways that artists can be integrated into the school program.The program aims to: • Engage students in learning. • Provide opportunities for students to interact with professional artists. • Assist students to understand creative processes. • Explore innovative integrated curriculum initiatives. • Provide professional development for teachers. • Expand opportunities for artists to work with young people. • The program provides grants of $4,000 for practicing professional artists to work with students in Victorian schools for up to 20 days.

12. Arts Victoria http://www.arts.vic.gov.au/arts/funding/funding.htm • The program accepts applications from: • Victorian schools including primary, secondary, government and non-government schools. Either the artist/s or the school can initiate the project. The school submits an application after thorough discussion with the proposed artist/s about a specific project. • Closing Date23 September 2005 for projects commencing in 2006How to ApplyApplicants must obtain and read the Artists in Schools guidelines and application forms before submitting a proposal. Application forms will be available in July 2005. More informationAn Artists in schools information booklet is available from reception or can be downloaded from the Arts Victoria website. Teacher's reports and images from past projects are available for viewing at Artists in schools 2003, Artists in schools 2002 and Artists in schools 2001.

13. ‘Greek Myths served with a Legendary Thai Tale Sauce’

14. Submission Criteria • How will participation in the Thailand Tour benefit your teaching? • Please outline your school’s commitment to integrating the Studies of Asia into the curriculum. • Please list qualifications and/or studies undertaken for the teaching of Asian Studies, including short term professional development. • If the Studies of Asia is not currently a part of your School curriculum, what capacity do you have to implement your proposed Unit of Work?

15. Proposed Unit of Work • Greek Myths served with the Legendary Thai Tale Sauce • Target Year Level: Year 7 • BACKGROUND to this integrated unit: • Currently in Year 7 Humanities (English and SOSE), students explore Greek Myths • Relevant Curriculum Areas : English SOSE

16. Learning Outcomes • Curriculum Links- Strands/Learning Outcomes • English Level 5 – Strand : Texts • Sub-strand : Reading • Learning Outcome : Discuss themes and issues in accessible texts with challenging structures and ideas, and construct interpretative responses to them. • This will be evident when, for example, the student: • Identifies some similarities and differences between texts produced by different people on similar themes. • English Level 5 – Strand : Contextual understanding • Sub-strand : Reading • Learning Outcome : Recognise that texts are constructed for particular purposes and to appeal to certain groups. • Sub-strand : Writing • Learning Outcome : Identify the specific effect of context, audience and purpose on written texts.

17. SELF GENERATED SUBMISSIONS • YOU and your team could initiate a submission • Is there: • Something that has become a problem? • Something needing to be changed or supported – especially student outcomes • Something required to improve services, improve professionalism etc?

18. OUR READING ROOM EXTENSION

19. Before you start - Visualise • Know what you want and why you want it • Know how it fits in with your Mission Statement and Student Outcomes • Psyche yourself up – be positive

20. Why not just have a chat in the staffroom? • Appears too casual • Answer could be too quick, low key and final • Listener may be tired, in a bad mood, distracted or busy • Someone else may overhear – opposition • Gives impression it is YOUR own idea – neither considered nor collaborated • Not enough time to discuss fully • Won’t have supporting documentation at hand

21. Advantages of written submissions • Considered • Collaborated • Documentation to support • Written documentation provides for better communication • More succinct • Logically ordered points • Good structure - a map not a novel- guide via headings and subheadings • Allows others to assess its merits adequately

22. MODEL for self generated submissions • DEFINING: Analyse the need, issue or problem • LOCATING: Gather supporting documentation • SELECTING: When, Who to, Why, What format • ORGANISING: Draft • CREATING/SHARING/PRESENTING: Final product • EVALUATING: Success or not?

23. Acknowledgement • Bruce, Terry (1995), “Simplify Justify Quantify or some handy hints on submission and report writing”, Access, vol.9,no.2,pp18-19.

24. DEFINING the problem • Change involves first observing current situation • Brainstorm for range of possibilities – group involvement widens range • Consider potential problems – how could you address these • Conduct observations, do surveys. • THINK lots, jot down ideas, sleep on it !!!

25. LOCATE supporting documentation • Look at faculty and school documentation to locate statements/requirements to support your request e.g. curriculum documents, mission statements, letters of support from faculties • Gather documents for referral and inclusion later

26. SELECT • The best time to make the submission e.g. is there a building program in the pipeline?Are there other wider changes afoot that you can piggyback on? • The best approach – The school board? Just the principal? The Teaching and Learning Committee (Curriculum)? • The submission itself – convince don’t overwhelm. Photos, graphics – not pages of text.

27. ORGANISING your submission • STEP 1: Simplify the problem • Nature and extent – state the problem • Inverted pyramid style – conclusion first then details • Causes of problem • Effect of problem on • Student outcomes • Production, quality, efficiency • Health & Safety • Budgets/systems/routines/administration

28. ORGANISING • STEP 2 : Justify need for change • Student outcomes • Commercial or educational trends e.g. ITC • Current situation lacks professionalism or reflects poorly on school • OH&S • Future roles and requirements within school • Elaborate on the problem solving you have been through to reach proposed solution • Refer to supporting documentation • Provide evidence that the solution has worked elsewhere

29. ORGANISING • STEP 3: Quantify the solution • Advantages of this solution over others e.g. no increase in staffing required • Potential of this solution to forestall future problems • Benefits expected in complementing other programs already in pipeline • Specify stages and steps – expected support

30. ORGANISING • STEP 3 Contd. • Present costs if known • Offer suggested sources of funding if applicable • Disadvantages of your solution – shows you considered them • Any follow-up implications once implemented e.g. ongoing costs • Propose key personnel to be involved e.g. TLs, Maintenance staff, Computer Department

31. CREATING and SHARING your submission • Decide who is going to receive your submission • Consider point form presentation • Stay succinct • Allow space for reader notation • Use a cover sheet – indicate names of receiver and presenter • Address via School Board not Principal – widens discussion base

32. CREATING and SHARING your submission • Physical layout easy to read • Keep language professional • Affect ( the verb) : to influence, move touch, impress, concern, change, modify. Effect (the noun): result, product, consequence, outcome Effect (the verb): to execute, perform, accomplish, cause, bring about, achieve

33. CREATING and SHARING your submission • Get an outsider to proof read • Number pages clearly • Use a header or footer – name of submission • Sign and date copies for self, file and Principal and Board members • Written format ensures formal reply

34. PRESENTING your submission Page 1 – Cover letter Then - Simplify problem Justify need for change Quantify solution Add - Statements of support Plan, map, photos, drawings etc Summary with recommendations

36. Additional hints • If appropriate, ask for more than you need – to leave room for negotiating ! You may miss out on the big one, but get something else you wanted. • Be Positive • Visualise your solution as if you have it already.

37. EVALUATING • Receive feedback • Assess value of strategies of this approach which worked for you • Would you do it this way again? • What worked? What didn’t? • What would you do differently next time?