School principals need greater autonomy and flexibility to develop school-community partnerships so that they can generate cooperation, trust and participation, an ACER review of research suggests.

In his Policy Brief, Schools in their Communities, ACER Principal Research Fellow Dr Robert Simons argues that the centralised model of governance that has traditionally characterised state jurisdictions tends to limit the leadership principals can provide in facilitating effective school-community partnerships.

The Brief considers three models of partnerships in schools and communities that have been developed in Australia during the last fifteen years, identifies the key factors in their success, then proposes policy recommendations in response to the key challenges faced in the continuing development of school-community partnerships.

Simons writes that, in response to a variety of national, regional, local and community initiatives for learning and wellbeing, three models of school-community partnerships have evolved. The ‘School as a community hub’ model facilitates the collaborative provision of a range of social services either in the school or in conjunction with the school. The model aims to have a simultaneous influence on learning and overall wellbeing, and is particularly relevant for disadvantaged and at-risk students.

The ‘School as a community learning centre’ model facilitates links with pre-schools, other schools and tertiary institutions, as well as complementary social supports, to create opportunities for lifelong learning. The model provides access for everyone in the community, not just children and their families.

The ‘School as a centre of learning excellence’ model facilitates the provision of support systems and services that are aimed at attaining achievement at or above national and international benchmarks. The model focuses on all students, not simply those who are disadvantaged and at-risk. Like the Schools as community learning centres model it emphasises the need for the capacity to continue learning in a global market for labour.

Simons notes that, despite differences in staring point and levels of priority assigned to particular goals and outcomes, the three school-community partnership models are complementary frameworks that can take in broader sets of goals and purposes as partnerships mature and develop.

In relation to these three models, Simons identified three key success factors for the establishment and continuing development of school-community partnerships. Successful partnerships have school principals who provide strategic leadership. School-community partnerships tend to be successful when they involve a local response to national goals, such as the Commonwealth Department of Education, Employment and Workplace Relations’ commitment to improve student achievement in literacy and numeracy; and to halve the gap for Indigenous students in year 12 attainment or equivalent attainment rates by 2020. Successful partnerships have a publicly accountable, evidence-based monitoring process that allows assessment of whether or not particular initiatives are contributing to the achievement of the goal and partners are fulfilling their respective roles.

However, Simons’ review of the research literature reveals that the continuing development of the models of school-community partnerships is dependent upon an education ‘system re-design’. Simons recommends a decentralisation of governance so that principals are empowered to adapt administrative arrangements, be responsive to the complexities of managing school-community partnerships and enlist the best teachers and staff for the learning needs of the school and community. Simons also recommends that structures should be established to facilitate the dissemination and implementation of effective practice that assists teachers and school administrators to develop the skills and capacities for collaboration.

In conclusion, Simons recognises that school-community partnerships have the potential to contribute to improved student outcomes. The keys to realising this potential, Simons writes, are first, a policy framework to leverage the resources that are already present in many schools and communities and, second, leadership in re-designing school systems so that they can accommodate and support the growth and development of school-community partnerships.

The full Policy Brief, Schools in their Communities by ACER Principal Research Fellow Dr Robert Simons, is available from http://research.acer.edu.au/policy_briefs/2/

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