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Try to seek clarity here

Moments of Inspiration (Ah ha)

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How does the new course embrace more inclusive language and reflect a commitment to decolonization, diversity, equity, inclusion and justice?

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A summary of the changes in the CE Guide

1. Group A: Aims and learning outcomes

2. Group B: Community

3. Group C: Engagement

4. Group D: Summary of requirements for students

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Your takeaway

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Guided Learning, Roles and Responsibilities

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Guided Learning, Roles and Responsibilities

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How are “hours” now defined in CE as opposed to service learning?

How do schools determine the distribution of the 30 guided hours?

What are the three main purposes of guided learning?

How does guided learning support inclusion?

What questions or topics would you consider exploring in the introduction and orientation?

How can the introduction and orientation component of guided learning be structured?

How do you see ongoing guidance “interweaving” with students’ active engagement in and with communities? What guidance might your students need?

How might ongoing guidance look in the context of your school?

What would your team need in order to learn and implement this type of guidance?

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What does it mean when it says "Active Engagement in and with the community?

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Please upload 5 examples of CE and Non examples of CE here.

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Systems Approach to learning!

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Where do you stand about the new Assessment?

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Hope questions to enhance inclusion and differentiation in the Learning Journal?

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Hope questions to enhance inclusion and differentiation in the Learning Journal?

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What if we could…….?

What if the community could…..?

What if students could…..?

What if I could…..?

What if Educators could…..?

What if Societies could…..?

Please respond to these

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1. Put appropriate questions (like a planning tool) that can help students start their ethical CE journey. Below are two examples.

1.  What ethical issues must be considered as you engage with the community?

2.   How are your values or beliefs changing because of your actions or inactions? How is your understanding of ethics changing due to your interactions or collaboration with the community?

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Orientation for staff and students to the CE

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Orientation for staff and students to the CE

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1. Create a list of ideas or elements which are still unclear based on what you have covered so far in the nine inquiries.

2. Add your questions below

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Learning Journals

Language -decolonistation

Reciprocity

Time better organised

Process of engagement

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Guidance

Engagement defined

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I think the idea of both learning and unlearning is really relevant here - considering and changing held perspectives

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learn about and challenge reasons why power and privilege emerged and are sustained

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The language around "alternatives," and "possibilities" rather than solutions and deficits is refreshing and powerful. The acknowledgement that learning is partnered with unlearning gives students agency as they negotiate implicit bias. I feel like the language is valuable for not only supporting students in community engagement but also in helaing/addressing systems inside of our schools that create harm.

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challenge and re-imagine present situation and examine different outcomes

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Expected to follow process of engagement with dimennsions of community

Keep a narrative Journal

Look for longer term commitment to activities

3 Review Sessions

Need to meet 4 new Learning outcomes to complete course

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Guided Hours

Orientation

Guidance-concepts, reflection, engagement

CE Coordinator-Standards and prasctices

School makes decision about student

meeting requirements

Need to have connections to local community

Responsibility for Student engagements

Should be whole school support for programme

Need to provide more support for students with social, reflective skills

Assessment formative rather than summative.

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Aims focus on:

relationships

reciprocity

complexity

compassionate/ ethical/active

integrity/ solidarity/ hope

LOs: 4 of them (The verbs are so much better)

foster, explore, develop, articulate, enact, engage

engagement, awareness, thinking and action, practice

Overall, an acknowledgement that meaningful CE is not easy, but we have the tools to do it. Skills-based optimism.

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Reciprocal collaboration within communities - responding to relevant opportunities and challenges.

Focus on well-being of community in the system which it is centered - social and ecological

3 Dimensions of community -

Personal, Relational, Systems

BUT ALSO - in context/levels -

Personal, local, global, professional

Overlap/intersection of these make community identification sometimes challenging.

Students should grow to understand their postionality within a community and examine the connections between their associations. Also - wider context and intended/unintended outcomes.

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Allocating guided time, (a minimum of 30 hours.)

Allocating a person responsible for CE, defining roles and responsibilities with release time, and professional development (PD).

Having systems that support:

Student learning, growth and well-being:.

Support systems: Systems for student-led initiatives, risk assessment.

Community Partnerships: Fostering sustainable, reciprocal relationships.

Promoting CE within the school and community, ensuring stakeholder awareness.

Professional Development: Ongoing PD and collaboration for CE staff and partners.

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Building journal review into the review points - pre-reading? If not digitally shared, how will we do this?

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Messy Process Yields Valuable Evidence;  Students Make good Trouble.

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Messy Process Yields Valuable Evidence;  Students Make good Trouble.

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How will we measure sustained approach to the CE component? Meeting the LOs is clear but the subjective interpretation of sustained approach will be similar to CAS now. How would you determine engagement - number of journal updates? frequency of community action?

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The explicit statement that some LOs will be evidenced more frequently than others, but that all must be meaningfully evidence is important. It feels like individual goal setting/ visioning will be an important part of this to make expectations transparent to students.

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We should have a list of requirements.

Aim to have a variety of ways the students show evidence of the LO

Ongoing observations and informal conversations

Evidence of ways students connect their experiences in the CE with the other core components