Student Action Teams

1. Student Action Teams An Introduction Roger Holdsworth Connect magazine and Australian Youth Research Centre r.holdsworth@unimelb.edu.au This is a presentation about Student Action Teams by Roger Holdsworth. Initially prepared in early 2006 and drawing on lessons from the Victorian state SAT program and local SAT implementation in the Darebin and Manningham clusters of schools.This is a presentation about Student Action Teams by Roger Holdsworth. Initially prepared in early 2006 and drawing on lessons from the Victorian state SAT program and local SAT implementation in the Darebin and Manningham clusters of schools.

2. Student Action Teams 2 Student Action Teams An overview of history and process: introduction to ideas about SATs The research evidence Some local examples Implementation steps for a school or cluster of schools A workshop - starting off … The presentation sits in five separate files. This one covers the basic ideas; the second file covers the outcomes of the impact evaluation; the third file takes an audience through a step-by-step process; the fourth file is in a workshop format for small groups to discuss and plan some starting steps… and the fifth file is a ‘dancing’ activity to recognise and discuss local initiatives that are already occurring.The presentation sits in five separate files. This one covers the basic ideas; the second file covers the outcomes of the impact evaluation; the third file takes an audience through a step-by-step process; the fourth file is in a workshop format for small groups to discuss and plan some starting steps… and the fifth file is a ‘dancing’ activity to recognise and discuss local initiatives that are already occurring.

3. Student Action Teams 3 Part A: Overview of SATs Victorian State Program 1999-2002 Evaluation Reports and Manual Local developments School operational models Resources available In this overview, we will look at the history of the SAT program at a state level in Victoria, outline the evaluation reports and manual that are available, then look at local developments since the State Program. We’ll also see how schools (mainly in the State Program) put SATs into action, and finally list some resources that are available.In this overview, we will look at the history of the SAT program at a state level in Victoria, outline the evaluation reports and manual that are available, then look at local developments since the State Program. We’ll also see how schools (mainly in the State Program) put SATs into action, and finally list some resources that are available.

4. Student Action Teams 4 Definition A group of students who identify and work on a real issue of community interest. They carry out research on the issue and develop solutions - either proposals for action by others or action that they themselves take. The definition of a Student Action Team is relatively simple and direct. We should draw attention here to issues of ‘community’ ie going beyond the classroom and, if possible, the school; also that such teams don’t just learn about an issue - they are designed to develop and take action around them.The definition of a Student Action Team is relatively simple and direct. We should draw attention here to issues of ‘community’ ie going beyond the classroom and, if possible, the school; also that such teams don’t just learn about an issue - they are designed to develop and take action around them.

5. Student Action Teams 5 Criteria: Identification and formation of a student team; Student determination of the project focus: either student choice of the focus, or decision about whether to take it on, and how to approach it; Student engagement in project decision-making and implementation; A focus within the students’ community, preferably beyond the school; Processes of research and action by students that intend to make a difference about the chosen topic within the community. These criteria were developed in response to practices that called themselves ‘Student Action Teams’ but that were run totally by teachers, some that didn’t even involve students at all!, engaged with relatively trivial issues,were limited to traditional forms of student/SRC work such as fund-raising for charity, or simply forms of library research or passive forms of ‘student inquiry’. These criteria were developed in response to practices that called themselves ‘Student Action Teams’ but that were run totally by teachers, some that didn’t even involve students at all!, engaged with relatively trivial issues,were limited to traditional forms of student/SRC work such as fund-raising for charity, or simply forms of library research or passive forms of ‘student inquiry’.

6. Student Action Teams 6 Commissioning: Strong school-community links around issues of common interest. Value of a community body to commission and support the team’s work, and to be an audience for its outcomes. The role of community groups in working with schools is also vital. In particular, these groups can work with students on issues of common concern, and ‘commission’ students to carry out research and initiate action because of their expertise, energy and commitment to the issue. These community groups then ask the student teams to report back to them at various stages, about what they are finding, and what they are doing.The role of community groups in working with schools is also vital. In particular, these groups can work with students on issues of common concern, and ‘commission’ students to carry out research and initiate action because of their expertise, energy and commitment to the issue. These community groups then ask the student teams to report back to them at various stages, about what they are finding, and what they are doing.

7. Student Action Teams 7 Changed roles… “In the family, the young remain, while the activities from which they could learn have moved out; in the workplace, the activities from which they could learn remain, but the young themselves have been excluded… “The student role of young persons has become enlarged to the point where that role constitutes the major portion of their youth. But the student role is not a role of taking action and experiencing consequences… It is a relatively passive role, always in preparation for action, but never acting …” Student Action Teams exist in the context of some ideas about the changing roles for young people and schools in society. This quote, from James Coleman in the US in 1972, marks early recognition of the changes to families and to workplaces, that place young people in extended ‘adolescence’, ‘youth’, ‘teenagerhood’ etc - and in “relatively passive roles”.Student Action Teams exist in the context of some ideas about the changing roles for young people and schools in society. This quote, from James Coleman in the US in 1972, marks early recognition of the changes to families and to workplaces, that place young people in extended ‘adolescence’, ‘youth’, ‘teenagerhood’ etc - and in “relatively passive roles”.

8. Student Action Teams 8 Action poverty … “The consequences of the expansion of the student role, and the action poverty it implies for the young, has been an increased restiveness among the young. “They are shielded from responsibility, and they become irresponsible; they are held in a dependent status, and they come to act as dependents; they are kept away from productive work, and they become unproductive.” James Coleman (1972) How do the young become adults?, Johns Hopkins University Coleman then looks at the consequences of this. Note that he is writing prophetically in 1972.Coleman then looks at the consequences of this. Note that he is writing prophetically in 1972.

9. Student Action Teams 9 Deferred outcomes Outcomes in schools are deferred to a future - “useful in a job or when you study further” For some students, outcomes of this future are highly uncertain … and they know this But also lessons for all students: “Your only value is in what you will become, not what you are or can do today…” Traditional responses from schools have stressed the need to stay at school and to “complete an education” - but have provided reasons for this only in terms of outcomes ‘down the track’. Thus outcomes are ‘deferred’ - and may not be delivered at all. But ALL students learn a powerful lesson in terms of their current value.Traditional responses from schools have stressed the need to stay at school and to “complete an education” - but have provided reasons for this only in terms of outcomes ‘down the track’. Thus outcomes are ‘deferred’ - and may not be delivered at all. But ALL students learn a powerful lesson in terms of their current value.

10. Student Action Teams 10 Civics and citizenship … “Learning about democracy and citizenship when I was at school, was a bit like reading holiday brochures in prison…” Derry Hannam, English School Inspector and adviser/trainer for the Council of Europe on Education for Democratic Citizenship Such ideas have also been noted in areas of Civics and Citizenship Education - minimal ideas present citizenship as ‘deferred’ - as age-related. Derry notes that such ‘travel brochures’ will only be useful, if this is the case, when you escape or are let out.This quote from Derry is from Hannam, D. (2000) ‘Learning Democracy is More Than Just Learning About Democracy’ in Connect 122, April Such ideas have also been noted in areas of Civics and Citizenship Education - minimal ideas present citizenship as ‘deferred’ - as age-related. Derry notes that such ‘travel brochures’ will only be useful, if this is the case, when you escape or are let out.This quote from Derry is from Hannam, D. (2000) ‘Learning Democracy is More Than Just Learning About Democracy’ in Connect 122, April

11. Student Action Teams 11 Development of strong self-concept