FROM CONCEPT TO REALITY

1
FROM CONCEPT TO REALITY

• The key to writing a successful submission

Karen Russo John Paul College
Kaye Hunter St. Leonards 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?Arent we busy enough?

• What do you think?

4
Why submit? Arent 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 on ensuring 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
  schools 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 Australias and some other countrys
  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/fund
ing/funding.htm

• Artists in Schools The 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/fund
ing/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 schools 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
• Wont 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 dont 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
• OHS
• 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

35
(No Transcript)
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 didnt?
• What would you do differently next time?