Community Classrooms 2014
Background
Community Classrooms is a cluster based professional learning program for classroom teachers. The
program aims to build the capacity of teachers to improve student learning through the active
engagement of families within and beyond the classroom. Beginning in 2011 with eight teachers from
four schools, Community Classrooms was created to empower and motivate classroom teachers to try
new ways to engage and support families in their children’s learning. Following the success of the 2011
pilot the program expanded to include new Community Classrooms clusters, supported by Family
School Partnership Convenors. To date, 83 teachers from across 15 schools have participated, either
through a cross-school cluster or whole school commitment, reaching out to actively engage more
than 1500 families in their children’s learning.
Community Classrooms seeks to:
1. Further develop the knowledge, skills and confidence of teachers to build ‘community classrooms’ for
learning, in partnership with children, families and the community.
2. Pilot, evaluate and embed a range of family engagement-in-learning strategies within targeted
classroom settings.
3. Create opportunities for the sharing of professional practice and collaboration within and between
schools.
4. Positively influence and motivate teachers and schools to adopt effective practice to engage families
in learning, through the sharing of ideas, learnings and stories of change.
Structure and Commitment
The focus of Community Classrooms is on building teacher capacity through everyday practices rather
than through short term programs or projects. The effectiveness of the program relies on the engagement
and professional commitment of participating teachers and schools. This includes a readiness to try new
approaches, be innovative, engage in action learning and reflective practice, and share learnings with
colleagues and peers.
Each Community Classrooms Cluster comprises small teams of classroom teachers (2-4 per school) from
a small number of schools (3- 5 per cluster) planning and learning together. Teachers participate in a
range of school and cluster based activities, working towards improving the engagement of families of
students in their own classroom community.
The 2014 program will be developed with Community Classrooms facilitators and school leaders to suit
school and cluster needs, however a typical commitment for each teacher includes 6 – 8 days of release
over the school year to participate in a range of activities including:

Multi-cluster professional learning

Cluster planning and reflective practice

School and classroom visits

School and classroom planning

Applied learning with students, families and colleagues.
A one year program is likely to include:
Term One

Term Two
EOI process and information sessions for

1 Professional Learning day
school leaders

1 day (or 2 half days) cluster reflection, strategy

Cluster formation

Recruitment and orientation for teachers

School based team planning sessions

Negotiation of PL program / release etc

Strategy development / data collection
development, sharing and planning sessions
processes
Term Three

1 Professional Learning Day

1 day (or 2 half days) cluster reflection, sharing

Term Four

1 day (or 2 half days) cluster sharing, reflection
and PL sessions
and planning

1 multi-cluster sharing and evaluation forum
Ongoing school based planning, strategy

Evaluation, adaption, adoption of new
development and review

Strategy implementation and review

Data collection

Communication with peers and leadership
strategies

Sharing with peers and leadership
Cluster facilitation and support
During the FSP initiative (2010 – 2013) Family School Partnership Convenors undertook the coordination
and facilitation of Community Classrooms clusters. With new arrangements in place this year, Cluster
Engagement Leaders may be best placed to undertake these roles. CEOM will be offering orientation,
training and support to schools and Community Classrooms facilitators to assist in the establishment and
facilitation of the program. This will be flexibly negotiated to suit facilitator, school and cluster needs.
School leadership support
Community Classrooms has been most effective when principals and other school leaders have taken an
active role in supporting teachers in their participation, including:

prioritisation of cluster activities, including coordinated release time across schools;

leadership presence at professional learning and reflection days;

provision of resources, administrative and practical support;

creating regular opportunities for teachers to report back to staff, families and leadership;

working collaboratively and flexibly with partner schools and the facilitator to coordinate activities;

and most importantly, giving permission for teachers to experiment, to take the lead and to take
risks in order to learn and develop.
Teacher selection
The success of Community Classrooms depends on the motivation and commitment of the teachers
involved. Teachers should be invited to participate based on the following criteria:

an openness to work with and learn from others;

a willingness to take risks and try new approaches;

a desire to improve parental engagement in children’s learning, and to work in partnership with
families;

a high level of enthusiasm and motivation.
Expressions of Interest
If you would like more information about how your school or cluster can participate in Community
Classrooms in 2014, please contact the FSP team to discuss further:
Narelle Struth
Education Officer, Family School Partnerships
E: nstruth@ceomelb.catholic.edu.au
P: 9267 0478
M: 0447 075 552