There were the usual speeches and banners and clapping. There was also lots of smiling and nodding and good cheer. And a cake, of course.
That’s how the Bureau was officially launched at a gathering of parent organisations, officials, and a host of others on a cold but sunny Canberra day on Monday 11 August.
The launch coincided with a major meeting between the Department of Education, Employment and Workplace Relations, and Australia-wide representatives of parent organisations from both the government and non-government sectors.
We were also joined by dozens of people who are keen to support and partner with the Bureau in its work.
There were people from the Salvos and the Smith Family, from the Immigration Department and from FaHCSIA, from the Christian schools and the Independent Schools Council, from Teaching Australia and from the Australian Education Union, from Principals’ Associations and the Federation of Ethnic Community Councils.
This was one well-attended and widely-representative party!
The Bureau Director, Terry Aulich, introduced the event, reminding us that the launch was a significant milestone on the road to having the importance of families’ engagement with schools recognised and supported. His remarks were endorsed by DEEWR’s Helen McDevitt, who spoke of the delight the Department took in supporting the work of the Bureau. Helen acknowledged the sustained efforts of the two peak parents’ groups – the Australian Council of State School Organisations and the Australian Parents Council – in stimulating research in, and promoting the benefits of, family-school partnerships. Helen assured those present of DEEWR’s genuine commitment to working closely with the Bureau to achieve its objectives.
ACSSO’s Jenny Branch, who co-chairs the Bureau, spoke about the core tasks that the Bureau is undertaking, and acknowledged the significant support for the Bureau given by the Australian government. A commitment of four years’ funding is a solid vote of confidence in the Bureau’s work. Jenny put everyone on notice that the Bureau is here for the long haul, and that the next four years are just the first phase of an ongoing effort.
Caz Bosch, from the APC, who co-chairs the Bureau chair with Jenny Branch, emphasised the genuine commitment that the parents’ organisations have to working with the Bureau, and to making relationships between families, schools and the community an effective, sustainable and valuable feature of every school’s profile.
The cake, which had been arranged by the DEEWR officials who work closely with the Bureau, was a magnificent piece of decadence in chocolate and cream. It was cut with due ceremony, and was followed by a period of mingling and conversation that reinforced the spirit of goodwill and commitment that had been expressed in the preceding speeches. All in all, it was a launch worth waiting for.
And now we’re official, we’ve also been able to make our website go live. So visit it at www.familyschool.org.au. I look forward to hearing from parents, principals, teachers or anyone who would like to see the engagement between schools, families and their communities blossom.
Give me a call, or email me. Talk to you soon.

I am really interested to see your developments and wish the Bureau lots of success. We introduced some legislation in Scotland in 2006 which aimed to strengthen parental representation and home/school partnerships. My role as National Parental Involvment Coordinator with Learning and Teaching Scotland is to drive forward this agenda. I am sure there is much we could share and learn from each other. You may get some more information on http://www.parentzonescotland.gov.uk, but please get in touch with me, if I can be of any help. Best of luck.
Great opening comments. I agree completely that the engagement between a school, its families and the community needs to blossom. With such a climate children benefit greatly. It is, though, a two way process. What you put in is part of the whole equation to what you’ll get out of it.
Jim Delaney – Principal – Narrabeen Lakes Public School.
Appreciate the feedback Jim. Hope you’ve had a chance to look at our first e-Newsletter that was posted last week. It will give you a feel for how we’ve been travelling. Let’s stay in touch.
Brenton Holmes
Research and Communications Officer
Family-School and Community Partnerships Bureau
Hi Lorraine
Thanks for the greetings from Scotland. Love your website by the way. I’ll draw people’s attention to it in our next e-newsletter. I’m on the road for a day or so attending a Parents Expo in regional New South Wales, but will have a longer email chat with you in a few days time.
Cheers
Brenton
Brenton Holmes
Research and Communications Officer
Family-School and Community Partnerships Bureau
Partnerships depend on open and honest communication.
The Australian Bureau of Statistics 2008 Report states that 55% of school leavers have basic literacy and numeracy skills that are too weak for everyday activities.
Will the Family-School Bureau insist that all schools, government and independant, provide parents with results of objective, norm-referenced testing of basic skills free from ‘grade inflation’ and from subjective teacher assessment each and every year of a student’s enrollment?
Will the Family-School Bureau insist that all schools, government and independant, inform parents prior to enrollment whether or not each and every teacher in each and every class is using teaching and learning strategies that have been proven effective by rigerous, evidenced-based research and extensive field trials?
I am very interested in the work of the Family-School Partnership and as the parent representative on the Committee of the National Inquiry into the Teaching of Literacy, I believe I have an understanding of the important issue to teaching initial reading and writing that will be of benefit to this organisation.
I would like to be appointed to the Bureau and would like to know how to go about achieving this?
Thanks for your post, Yvonne. You’ll find a separate post responding to your question about getting appointed to the Bureau via the link under Recent News.
Like you, and I dare say everyone who cares about schooling, the Bureau regards literacy as a bedrock of learning. We welcome the Australian government’s investment in improving students’ literacy outcomes. We know from international tests that, while Australian students are achieving good results overall, Australia has too long a ‘tail’ of literacy and numeracy underperformance, which is concentrated amongst students from low socio-economic families and Indigenous students.
As a parent-supported organisation, the Bureau believes regards strong partnerships between schools, families and communities are a positive influence on student learning. We are already seeing effective partnerships between schools and families built around strengthening literacy and numeracy.
Parents want accurate and rich information about their children’s achievements at school, in both academic and social areas. Clearly literacy and numeracy are high on parents’ agendas. Parents want to see all students taught by well qualified, skilled teachers who are able to provide them with good, accurate information about their children’s achievements. Primarily, assessment should be seen as an integral component of teaching and learning, and reports that are based on this premise form part of the accountability processes of teachers to students and their parents.
Some time ago, the Commonwealth funded a major ACSSO/APC consultation to elicit parental views on assessment and reporting in both government and non-government schools. The study revealed that parents understand that the primary purpose of assessment and reporting is to improve learning. These activities should be grounded in carefully collected, accurately measured and properly interpreted information.
Assessment and reporting are critical activities which are best communicated through a mutually respectful and open relationship between parents, teachers and schools. Analysing information, making judgments and developing plans for future learning are ongoing outcomes of these activities, and parents expect teachers to be professionally competent in this respect.
Reporting should relay information in ways which are meaningful to parents and students. Assessment and reporting should be integral to the curriculum but should not narrow or distort the experience of schooling. An appropriate, well thought out school curriculum – in which literacy and numeracy are thoroughly embedded – must encompass equally appropriate and well thought out assessment procedures. The latter should not drive the former.
Parents expect schools to use relevant and robust assessment mechanisms – in both formative and summative ways – to measure achievement and guide further learning and instruction. They also expect schools to communicate information and advice about their children’s learning in ways that honour the role of parents as partners in that learning. This means open and honest dialogue, mutual support and respect for the different roles of teachers and parents, and a recognition that assessment serves the goals and ends of learning, not vice-versa.
Brenton, I am interested in the consultation the Commonwealth funded ACSSO/APC consultation).you refer to on Assessement and reporting to parents. I have tried to find it but so far unsuccessful. Could you send me a link? Here in Scotland, as I have mentioned, we are introducing major changes to our Curriculum. One of the key areas under consideration is how this new Curriculum will be assessed and reported on to parents.
Hi Lorraine
Have tracked down the consultation report. Sorry it’s taken a while. It was done in 1996, but remains relevant. It was archived, but has been resurrected on the ACSSO website at
http://www.acsso.org.au/assessing1996.pdf
There is a related document (An Open Letter to the Minister for Education) near the bottom of the following page:
http://www.acsso.org.au/publications.htm
Hope this helps. By the way, Australia is going through major reform of the National Curriculum at the moment.
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