Aggressive Someone who sees the partners as the enemy and is always on the attack. Partner Discontented Partner Not as aggressive as above, but clearly discontented, shows that by body language and interventions. Appears not to be pleased by the workings of the partnership; regularly has gripes or complaints.Defensive Partner Someone who manages his/her resources in a defensive manner; unwilling to share or be open to different ways of working. May distance him/herself from the partnership and its activities. Listening partner Someone who is an observer. Possibly a reflective observer, content with absorbing what is happing and allowing others to exercise decision making on behalf of those interested. May however be discontented, perhaps someone with little power or status but with an informed, clear view who is finding it hard to be heard. Compliant Partner Someone who goes along with all the agreements without challenge. They exercise no power even if they could. Authentic Partner Someone who is not playing games, who is focusing on the task, and speaking from experience
The Schools and Community Football Conference Des hewitt, partnership workshop
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESThe Schools and CommunityFootball Conference
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESPartnership, collaboration and beyondProf. Des Hewitt, University of Derby
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESChanges to the partnershiplandscape• Changes in role and influence of Local Authority• Reduction in financial resources• Teaching Schools• School partnerships: Cooperative Trusts, learningpartnerships, academy chains, federations et• Internationalization: e-twinning, Skype Education,Education foundations (Edison, America First etc)
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESWhat’s the point of partnership?
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESBarriers to partnership?Post it activity
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESOverview• What is partnership?• What’s the point of partnership?• Barriers to partnership?• Feedback from our research• Being effective• Models of partnership.
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESCommunity‘At the end of the day we come back to the firstquestion which is all about children, it has to bechild-centred. If partnership can start and helpidentify needs and talents so the children can havethe opportunity particularly in this community. Canhave the opportunity to maybe have something morethan they would ever being able to do. If it weren’tfor those networks and the school working inpartnership then the children won’t come potentiallybenefit now.’Community sports coordinator
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESRelationships‘It’s about the relationship between the teacher andthe child. Understanding who they are, understandtheir background, understanding what they need tolearn what they need next in their learning’Teacher
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESParents and community‘If I think about the benefits for the community. I’vehad a parent contact me and say: Can I start ajogging club? Can you put a poster up in your…?.Well she’s been empowered. That lady now is… shewas able to do that I supported her doing that put alink on the website, our website and she’s got a fewparents of our school jogging round’Sports coach
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESActivity What makes a good partnership? See extract: ‘progress in learning’ What do we mean by progress? Getting the balance right: ‘fun and learning’?
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESQuality and quality assurance‘Quality; Reliability; Strength in the partnership andthe fact that you’re working together to the sameends. If you’ve got all of that you are pretty much onyour way’Sports coach
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESBeing strategic‘to look at individual programmes strategically wehave to make sure that we are working with ourpartners to deliver ‘Sports coach
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESValue for money‘But you got to be able to extend the value formoney into other partnerships as well. So if we go inwe might be able to bring some of our other partnersin school to support school. ‘Sports coach
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESCollaboration with Initial TeacherEducationChildren,families andcommunityCommunitysportsgroupsSchool
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESHabit 1: Be ProactiveHabit 2: Begin with the End in MindHabit 4: Think Win-WinHabit 5: Seek First to Understand, Then to beUnderstoodHabit 6: SynergizeHabit 7: Sharpen the SawThe Seven Habits of Effective People
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESIs this partnership going to be worthjoining?• How should I behave in this partnership toachieve the best results for my organisation orservice?• What does this partnership need to do differentlyif it going to be more effective?• Is partnership the best way of approaching thisproblem?
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESThe games we play – how partnersbehave• Aggressive• Discontented Partner• Defensive Partner• Listening partner• Compliant Partner• Authentic Partner
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESThe need for partnership• We both deal with some intractable, multi-facetedissues in which we both have a stake.• We both have a specific problem that we canreadily devise ways of resolving if we work at ittogether.• We are wasting resources or letting children fallthrough gaps in our provision• My organisation has a problem that is caused bypolicies or practices of your organisation.
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESCo-evolutionCoordinationCollaborationCooperationDifferent forms ofpartnershipWhere are you?
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESCooperationOf the four types of partnership, cooperation couldbe characterised as the simplest form, the least‘partner –like’, in that it requires the least generousand creative behaviour.Examples include:-‘Sports organisation uses the facilities of aschool with no discussion of common purposes,aims etc’
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESCoordinationCoordination is slightly further along the partnershipspectrum. The partners are working towards eachothers goals as well as their own, and may be opento developing bigger, collective goals.Examples include:-‘A PE coordinator in school, team teaches somePE sessions with a Sports coach in an afterschool clubThe club is open to parents and children’
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESCollaborationPartners are trying to meet their own goals ratherthan those of their partners, but may be open toidentifying joint goals if these become apparent.Examples include:‘A school identifies boys’ literacy and girlsnumeracy as poor. One premier league clubhas co-written a reading scheme. How couldwe develop numeracy through sport...?’
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESCo-evolutionThis is the ‘deepest’ form of partnership. It requiresnew thinking, new insights, new generosity aboutopportunities or problems. Many of thesepartnerships will fail in that they do not yield a goodreturn on the time invested.Examples of areas that may benefit from a co-evolution partnership:‘A community football group becomes partnerin a Learning and Teaching Cooperative;The Teaching and learning sub-groupidentifies a twin track sport and educationstrategy for children and parents.’
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESSome finishing thoughts• Sustainability: recent funding is limited• Developing capacity in schools• Strategic• Working in different ways• ‘The whole partnership is greater than the sum ofits parts’
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESSearch for us – The Community Football HubConnect with us on FacebookFollow us on Twitter @ComFootballHubEmail us: TheCommunityFootballHub@gmail.comDan ParnellSchool of ScienceUniversity of Derbyt: 07538500348e: firstname.lastname@example.org: www.derby.ac.ukAs part of The Schools andCommunity Football Conference