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Standard EIGHT – Foster positive and productive relationships with families and community.

Teachers build professional relationships with families, caregivers and other community members to support student learning, enhance student wellbeing and strengthen and enrich teaching and learning programs.


Teachers apply professional knowledge and understanding of learners, the curriculum and teaching and learning to:

P8.1  establish and maintain respectful, productive and collaborative relationships with families, caregivers and other community members to support student learning and wellbeing

P8.2  employ a range of channels, including the effective use of ICT, to establish and maintain communication with families, caregivers, business and the broader community to promote collaboration and involvement in school programs and activities

P8.3  establish learning environments that acknowledge the concerns, values and priorities of students’ families and caregivers, and their diverse cultures and communities

P8.4  identify and utilise the resources of families, caregivers and other community members to foster student learning and provide opportunities for parents, caregivers and others to share skills and talents that enrich learning experiences

P8.5  plan and implement learning experiences that are meaningful to students and build on the knowledge and skills developed through family and the community

P8.6  promote the value of education, the school and the profession to families, caregivers and other community members through engaging them in school activities and effectively communicating the goals and achievements of students and the school.


Teachers know and understand:

K8.1  the cultural, social and economic characteristics and aspirations of students and their families, caregivers and communities

K8.2  the importance of positive, productive and proactive involvement of families and caregivers in education to address student needs

K8.3  the roles of schools within communities and how to utilise diverse partnerships to contribute to student learning

K8.4  the insights to be gained from effective school/family interactions and how these contribute to quality teaching and learning

K8.5  strategies for developing and maintaining partnerships and effectively communicating with families, caregivers and other community members

K8.6  strategies for involving families, caregivers and other community members in the design, implementation and review of learning programs

K8.7  strategies for involving students in community-based learning activities

K8.8  strategies for promoting the goals and achievements of the school to families, caregivers and the wider community

K8.9 how to collaborate with stakeholders on decision making and the wellbeing of students while respecting the privacy and confidentiality of students, families and caregivers.


Teachers are committed to:

V8.1  promoting the central role of families, caregivers and other community members in students’ education

V8.2  fostering all aspects of students’ wellbeing and working with families and caregivers to provide diverse opportunities for student success

V8.3 working with families, caregivers and the broader community to improve student learning.

The contexts of adult and vocational education course (3011vta) involved analysing how teaching policy and practice relates to the community. Rapid change in society, family structures and economies has an impact on the relationship between education institutions, teachers, families, business and government.  An understanding of the issues will provide me with the ability to build positive relationships within both the teaching, and wider community.

The ethics and values course (3014VTA) gave me tools to measure positive community relationships and actions by using theories of ethics. I found the ideas of communitarianism, consequentialism and situational ethics particularly relevant to myself and my professional relationships.

The Inclusive Teaching course (3142VTA) developed methods of building relationships both in and out of the classroom, catering for a range of students

The Advanced Technical Studies course (1004INT/4142VTA) gave to opportunity for professional development and showed the value of relationships within the profession and wider community.

The Literacy Project (4163EBL) and Literacy at Work (3012VTA) courses provided practice in building the teaching and learning programs through the use of community based learning activities and collaboration with stakeholders.

The Instructional Design course (4143EBL) used theoretical foundations to allow me to apply a range of communication channels. I can now use the correct approaches for promoting the values and achievement of goals as part of education and the wider community.

The Curriculum Development (4141EBL) explored how the needs of the different parties involved and models were used to design and enact the provision relationships with community and industry.

Advanced Teaching Strategies course (4231EBL) gave knowledge and practice of a wide range of teaching strategies that created enriched teaching and learning programs.

The Change Agency course (3141EBL) gave insights into the many stakeholders of education and strategies in creating and maintaining relationships with these stakeholders.

The Researching Education course (3245EBL) gave practice in identifying the resources that stakeholders have and how to utilise them in learning and teaching programs.



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