Week 26 – Professional Context
Elizabeth Warner (2015) puts emphasis on the need to identify the climate and culture of a school. She points out that every school has its own feel when you step onto the grounds, whether it be a classroom, staffroom or out in the playground. Warner highlights the importance and impact a school's climate and culture can have over students, staff, parents and the wider school community.
Ideal Climate & Culture
Since moving schools I have found myself constantly reflecting on the climate and culture of my school unaware of its importance to my students and most importantly to my own well being. Stoll and Fink (1995) make numerous links to what I would consider to be my vision for the school in my ideal world. It would be a place where the school vision was talked about and communication was encouraged. A place where teachers worked collaboratively, with planning, goal setting and assessments. Where staff tried new initiatives and stepped outside their comfort zones - not being afraid to talk through learning that was not so successful. Teachers showing commitment to building lifelong learners in their classrooms and within their own teaching practice as well as always looking a new, better ways to improve their own teaching. I would also love for my teaching colleagues to support each other and risk task, not being afraid to learn alongside other teachers and their students. The Tuakana - Teina approach to teaching and learning would be modeled strongly. My ideal vision makes direct links to key cultural norms that influence school improvement that Stoll and Fink (1996) discuss; collegiality, shared goals, support and openness to just name a few.
Current Climate & Culture
Andy Hargreaves (1994) highlights for me what is hindering my current school's climate and culture when focusing on purely my colleagues. When looking at the characteristics of his four teaching cultures I believe that individualism is the sole culture within my teaching staff which I believe stems from the values and beliefs of my senior leadership team. Although autonomy is important, at times I do feel isolated and that support is not offered or open. William H. Trusheim (2015) talks about how often some schools do not have anyone steering the direction of the climate and culture within a school and it just happens by default. Although Trusheim states that the environment created is much more likely to be positive if the principal or the senior leadership team directs it. So with this in mind I can see how the culture within the staff has not changed as it seems no one is steering the ship in regards to climate and culture or to be honest I feel no one sees the issues I see due to most of my colleagues have been at school 15+ years and have not experienced or worked in many collaborative, collegiality or balkanisation cultures before.
Socio-Economic Factors
Louise Stoll (1998) cites a number of factors that can influence the running of a school. I have spoken about a one major issue I am currently faced with in regards to the culture and climate of my school. Although another issue Stoll briefly talks about relates to the socio-economic factors that impact a school. Stoll (1998) makes reference to society and how society can pose challenges to a school’s culture through several factors.
At my current school there are several socio-economic factors that affect the culture. We are a decile 7 community due to housing. Houses are cold and cheap, but are not overpopulated as many houses can be when these prices are high. In addition, having a high level of disparity makes the socio-economic makeup of my school interesting. This is due to our slightly high decile and low deprivation index number of 7. With this mix comes a range of others issues that our students and whānau face, including poverty, addiction, separation and dysfunction. After speaking with my principal he stated that ⅕ of the our students have the ‘valuable tag’ that is taken from data matching from organisations such as WINZ, correction and social welfare.
Although it is very hard to reflect on the socio-economic factors for students and whānau on a personal level because I am only new at school. My team leader spoke about another issue that links into the use of technology. A survey was conducted in 2016 and found that a large percentage of whānau had no technology at home; emails, devices or cell phones. The reality of this impacts a school's culture in the way they interact and inform whānau about information.
References:
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London: Cassell.
Stoll. (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture.
Stoll, L., & Fink, D. (1996). Changing our schools: Linking school effectiveness and school improvement. Buckingham: Open University Press.
I was interested to read your thoughts on school culture Lisa, particularly the way that you felt isolation because you are new to the school. Towards the end of last year, I too moved schools and found it very difficult to understand my new school’s culture as it differed significantly from my previous one. Like you some teachers had been at the school for many years and had their own agenda (based on individualism) which conflicted with some of the senior leaders’ ideas. Initially I felt very isolated and generally quite confused about what the school’s aims where; I really thought that I wouldn’t be able to continue at the school because I didn’t feel a sense of belonging or a good ‘fit’ with the culture. Things have changed however as longer serving teaching staff have moved on this year. I have also started to develop a greater understanding of what Stoll refers to as the ‘unspoken rules’. Given time, I think that once you understand the school’s culture you can start to work ‘with it’; it is very difficult to fight against it. From my experience, finding one or two colleagues with similar viewpoints really helped me as these are the people who provided support in adjusting to this new school environment and culture.
ReplyDeleteHi there, I found your blog interesting (and not just because our first paragraphs are almost identical). Although I love many of my colleagues, there is a real 'us and them' attitude amongst the leaders and the regular, plain teachers. I find it frustrating, but try to make the best of what I can change and influence. A colleague showing me the circles of influence has made things easier for me. I touched on them at the end of my post (but then I ran out of words) You can see it here: http://pljkathrynhogg.blogspot.co.nz/2017/05/week-26-professional-context.html
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