Mindlab - Current Issues in my Professional Context

Activity 2 Applied Practice in Context Evidence for Mindlab

Stoll (2000) states that a school’s culture is shaped by its history, context and the people in it and that a school's age can impact cultural change.

School Culture

The organisational culture is an invisible powerful force that influences the members’ behaviour. Hongboontri and Keawkhong (2014) show that the school culture impacts on teachers’ beliefs and instructional practices but this relationship is also reciprocal.

Stoll (1998) places the importance of understanding school culture as the starting point for leading change towards school improvement. Some internal and external factors that shape a school culture include the school history, the student socio-economical background, external contexts such as national educational policies, and societal changes (Stoll, 1988).

Stoll and Fink (cited in Stoll, 1998) identified 10 influencing cultural norms of school improvement including:

“1. Shared goals - “we know where we’re going”

2. Responsibility for success - “we must succeed”

3. Collegiality - “we’re working on this together”

4. Continuous improvement - “we can get better”

5. Lifelong learning - “learning is for everyone”

6. Risk taking - “we learn by trying something new”

7. Support - “there’s always someone there to help”

8. Mutual respect - “everyone has something to offer”

9. Openness - “we can discuss our differences”

10. Celebration and humour - “we feel good about ourselves”” (p.10)

What is the organisational culture (collective values/principles that underpins my practice?  

The organisation welcomes akonga, inclusive of all abilities, physical state, learning needs and cultures into our positive, progressive and inclusive learning environment. The Bailey Road School Board of Trustees and staff are focused upon providing an educational system that raises students to achieve their personal potentials and prepares them for success as 21st Century learners.

The organisation  believes in working together in partnership, with our parents and families, to provide quality education in a caring and stimulating environment. The BOT and Staff are excited about creating new Modern Learning Environments at Bailey Road School from 2015-2017. The aim is so that  the learning environments to be reflective of the cultures within our school and focused upon extending Akonga’s talents across the curriculum.

We are proud to be a Silver Accreditation Enviro-School as well as a Positive Behaviour for Learning School (PB4L). Our Modern Learning Environment development will build upon the strengths that our students show in Blended E-Learning, Technology, Music, Visual and Performing Arts and Physical Education and Sport.

Our bi-annual Cultural Festival, Trash to Fashion and Art Show are popular and successful events that students and whanau look forward to in the school’s calendar.

I have been part of my current community of practice for 3 terms. In 2015 there was a high turnover of staff.When I first arrived I could sense a “tense climate” amongst the community of practice.  Many staff had commented that I was “hired as, I fitted the vision of the school”. As the months have passed I am now experiencing a more positive climate within my community of practice. This change has come about with a shift in teachers mindset and new staff starting this year who have brought in new ideas and skills to the community of practice.

All schools have a different reality or mindset of school life, often captured in the simple phrase,

“the way we do things around here” (Deal & Kennedy, 1983).

The organisational culture within my practice:

• Is professional.
• Is to serve the Mount Wellington Community by preparing  students to be contributing and participating members of society.
• To  teach the curriculum to meet the needs of our school whanau in a safe and challenging learning environment.
• To  teach our ako to be inquiring thinkers who can adapt and succeed in a changing global society.
• Teachers and students are encouraged to Aim High - School Motto.
• Teacher have good relationships with students, staff and whanau.
• The learning within the community and students is evident.
• Teachers are given  opportunities to develop with current pedagogy eg digital tools, Appraisal systems. Teaching as Inquiry
• Teachers are encouraged to attend PLD
• Collaboration with teams to share resources and teaching strategies
• Collaboration with learners - gather student voice used to for next steps for learning

Our school culture is focused around our HEART Values. These are the values and principles that underpin my community Practice

Trust.

Our Positive Behaviour for learning within our community is strong. All staff and students are encouraged to demonstrate these behaviours:

Be Respectful

Be Responsible

Be Safe

Aim High

Students are rewarded when these behaviours are shown therefore support the positive climate of the organisation.

All these aspects are supported by Stoll (1998). Stoll defines school culture as three dimensions, the relationship among its members; the organisational structure including the physical environment and management system; and the learning nature.

How can I contribute to fostering a positive professional environment in your community of practice?

In my current practice I have been “allowed to” take risks, challenge myself for the betterment of my learners. Numerous opportunities have been given to me to trial new ideas, invite outside speakers in for my learners.  I feel safe  and supported within this organisation.  I am able to share my ideas and digital skills with my team. These are welcomed by staff as they want to learn and grow themselves.

I am proud to be working within an organisation which has a strong trusting culture and with an  ‘open door’ policy.   It makes the job enjoyable and easy.

References:

Deal, T. E., & Kennedy, A. A. (1983). Culture: A new look through old lenses.Journal of Applied Behavioral Science.

Hongboontri, C., & Keawkhong, N. (2014). School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices. Australian Journal of Teacher Education, 39(5), 66-88. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2332&context=ajte

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