Current issues in my professional context
SCHOOL CULTURE
My school is a very traditional school, with a culture that is thoroughly embedded: 'shaped by its history, context and the people in it' (Stoll, 1998, p9). Consequently the culture has become difficult to change. The school has excellent academic results from a largely affluent student base. Using Stoll and Finks Diagram of Typography of Schools Culture (1998, p11), I would have to classify the school as 'cruising' in the last few years. However, the shift to a 'moving' culture is not too far removed from 'cruising' status, and steps have definitely been taken to 'work together to respond to a changing context'. (Stoll, p11)
In a 21st century world, the need to empower students and teachers to think critically is essential in order to develop a 'moving' culture in a school. The internet has brought more information to students than at any time in history, and two years ago my school introduced BYOD, which is now implemented across all year groups (7 - 13). The Ministry of Education has new initiatives to support 'Digital Technologies for Teaching and Learning', from teacher laptops, to e-books. This rapid development has been a catalyst for my school leaders to reflect on our school culture - not just the what are we doing, but the how.
THE SHIFT
The structure of changes can be identified through Time, Space and Role & Responsibility (Stoll, p12). In response to staff voice, research and observation of best practice my school has made some significant time-tabling changes this year. Most dramatic of the changes has been the introduction of 'double' periods across curriculum subject areas for students in Years 10 - 13. This was a source of anxiety for some staff, and some considerable time was given over to staff meetings to share the thinking behind the changes, and for staff to question other teachers who had successfully introduced double-periods. In addition time was set aside for faculties to plan how they would implement the changes to their lessons. This support at the end of last year enabled the changes to go through with a positive spin. Though we are only in Week 3, the buzz in the staffroom around this, initally contentious, issue appears to be very positive. Students have been overheard grumble about 'double-maths', but then say how much they enjoyed the lesson It sounds like the idea .
Learning spaces are being reconsidered. Conversations around the school are increasingly challenging what has gone before. Yes, we are punching holes in walls, and re-purposing corridors, but we are also making more use of outside areas, and identifying under-utilised zones such as stair-wells. Later this year our new two-storey building will become operational, eliminating current classroom shortages and re-inspiring teachers with more ownership of their own teaching spaces. Planning around the design was intense. Everything from the choice of building materials, interior design and layout was hotly debated in the staff room!
It seems like almost everything is allowed to be debated and challenged as we shift to a 'moving' culture in the school. The Senior Management Team have fostered greater empowerment among the staff, and the climate has altered so that the teachers are wanting to take more action( Wilson 2013). New roles and responsibilities have emerged as staff have embraced the digital changes. Several staff have undertaken Professional Development in this area. Some have enrolled for the Mindlab 'Digital Technology' Postgrad certificate, and others have become Microsoft Experts. These staff have a responsibility to effect change through the school, and they often run informal teaching sessions as needs are identified. Much of this happens without formal direction from SLT, which supports the argument that real improvement in a school must come from within (Stoll, p13).
REFERENCES:
Stoll, L. (1998) 'School Culture. School Improvement Network's Bulletin 9. Institute of Education, University of London
TedEd (2103, Jun 21) 'Building a culture of success' Mark Wilson. Retreived from https://www.youtube.com/watch?v=n_8Bjz-OCD8 (viewed 19/2/17)
Hi Tracey
ReplyDeleteIt's great to hear that your school is moving out on 'cruising' status. Your senior leadership team sound effective if the result is that staff are feeling empowered and excited about actioning new initiatives. It sounds as though your school are making some interesting changes, not only with space but particularly with the double periods. What drove this change? Did teachers feel that they were not getting enough time in one period to deliver the kinds of information/learning they needed to? Also, how did your school go about implementing the change with those slow to adopt and happy with the status quo?
After a month of double-periods on the timetable responses from the staff are mixed (I would have predicted that). Many have a 'fixed' mindset and will resist any change, whilst early instigators have embraced the change. As you would expect, there are a few who are slowly warming to the idea, and it has been lovely to hear their comments in the staffroom. As a general overview, these staff are beginning to see the opportunities for forging stronger relationships with their students, which should improve student outcomes. It will be interesting to see whether this pilot will continue next year.
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