I am currently teaching in a small full primary school, that has 6 full-time teaching staff and approximately 140 students. The school was established in 1863 at the height of the Otago gold rush and is situated on the banks of the Clutha River. The town has a population of approximately 1000 residents and according to the 2013 census, 24.3% residents are over the age of 65. The town is beginning to expand, with new sub-divisions selling quickly. However, due to increasing house prices most of the occupants within the new sub-divisions are middle aged couples, so our school roll is not predicted to increase dramatically.
School Culture
Relationships are at the heart of developing a positive school culture and something I believe our school is very good at nurturing. When students start school they are paired up with a senior buddy who helps them settle into school life, spends time getting to know them during weekly buddy time activities and looks out for them in the playground.
One of the benefits of a small school is that everyone knows each other. Students mix easily across all age groups and senior students frequently include younger students in their games. Our school has a warm, caring, family atmosphere, which is often commented on by visitors to the school.
The word "CARE" is central to our school vision, which is to empower our students to become CONNECTED, AMBITIOUS, RESPECTFUL, ENTHUSIASTIC, learners. These are the over-arching qualities that help to set the climate of our school, and are supported by other qualities that we encourage our students to display. (see wordle)
Professional Environment
The school has a very stable staff, which is testament to what a great work environment it is. The current Principal has been in the position for over 10 years, and many of the staff members have been at the school a lot longer than that.
When I moved to the school in 2012, I was immediately made to feel welcome. The close 'family feeling' that I referred to before definitely begins at a staff level. Everyone went out of their way to get to know me and to help my family and I settle in. The supportive team environment made for an easy transition into my new position.
However, with a long serving staff there are both positive and negatives.
Some of the positives are the strong relationships, both personal and professional; the supportive environment; and the relaxed atmosphere.
The negatives, while few, may be made more challenging because of the relaxed atmosphere that has developed. There is the potential to become complacent, to accept the status quo, and to stick with what is easy and comfortable.
When I first looked at Stoll and Fink (1996) norms for improving schools, I mentally ticked each one, thinking 'Yes we do that', but after taking more time to critically reflect on each aspect, I wonder.....are there some areas we are only doing lip service to?
In my view there are two areas that need to be addressed:-
Shared goals
Our curriculum development plan outlines our shared goals and regular professional development has been given to support the attainment of these goals.
However I question whether everyone is working towards achieving these. Do we all believe in their importance? What can you do if someone isn't prepared to put in the extra effort needed to achieve these shared goals? How do you change a fixed mindset? This is one of the problems that can arise within a very stable staff ... a staff member who is 'too comfortable' and doesn't see the need for change.
Continuous improvement
Our school motto is 'Akoranga mo ake ake', learning for life. I believe that many of our teachers are 'life long learners'. They regularly reflect on their teaching, seek advice, embrace new learning, keep up to date with new research and are willing to go the extra mile for their learners. However others "talk the talk", but it isn't followed by 'action'. This can cause some frustration. How do you encourage and lead change, when some practices are so firmly embedded and change is resisted? How do you do this without damaging the relationships?
References
Census QuickStats about Clyde (2013) retrieved from
http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports.aspx
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
Hi Steph
ReplyDeleteI really enjoyed your blog post - it is quite similar to the situation I am in - in particular around the norms for improving schools. We often 'tick' and say that we are doing that, but is it embedded or do we just 'do it' and have no idea why?
If we look deeper into each area, I wonder where we would fit on a SOLO Rubric? I wonder if there is a rubric already devised for this ?
The continuous improvement is often difficult in smaller, country schools. 'We have always done it like that' is a challenge to overcome - with staff and community. Luckily I have staff who are embracing change and see it as a positive move forward. The community on the other hand........!