This week's quote:
“Organisational culture is manifested in the typical characteristics of the organisation. It, therefore, refers to a set of basic assumptions that worked so well in the past that they are accepted as valid assumptions within the organisation….The components of routine behaviour, norms, values, philosophy, rules of the game and feelings all form part of organisational culture”.
Whakatauki
Mā te kaha, mā te whakakotahi, me te matenui, ka mura tonu te ahi
Through strength, unity and desire the fire will continue to burn brightly.
The above sets the tone for this week's blog entry.
I have been working at my school for 4 years now and have seen it grow, not only in student population but teachers, staff and above all, energy. My principal was employed by the BOT 2 years before I started. The school roll grew from 371 students the year I started to over 630 students at present and it is still growing, we average 30 new enrollments during the year, and the projected roll growth is growing. We have recently been required by the Ministry of Education to implement a zone to control this growth. A few years ago, I had been teaching out of a ‘modcom’ and last year moved my team into a brand new building complex.
My school is a decile 6, we have a varied socioeconomic demographic; families who reside along the main beach waterfront, families who live in rental accommodation or are struggling to find homes. We have a small number of students whose parents reside in prison, and we have students whose parents don’t need to work and are always available to assist on school trips. Before my principal started my school experienced a high percentage of student stand-downs, currently we experience approximately 3-4 per year. Our cultural demographic: approximately 30 percent Maori, we have a small percentage of Philipino, Pacifica, other European and a majority of New Zealand European students. We also have a small percentage of international students and are a PB4L school. My principal has implemented professional development in ‘open to learning’ conversations with all staff. Stoll mentions that ‘School culture is influenced by the school’s pupils and their social class background’ Furthermore, “ the social mix of the school plays a major role in how it functions, largely because of the cumulative effect of how the pupils relate to each other as a group” (Stoll, page10 1998). This is certainly evident at my school.
My school’s philosophy and mission are for all students to have equal opportunities and to be inclusive, we are committed to student engagement in all school activities and achievements no matter what socioeconomic status. This is embedded in our school vision and motto. We have also in the last few years engaged our community in culturally responsive writing. We often survey our school and wider community on feedback or initiatives.
Our school has worked through and continues to work through:
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 difference”
10. Celebration and humour – “we feel good about ourselves”
Stoll and Fink (1996)
We are striving for an inclusive cultural environment. This is manifested through the implementation of our school charter and vision, professional development and opportunities for all students. We have a school fund available to families to help fund EOTC experiences and pay for sports fees etc. This is often funded by families who chose to make donations, school discos and mufti days. We have an open door policy, parents and members of our community can visit classrooms at any time and we involve the community in any special event.
We teach an overarching theme where teachers at the end of the year, brainstorm what our students need for the following year. Our students on the student council also contribute to the following years learning by being asked what our students need to have in their kete before they leave their year 8 year. Together and collaboratively we develop an inquiry and this year is all about ‘Relationships’. Each team is delivering this theme differently catering for the needs of their students and involving community organisations to support the learning meeting the overarching theme.
Our professional environment has in the past has had its highs and lows. The ‘open to learning’ sessions by Viviene Robinson and professional development in PB4L, has helped with open communication and transparency. I work in a supportive and encouraging environment even though it is often intense and teachers feel they are continually fighting a paper war.
References
APA. (2016). Education and Socioeconomic Status. Retrieved from http://www.apa.org/pi/ses/resources/publications/education.aspx
Martins, E.C. & Terblanche, F. (2003). Building organisational culture that stimulates creativity and innovation. European Journal of Innovation Management, 6(1), 64 - 74.
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
