Excerpts from my recent studies:
I am currently undertaking a Bachelor of Education – Honours degree with Circle through UTAS. The learning is highly relevant, with value being added to my own leadership skills and directions as well as my school community. I highly recommend this course.
One of the research projects undertaken to date focused on Building school culture (published here). My most recent investigations related to Building a learning culture which incorporated research into the work occurring around Inquiry learning within our school. I look forward to publishing that paper soon.
Building School Culture
A Paper: Examining School culture (note that Appendices are not included)
Abstract
Our College Franciscan ethos has been shaped over time and permeates all aspects of our mission and college community. This study acknowledges the significance of this ethos, but identifies and explores the notion that our culture of teaching and learning has been weakened due to this emphasis. It is believed that our mission, of “fostering a culture of excellence among students and staff and promoting a life-long love of learning” is not being lived out.
The study examines levels of perceptions of leaders, staff and students and investigates opportunities for development of strategies to intentionally focus on shifting [this] culture of mediocrity that has evolved. The findings reinforce this notion and are utilised to inform change strategies for implementation with and by the College Leadership Team (CLT) and Middle Leaders.
Identification of the need for development of a clear and shared vision and Framework for Learning guided by explicit, strategic goals to enhance the climate of trust, develop greater collegial awareness, build a stronger focus on student achievement and a culture of excellence within the College community are outlined.
Introduction
At our College, our Franciscan ethos permeates our culture, encompassing all we do, influencing all within our community. Our mission (see Appendix 1a) intentionally leads with this ethos, highlighting who we are as an inclusive Catholic, Christian community of care. As was highlighted through the Australian Council of Educational Research (ACER), National Schools Improvement Tool (NSIT) in 2013 (see Appendix 2), and through our Year 7 into Secondary marketing (see Appendix 1b), there is evidence that a high priority is given to building and maintaining positive and caring relationships between staff, students and parents. Franciscan values underpin the culture of inclusivity and support a positive tone within the school (Hanley & Savakis, 2013; Appendix 2). Gruenert et al (2015) purport that visitors to a school are often the ones who can sense the school’s culture the most (p. 98). Discussion with supply teachers and contract teachers commending us as a welcoming, collegial and supportive community supports this theory.
Cummins and Parish (2012) espouse that the ethos of a school conveys its culture and underpins its values, philosophy, strategies and goals (p.9). Whilst our values and philosophies are strong, leadership at the college has identified that our vision for learning needed examination and redevelopment, becoming an essential component of what makes our learning environment coherent (Harris & Spina 2013, p.10).
One aspect of this study therefore, investigated that component of our mission – ‘excellence in teaching and learning for students and staff’ – and its role in shaping our culture, our vision and a Pedagogical Framework for learning.
Having no clear framework for teaching and learning proves to be an area of ongoing frustration for teachers and leaders, with no collective process for working towards improvement, much like Rozenhotz’s findings of those ‘stuck’ schools where teachers feel isolated and in which there is little motivation or morale amongst staff (Cummins & Parish 2012, p. 5) for improving the learning. A clear vision and framework for learning, inclusive of effective professional development can assist in targeting deficiencies in practices and contribute to the enhancement of our culture of excellence for both staff and students.
Initially, the research flowed from the perception presented by middle leaders that our students lack a strong commitment to high achievement and excellence. It is clear that our Franciscan, pastorally aligned culture is valued, however, some believed that this [culture] has obstructed our collective focus on improved learning and success.
As such, examination of current views by leaders and staff of our culture of excellence informed practices that can be implemented to shift the culture of mediocrity that has evolved. These strategies can encourage whole school approaches for reform moving towards a more positive climate and enriched culture, where “all teachers openly communicate with each other and express an interest in their own professional learning and the learning of others, in and across departments” (Cummins & Parish 2012, p. 5). It is an intention for leaders and teachers to collaborate in order to identify such strategies for embedding a stronger culture of achievement and excellence. Black (2007) describes these types of collaborative school cultures as having the potential for generating powerful impacts on student outcomes (p. 29), which was the overall intention of this work.
Finally, findings presented have led CLT to the development of strategic goals for the college, informing explicit, clear and timely targets for improvement to be established and communicated within the community (Hanly & Savvakis, 2013).
Methodology
The assessment of school culture ideally includes varied methods combining traditional quantitative and qualitative methodology to triangulate data (Sailes et al 2014, p. 30). Research approaches utilised throughout this project, included student and teacher surveys, a middle leader and CLT culture capture tool (Gruenert et al, 2015), focused discussion and interviews and forums with middle leaders. These methods have been incorporated strategically throughout the project, aligned with the Circle Model of Change (see Appendix 3) to build upon findings.
During the Engagement and Equipping phases, two questionnaires were disseminated to students and staff. A quantitative Student Engagement Survey (see results Appendix 4) was administered to Year 8, 9, 10 and 11 students and all teaching staff to gauge and contrast notions of perception, belief, engagement and commitment to learning. As identified by OECD (2005) the largest source of variation in student learning is attributable to differences in what students bring to school – their abilities and attitudes, and family and community background (p. 2).
In order to substantiate middle leaders perceptions of culture within the College, Gruenert’s Culture Capture tool (see results Appendix 5) was implemented; leading to further focused discussion around results and findings. Aligned with the Ethos phase, a Middle Leader’s meeting was convened to expand on perceptions and discuss possibilities for shifting the culture. This led to targeted interviews and forums with Teacher Learning Guardians around a vision for learning, pedagogical framework and curriculum strategies to support the learning, and to examine and align the dissection of pastoral and academic issues.
A preliminary Teacher Learning Circle (Excellence phase) and a Year 9 Student Survey (Engagement phase) to gauge perspectives of attitudes around high expectations has been undertaken.
Finally, planned meetings and interviews with the Principal and other members of the CLT have occurred in order to share results and findings and to examine opportunities for implementation of strategies for change. A CLT Strategic Planning meeting occurred to build upon this work, formulate action around Learning Vision and Strategic Plan, and establish timelines, frameworks and processes to ensure an increased focus on excellence in teaching and learning across the College (Excellence, Example phases).
Findings
Our culture of Franciscanism, shared values and strong relationships is evident amongst leaders and students, with the School Culture Typology Survey providing evidence of a collaborative culture in Shared Values, Decision Making, Socialisation and Organisation History (see Table 1). Additional support appears through the student engagement survey results (see Appendix 4) where two thirds of students surveyed agreed or strongly agreed that they “liked being at school”.
Table 1
| School Culture typology Survey – overall results | ||||||
| Toxic | Fragmented | Balkanized | Contrived collegial | Comfortable Collaborative | Collaborative | |
| Student Achievement | 26 | 8 | 30 | 17 | 11 | 9 |
| Collegial Awareness | 17 | 24 | 23 | 28 | 18 | 11 |
| Shared Values | 9 | 11 | 7 | 26 | 42 | 34 |
| Decision Making | 7 | 2 | 22 | 26 | 21 | 27 |
| Risk Taking | 13 | 18 | 22 | 23 | 24 | 21 |
| Trust | 23 | 5 | 33 | 25 | 17 | 20 |
| Openness | 9 | 13 | 19 | 33 | 24 | 26 |
| Parent Relations | 9 | 14 | 9 | 48 | 27 | 3 |
| Leadership | 22 | 12 | 22 | 30 | 30 | 13 |
| Communication | 5 | 12 | 22 | 36 | 20 | 24 |
| Socialisation | 15 | 10 | 12 | 30 | 20 | 25 |
| Organisation History | 12 | 6 | 9 | 36 | 22 | 25 |
| Totals | 167 | 135 | 230 | 358 | 276 | 238 |
A comparison of student and teacher responses disclosed a number of conflicting opinions with respect to teaching and learning within the College. Over 20% of teachers believed that “students do as little wok as possible in school – they just get by”, which is contradictory to the findings that demonstrate that 95% of students state they “try hard to do their best”. On the other hand, 15% of teachers surveyed believed that students do not care about the quality of their schoolwork, which may correlate with the 32% who state they do not try again if they are not happy with their schoolwork.
Student responses demonstrated that some students exhibit a level of disengagement with learning, with 50% of students admitting to being bored at school; 42% believing that what they learn at school is irrelevant; 45% attesting that they do not do hands on work; and 38% saying they spend much of their time pretending to pay attention. In addition to these findings, the fact that over 30% of our students felt they are not being suitably prepared for life after school and over half not thinking about their lessons beyond the classroom support the need to intentionally focus on strategies that will enhance engagement and our culture of learning and achievement at the College.
The Culture Typology Survey results (see Appendix 5) reinforced anecdotal evidence with regard to middle leader’s perspectives that our culture of learning within the college is one of mediocrity and requires strengthening. The two highest scores in the area of Student Achievement appeared in the Balkanized and Toxic column indicating that most believe that “discussion around student achievement occurs only within departments or cliques”, and that “teachers/leaders believe that if students fail it is their own fault”. Results in the areas of Collegial Awareness, Openness and Trust reinforce the fact that our teachers lack opportunity and/or structures to support the sharing of pedagogies and classroom strategies that may lead to a more collaborative culture of learning and excellence.
Findings from both Academic Middle Leader forums and Pastoral and Academic meetings (see Appendix 6) identified that teams need to work more collaboratively and consistently, beginning with [the] vision, to establish protocols and plans for effective student centred leadership and management, further exemplifying that this is an area for continued attention.
The feedback ascertained from discussion around high expectations in learning circles has provided preliminary insight into the feelings and attitudes of teachers reinforcing the need for clear and consistent guidelines and strategies across the college, and revealed a strong desire to gain parent support in this process. The process enabled our middle leaders to ‘lead by example’, a key component of the Circle Model of Change. The student survey responses (Appendix 7) provided initial data around student perceptions of high expectations, verifying that further examination in this area is required. All data gathered around high expectations will be utilised in the development of additional instruments as action whole school frameworks.
Targeted discussion with the Principal (see Appendix 8) and other CLT members, with reference to all findings led to the convening of a strategic meeting, where our College Vision for Learning was redefined and strategies and goals for 2016 mapped. Two key outcomes of this study have seen CLT decisions to complete our College Pedagogical Framework, strategic goals set for 2016, with plans in place to develop a Strategic Plan for 2016-2020.
Discussion and Change Strategy
Recommendations made by Hanly and Savvakis (2013) highlighted that our College had developed a strong culture for learning based on Franciscan philosophy. Key findings of this study support this Franciscan ethos, but highlighted the need for a deliberate move by leadership to lift the culture of mediocrity in learning that has emerged during the years since this review.
In education today it is essential that leadership is cognisant of the need for and works to develop a shared vision of learning. As such, an important consideration for our leadership is in ensuring this vision is communicated with all members of the College community collaboratively work towards lifting that culture of mediocrity applying a common approach.
Strong leadership enact clear goals and strategies and with intentional focus on student learning, [we] can influence this climate and culture within our College. McKenzie (2014) states school leadership must be the ‘chief transmitters’ of culture (p.23) and as Heard and Sell (2015) espouse, we can achieve best possible outcomes for students by developing cultures of excellence in leadership and learning that are principled, aligned and strategic.
In the light of this, it is imperative that we as a CLT guide deliberate processes to engender a more student-centred and collegial approach to classroom practices, empowering our middle leaders to work collaboratively with teachers for implementation of consistent strategies, plans and projects in teaching and learning. Cummins and Parish (2012) support this notion stating,
“for excellent learning to be a reality, the “leadership spine” must extend beyond the boundaries of formal leadership positions. It must influence the behaviour of all members of the community, focussing them intently on the work of learning that is the “core business” of the school” (p. 7).
Our culture of mediocrity is not only evident with our students, but as is presented, may also be driven by staff. It is noted that staff do not observe each other’s practices nor discuss student achievement openly across the college, therefore, as is suggested by Louis et al in Harris and Spina (2013), our leaders could have a greater impact on student achievement by developing and strengthening professional communities (p.14) within the college.
Already, strategies to develop more cohesive teams, encouraging classroom observations and sharing of practices have been considered and some processes actioned; however, for continued success, as espoused by Gruenert et al, (2012) we must be encouraging a subculture of especially competent teachers, (our Middle Leaders), to create this new and improved school culture (p. 199). A collegial approach of mentoring, coaching, evaluation of teaching practices and feedback from peers, embedded in a school wide pedagogical framework, as advised by Hanly and Savvakis (2013 p. 10) should engender a stronger culture of excellence in teaching and learning.
It is noted by Gruenert et al (2015) that positive school climates generally result where the school promotes excellence in learning and teaching, provides a supportive leadership culture, and has well defined structures, policies and mechanisms to support staff, students and other school community members in an appropriate way. My role is to continue to lead and collaborate with middle leaders and staff to enhance the teaching and learning and develop our Pedagogical Framework, purposefully influencing our culture of excellence and achievement.
In the light of this, I have drawn from those core leadership tasks identified in schools that build successful reform agendas: building vision and setting direction, understanding and developing people, redesigning the organisation and managing the learning and teaching program (Cummins & Parish 2012, p.7). Focus on these, utilisation of elements of the Circle model of change, (see Appendix 3) has proven beneficial to date, and will continue to guide the refinement and implementation of our shared vision for learning, development of Pedagogical Framework and priorities for 2016.
Key goals have been identified by CLT and we will work to develop individual Operational Plans for 2016 and beyond. It is our intention that “learning and teaching be deliberately designed to achieve excellent outcomes” and “innovative, responsive and accountable leadership and management” enacted in this process (Cummins & Parish 2012, p. 7).
Further research and collaboration is required to achieve the goals of shifting our culture of excellence, thus living this out more fully. To assure a whole community shift, it will be critical to gauge parent voice. This is an essential consideration identified by staff, and is acknowledged by Harris and Goodall (2007) who assert parental involvement is one of the key factors in securing higher student achievement and sustained school performance (p.20). Further, a more student centred approach by all must be embraced as we set goals for 2016 and strategically plan for 2017 and beyond.
Conclusion
In conclusion, our Franciscan ethos is strong. However, a culture of mediocrity relating to an element of our mission, “excellence in teaching and learning” has emerged, due in part to this pastoral focus. Findings have substantiated this fact, in particular from the middle leader’s point of view and are further exemplified through student data relating to engagement and learning. Identification of the need for a clear vision, for enhanced collaboration within all teams across the college, and development of a Pedagogical Framework are results of this study. These components have been set as priorities for 2016, providing a platform for a College Strategic Plan for 2017 – 2020.
References
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