Week 26: Socioeconomic Factors, School Culture and Professional Environments

Socio Economic Factors

Our school is a decile 4 full primary catering for years 1 to 8. The roll is currently approximately 420 and still growing. The area is predominantly middle class but it is currently undergoing significant housing development that may have some effect on this. The current enrolment zone includes one of the 'exclusive' suburbs in the region.

Approximately 24% of students identify as Māori and about 5% of students are other ethnicities. These statistics closely reflect the 2013 census data for our community. It will be interesting to see what data the next census reveals as there seems to have been a recent influx of immigrants both to the community and the school.

School Culture

While I have only experienced a small number of schools in my short teaching career, I would have to say that our school has the most amazing culture. This can be attributed to every person within the school; management, teaching staff, support staff and students. In his sabbatical report, Gargiulo (2014) speaks about how the language we use can impact on relationships between teachers and students. Our school prides itself on its restorative practices and this is evident in the language we use both in the playground and in the classroom. This language is not only how we talk to students but also how the students talk to each other. These practices are so embedded in the culture of the school that the language comes naturally.

Our whakatauki, ‘Kaha i ngā wā katoa – Our Best Always’ is on the front walls of all our classrooms and is part of everything we do. Our students and staff display our school values; respect, helping others, taking responsibility, honesty and fairness, and these are explicitly taught throughout the year. At our fortnightly celebration assembly, we acknowledge students who have been seen displaying the school values and achieving other successes. At this assembly the Principal also introduces students who are new to the school announcing which of the four school whanau teams they are joining and the student leaders of these whanau greet the new students.

When I read through Stoll and FInk’s (cited in Stoll, 1998) 10 Norms of Improving Schools I was able to tick off each one as applying to our school. It struck me that all of these norms happen with minimal pressure from management.  

Professional Environment

When I started at this school two years ago I immediately noticed the staffroom atmosphere. I had come from a school where the staff room was very ‘clique oriented’. Teams did not really mix socially or professionally. At our school everyone is at ease with each other. It doesn’t matter where you sit or who you sit next to. Everyone is comfortable, open and honest. This flows through all levels of the school from management down.

We may appear to have a lot of staff meetings a week but they are all beneficial. Monday morning’s fifteen minute meeting is looking at what is coming up during the week. Tuesday afternoon alternates between curriculum meetings and team meetings. Friday afternoon is a chance to review the week, talk about challenges and celebrate successes. While staff collaborate together to plan inquiry units, there is the freedom customise it to suit your learners. We are all committed to providing the best learning and learning environments for our students. You will often see and hear professional conversations going on at all times of the day as staff share concerns, thoughts and ideas.

Education Review Office (2014, Jun 04) Bell Block School Report 04-06-2014. Retrieved May 28,2017 from: http://www.ero.govt.nz/review-reports/bell-block-school-04-06-2014/

Gargiulo, S. (2014). Principal sabbatical report. Retrieved from http://www.educationalleaders.govt.nz/Leadership-development/Professional-information/Principals-sabbatical-reports/Report-archives-for-2007-2014/Secondary-award-recipients-2014/Gargiulo-Salvatore

Stoll, L. (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