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Week 2 - Applied Practice in Context

What is My Schools Culture?

We are new this is our 5th year of operation, we are still developing, we are creating fresh beginnings, as we paddle our Waka together, the Culture is transitioning from a creation that was developed by the Ministry of Education with consultation from Community, The Establishment Board of Trustees, and the Foundation Staff. To a School which is proud to be developing a strong Culture of MANA values. -

"Where MANA flows"

Manaakitanga,  Ako,  Ngakau - Pono,  Awhina.

Kawerau is a town labelled as "a mill town", a town with "many unemployed" a town with a "Socioeconomic deprivation profile" ehinz.ac.nz/indicators/population-information however  that does not underpin who we are.

"The total population of the Kawerau District was 6,363 at the time of the 2013 census, a decrease of 8.1%, or 561 people, since the 2006 Census.[7] The population ranks 64th, out of 67 districts total, based on population size. In the census 51.8% of residents said they belong in the European ethnic group, while 61.8% said they belong to the Maori ethnic group. In contrast 14.9% of people in the whole of New Zealand responded as being Maori, meaning that Kawerau has a significantly higher Maori population than New Zealand as a whole. 4.2% of residents responded as being Pacific, and 2.4% responded as being Asian. Percentages do not total 100% as the Census allows an individual to be part of multiple ethnic groups." Sourced from Wikipedia - Kawerau.

The Journey began  in 2010 when local schools were informed of their imminent closure or merger. A lot of angst then permeated the local community, schools that had been part of many families growth, history and lives, "the real school" (Stoll) they had attended, the "culture" or "reality" (Stoll) that marked their lives,  were to be closed or merged, those remaining open were facing a change that was difficult because those that were not from that culture found it hard to accept a change in perspective, and those schools remaining were struggling to consciously change their culture to open up other perspectives.  Herald in  2012 when a sometimes bitter battle was concluded by the Ministry announcing which schools were closing, which were merging and what was going to rise out of the decisions, and the appointment of a Principal for the "new " year 7 - 13 High School.  Following this was the development of The Culture that was imperative to create an evolution of a new school culture developed by The Establishment Board of Trustees,  newly appointed Management Team and Community voice, where it was imperative the information shared was transparent, all opinions were listened to and valued, and for the leaders to be role models and an inspirational group for the benefit of all as if the conflict could not be resolved and moved forward the culture would pull apart not gell as one. This was successfully done as they supported one another in positive and productive ways whilst being very aware of the wider communities input.

As Schein (as cited in Stoll, 1998 p13 ) surmizes, "The only thing of real importance that leaders do is create and manage culture."

As Stoll states " In early years of a new school, dominant values emanate from its "founders" and the school makes its culture explicit. It clarifies its values, finds and articulates a unique identity and shares these with newcomers."  We are all the 'newcomers", we are still integrating new staff, new students and are 5 years young, have worked in a "old school" that leaked, had holes in the floors and was more than 50% under building code as a new build rose from the ashes of the old , and we managed working in a building site for 3 years, trying to integrate a new culture and standards, making these implicit, and setting standards in substandard infrastructure.

Our town defines us but does not impede us, our town economy challenges us but does not hinder us, As we confine to work towards the reculturing of year 7 - 13 education, we are developing new values, beliefs and norms.The Community support, roll growth , academic awards , sporting success and cultural achievements have overcome the initial resistance to change. Our school is a major part of Our community, Our Community is a major part of our School, we are growing together.
Those of us who have been fortunate enough to have been there from the beginning have the pleasure of seeing the culture develop, the MANA philosophy take hold, the PB4L strategies support change in the Culture and more significantly the Success Celebrated as a whole community as we challenge the perceptions of who, and what makes up Kawerau, the journey has been challenging, but the challenges have helped us all grow, Staff, students and Community.

 




References:
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

Images Used:
Image 1 - 'School Culture is'.  Retrieved from: https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1920&bih=947&q=school+culture&oq=school+culture&gs_l=img.3...34.1411.0.1535.14.7.0.0.0.0.0.0..0.0....0...1ac.1.64.img..14.0.0.a90AC1tutEI#imgdii=_km_1nl9gfK4EM%3A%3B_km_1nl9gfK4EM%3A%3BXfav8DkF4zYpNM%3A&imgrc=_km_1nl9gfK4EM%3A


Image 2 - 'Why School Culture is Important?'  Retrieved from: https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1920&bih=947&q=school+culture&oq=school+culture&gs_l=img.3...34.1411.0.1535.14.7.0.0.0.0.0.0..0.0....0...1ac.1.64.img..14.0.0.a90AC1tutEI#imgrc=_km_1nl9gfK4EM%3A

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