Glenbrook School is a 140-year-old rural school with a decile rating of 7 which can be located in the Franklin, Auckland region. Whilst the immediate surrounding lands are farms and growers, the school serves students from the local town and beach areas. These families are a mix of large and small family groups, single parent families and a large group of students with special needs. There are 10% of Māori in the school and a Pasifika population of 4%. The majority of our population is Pakeha.
Glenbrook School has undergone a series of deliberate change over the last three years with the new principal. After extensive consultation with the community, the school identified four values at its core. Whakawhanaungatanga- At Glenbrook School, we work as a community together, Manaakitanga - At Glenbrook School, we care for people and the world, Mana- We are respectful, strong and resilient and Ako - We are all learners. These values have formed the foundation of its culture and high expectations.
The school’s strategic plan and initiatives have a simple and clear focus each year. This year it is has been to have authentic collaboration and collective responsibility. All communities of practice are focused with this simple purpose. All meetings, professional discussion are deliberately structured around success for this approach as a staff with a lens on writing. We are always asking ‘What is the purpose of this purpose?’. We know where we are going, we know what we need to succeed and have the support and facilitation to get there (Stoll 1998). The environment is professional and teachers are encouraged into pathways for leading learning, taking risks and sharing where to next.
The school is proactive rather than reactive so issues from socio-economic purposes are minimal. The school provides for students where necessary either financially, emotionally or in other areas of need. This is done with mana and dignity. Relationships and knowing our learners and their families ensure the school knows when and where to assist. Students that need assistance with stationery, lunches or trips are helped. Families that need counseling, parenting support or external agencies are sought and supported. Due to this proactive lens, very few issues arise and if they do they are dealt with immediately by leadership and confidentially. Our values and our ability to model those values underline to the culture of our school and this is the expectation from those that engage at our school.
The unknown factor for our school moving forward is population growth. Glenbrook is part of a Special Housing Association (SHA) and over the next few years, 800 new houses are being built. This will bring diversity and a shift in a community where rural living is valued and Calf Club days or running around in bare feet are part of our identity. The impact for the school is unknown but strategic analysis identifies a possible change in socioeconomic status, cultural beliefs, student needs and an understanding of rural purpose. Glenbrook School is on a journey of building the capabilities and skills of staff in preparation for it. This includes most teaching staff have completed Post Graduate study and there is a plan to assist staff through a Masters programme. The leadership team is being coached by the principal in how to construct and deliver a strategic plan and initiatives so that they have the leadership skills to lead and build in others the skills to lead learning. Stoll‘s (1998), Norms for improving the school, are part of the collaborative approach Glenbrook School is on. Our interpretation of the Spiral of Inquiry has been used as a driver to shift our staff pedagogically so we trust, are vulnerable and have purpose to enhance the school culture and values. This enables clarity, purpose, and simplicity.
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
Love that your school has clear direction, something my school is lacking at the moment. Your professional environment and discussions sound like your school is a great place to be. I think many schools in Auckland are staring into the face of an uncertain future with population growth. I was talking to a friend in the weekend and she was talking about the 'old' and 'new' divide at her school. The 'old' community liking it the way it was and the 'new' community keen to make this community their own. I'm not sure how you can plan for this but mindset around changing community dynamics might be interesting to look into.
ReplyDeleteDefinitely agree with the 'old' and 'new' divide. We often refer to these traditions as 'sacred cows'. The shift in mindset is a tricky one however I think once most of the community is on board then the rest do follow. A tricky situation to be in at the start - lots of support and 'backing yourself' is required!
DeleteHi Charlotte. Thanks for your post. It sounds like your school has really worked hard over the past few years to set a very clear direction. This is awesome. At present my school is revisiting its school vision and values as we as a staff felt that this had begun to drop away with a large intake of more transient students and families coming to us. The demographics of your school sound similar to ours and for us the community is a major part of who we are. We have had to work very hard over the past couple of years as we have introduced some significant changes in terms of 1:1 devices and ILE learning. I think we are making progress in this area but again similar to what Joanna mentioned we have the 'old' community liking what they know and 'new' community embracing changes. I'm sure we will all get there together in the end.
ReplyDeleteGood luck with the new changes in your community, the SHA will certainly have a significant impact on your school.
Thanks for posting your Blog around school culture Charlotte. It was a thought provoking read as I am in the complete opposite scenario down here in Blenheim. I was interested to read about the predicted role growth due to massive housing expansion and I totally agree that this will have a massive affect on your school’s socioeconomic status but will it change the CULTURE of the school do you think? Glenbrook sounds as if it has some great values being instilled in the students, so do you think that these will be (or are) being adopted by the parents too?
ReplyDeleteHow do you feel about the change of possible socio economic status for the school? Down here in Blenheim, we certainly don't have the massive housing boom that Auckland has, but our socio demographics are definitely changing as more people are moving OUT of the big cities and making their ways to the rural centres. Will this have an affect on the schools down here? Possibly, but like you, we are uncertain of how and if it will. Good luck with the rest of Mindlab.
Hi Phil - thanks for your comments.
DeleteWe are pretty strong with the hope of hanging on to our School's culture and have some families that are going to be around for a few more years to hopefully keep that going. I am open to the possible change of socio economic status of the school and will be flexible with what ever it brings. Most parents are on board with the values they are hearing their students bring about. It has been a little challenging over the years however the outcomes have been great. It makes it all worthwhile when you are able to have a conversation with students and parents in the same room talking about the Values and Qualities of Learning and everyone is on the same page.
Thanks and all the best.
Hi Charlotte, sounds like interesting times are coming your way, however you seem to be well aware that change will happen. It will be interesting to see the aspects of your school culture that will be unchanged regardless of the ethnicity/cultures of the changing school community. It is important for schools to have clear goals and a strategic pathway to help them delivery effectively within and alongside the change that will be happening in your wider community. It also sounds like staff are of a similar mindset about what this might look like. I hope that good relationships and skills with animals (Pet Day) and playing in barefeet are not lost for you guys up there!
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