Week 26 Reflective Post: Socioeconomic Status, The Community & School Culture and Professional Environments

Before embarking on this blog post, I feel I am in two minds over a lot of these key ideas, and think I should warn the readers that I pose as many questions as I might answer, so here goes!

The contrast between working at 3 different decile rated schools lead me to believe that firstly, the decile system is misinforming (as many teachers already attest to!) and I do not wish to rely on this as data, however I have taught in decile 1, 2 and now 5. The broad generalisation of many NZers is that a lower decile equals a school that is expected show lower achievement, less engagement with family and whānau and more behavioural issues displayed in students due to their home life. I can honestly say that the difference in the three schools I have taught at are minimal and it has actually been harder going at the 'higher' decile school in a 'more affluent area'.

I believe that whatever the decile and whatever socioeconomic status the community and school holds, that it should hold the view and have a culture that every child can achieve. Stoll (1998) states that a schools' age, the external contexts and the community's social and cultural background directly affect the school's own culture in a primary school setting. Whilst I hold some of those beliefs myself, I also think that a school culture can be more than the community is is located in.

Firstly I'd like to address the age of a school. If a school is newer, it stands to reason that their culture as a school will be less embedded as it is still finding its feet and understanding the deeper needs of its learners. However, an older school might have deeper set culture but this will have to adapt to the changing needs of learners and modern learning techniques. My biggest question is how has the change in pedagogy in moving to ILE's affected schools? I believe that it must have at least tweaked the culture of a school as it changes how we teach and how our learners are developing their skills. I also ask the question of whether it really is the school's age or is it the consistency of the staffing that affects the culture? If you have a high turnover of staff and new staff bring in fresh ideas, new innovations and seek to better the culture and climate of a school, surely it is this aspect, rather than how long the school has been standing?

Secondly, Stoll (1998) discussed the external contexts - what is it that parents and whānau expect from a school? Whilst we all like to think of ourselves as the professional that knows best, we still all, (hopefully), consult the community and take on board their ideas. If the parents are dead set against something, it is unlikely to bear fruit in the school and become a success. As we all know, those kids with the family support often go the furtherest and achieve well in different fields. I believe that this can definitely affect the school's culture - if a community believes in a project then they are going to throw their support behind it. For example, students are in the process in many schools of embarking on learning in ILE's, however many parents are split in their reactions. Some are against it and don't see it as a fruitful venture because it's not what they are used to, whereas other caregivers are supportive and willing to give it a try.

Thirdly, the culture of the community can greatly affect the culture of a school. If you have a vast population of a certain culture in your community, then you are more than likely to intertwine that culture into the schools' own. I believe that it is important to value the community and their cultures, but to also broaden their horizons. Whilst a Pasifika community culture should also be included in the local school's culture and values, we do not exist solely to teach as one culture because NZ is becoming more multicultural by the day and we cannot close ourselves off to one background. A child enters school with many skills or a lack of skills, but National Standards and NZC dictate that every child must leave their educational journey with the same minimum level of skill and social responsibility - whilst this may seem close minded, I think it is up to us to develop a culture based on being an open-minded learner, with an ability to look at events and topics through many different lenses, particularly if we want to create a nation of life-long learners.

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

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