A painting for my brother inspired by my students. Sara Plunkett, 2016
Current issues in my professional context.
St Kevin’s College is Catholic school in small town Oamaru with a roll of 441 as at 2016 (“Education Review Office,” 2016). St Kevin’s is one of three high schools in the area and the only school to offer a co - educational environment.
Census data shows from 2013 that in Oamaru Central and Waitaki Region there are more females than males, NZ European is the predominant ethnic group with 88.6% (Oamaru central), 91.2%(Waitaki), the next largest group is Maori making up only 6.9% and 6.5% however the second most spoken language after English is Tongan. (Census New Zealand, 2013). Our school data from 2016 shows that our Maori and Asian students both reflect 10%, NZ European 70%, Pasifika 5% and 5% other , we have 6% more female than male students. 20% of our roll are boarders.
(“Education Review Office,” 2016)
We are decile 7 although there is a concern after the last census that this is not an accurate representation of our communities’ socio economic status. In the last census Oamaru was used as a pilot for the online census. This may have shut many low income families out of the data collection as lack of internet access is an issue for these whanau. In 2013 63.8% of households in Oamaru had access to the internet 68% in wider Waitaki. (Census New Zealand, 2013) (I could not find any data from the 2016 census). This means that our most vulnerable members of our community may not represented in the government funding model for schools.
We have noticed as we begin to bring in digital technologies and encourage students to BYOD that there are some students who do struggle with access to appropriate devices and internet at home. We are currently investigating equity options.
An increasing number of our students come from dairy farming backgrounds, this can have an influence on their schooling. Gypsy day is a factor as families move around, children come and go. Students both boys and girls are into hunting fishing and horse riding. As a consequence we have a Primary Industry Trades Academy and Equestrian Academy.
The educational achievements of the Waitaki region show that only 12.6% in Oamaru and 10.3 in wider Waitaki hold a bachelor’s degree or higher. This is within the lowest bracket NZ wide (11%) although similar to other rural communities and small towns). (Census New Zealand, 2013). I believe the education of parents and caregivers can be seen reflected in student’s attitude to their own education and mindset when it comes to learning. NZ statistics also show that women are achieving higher level qualifications than men and this also is reflected in boy’s achievement at our school. As a result, in my own subject (visual arts) I am currently focusing on my level 2 male learners with the aim of all achieving visual art Level 2 by the end of 2017.
St Kevin’s College is state integrated Catholic School. Special Character is a big part of our school. We have three sets of guiding philosophies or values:
1 - Our FIRE Values - Family, Integrity, Respect and Excellence and we refer to these bilingually ‘Whanau, Ngakau Tapatahi, Whakaute, Hiranga and these regularly enter our classroom practice.
2. - Our teaching philosophy taken from our school motto which is Latin ‘Facere et Docere’ - ‘To do and to teach’. ‘The school’s teaching and learning framework (DOCERE) is valued, reflects the special character of the school, and is actively understood and implemented by teachers and students. The DOCERE framework stands for Diversity, Opportunities, Connections, Engagement, Relationships, and Enquiry.’ (“Education Review Office,” 2016). We are actively trying to refer to this philosophy when making teaching decisions, be it in the classroom, designing of curriculum or other structural or systemic changes such as our digital technologies plan which is currently being developed.
3. Our Edmund Rice Touchstones that are on the front of the school and provide a link to Edmund Rice Australia. The touchstones are ‘Inclusive Community, Gospel Spirituality, Liberating Education, Justice and Solidarity.
As teachers we actively try to weave all of these strands together along with a PB4L approach so we have a culture that ‘respond to students’ interests, needs and strengths to maintain students’ engagement in their learning throughout their schooling.’ (ERO, 2016)
In 2015 / 2016 we had significant staff turnover due to teachers retiring and moving due to promotions. This has meant that the senior and middle management has had to work hard to keep the good initiatives afloat and to embed these into the everyday systems of the school. I can see all 10 of Stoll and Fink’s criteria for ‘Norms of Improving Schools’ happening within our school culture however I think occasionally there are other factors that negate these. The one norm that would help us to really see what is going on with our learners is ‘Openness- We can discuss our differences’ ,(Stoll, 2000). Often we don’t listen to all views and then when decisions are made some teachers feel that they haven’t been heard.
(Stoll, 2000)
From my point of view (as an Art teacher and Head of Faculty in my 6th year at St Kevin’s College) our teaching culture also swings between all four of Hargreaves’ (Hargreaves, as cited in Stoll, 2000), teaching cultures depending on the context. Due to the nature of secondary teaching we are very much an individualist culture within our own classrooms although with PB4L we are beginning to look at ways to support each other to shift from a ‘To, to a With’ when dealing with behavioural issues (Wachtel, Ted , McCold, 2003).
Social Discipline Window, Wachtel & McCold (2003)
Within our faculties and occasionally across faculties we collaborate, sharing ideas and materials. Some of us are more willing to collaborate than others however I do think that time is a major factor in allowing for collaboration. We have some aspects of contrived collaboration (HOF meetings, pastoral meetings, appraisal expectations etc.), currently some teachers are wanting extra time to be free of mandated meeting so that more spontaneous collaboration can happen. Perhaps ‘Balkanisation’ is the best fit for our school, neither isolated nor cohesive but collaborative in smaller groups of like minded teachers.
I find it very difficult to analyse this as I am well entrenched in the culture of the teaching staff. I do remember however when I first arrived I did find the teachers very 'clicky' and quick to judge. I have observed this again when new teachers arrive and try to balance this by being welcoming and inclusive. Perhaps it is a trait of North Otago in general to be slightly stand offish with newcomers. We did after all move down from Tamaki Makaurau! It has been 10 years and I still don’t consider myself a local! Ko Rangitoto te maunga after all.
References
Census New Zealand. (2013). Quick Stats. Retrieved June 4, 2017, from http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/qstats-education-training/highest-qualification.aspx
Stoll, L. (2000). School culture. Professional Development, (3), 9–14. Retrieved from https://www.researchgate.net/publication/242721155_School_culture
Wachtel, Ted , McCold, P. (2003). In Pursuit of Paradigm: A Theory of Restorative Justice. Retrieved June 4, 2017, from http://www.iirp.edu/eforum-archive/4277-in-pursuit-of-paradigm-a-theory-of-restorative-justice
Education Review Office. (2016). Retrieved May 28, 2017, from http://www.ero.govt.nz/review-reports/st-kevins-college-oamaru-25-10-2016/
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