Tuesday, 19 September 2017

Activity 2: Current issues in my professional context

When reflecting upon the questions we decided as a team of 4 from the same school that these questions related to all of us. Collaboratively we discusses, challenged each other's views and knowledge and reflected upon these questions.
Jacinta Simpson: https://myreflectivejournalentries.blogspot.co.nz/
Glen Sneddon: reflectingonreflecting.blogspot.com
Cilla Scott: cillasreflectivejournal@blogspot.com  
Step 1: Identify the socioeconomic status of the community, organisational culture and professional environments.
___________________________________________
Use the following questions to guide your thoughts:
Is there any statistical data that indicates the socioeconomic status of your school’s community? What does it tell you about the characteristics of the community?
According to the American Psychological Association (APA), the socioeconomic status of a family is “a combination of education, income and occupation” (APA, 2016). At Hataitai school we are rated as a Decile 10. Decile 10 schools are of schools with the lowest proportion of students from low socio-economic backgrounds.
  • The average house is $841500
  • 49% have a bachelor degree or higher compared to 40% in Wellington as a whole
  • Most common occupation is professional; white collar, non manual, executive
  • Median income is $45,600 and 45% of that have an annual income of over $50 grand
  • In Hataitai North, 55.4 percent of households in occupied private dwellings owned the dwelling or held it in a family trust.
  • For Wellington City as a whole, 59.1 percent of households in occupied private dwellings owned the dwelling or held it in a family trust.
  • For households in Hataitai North who rented the dwelling that they lived in, the median weekly rent paid was $390. This compared with $370 for Wellington City
What is the culture that the school is striving for? How is it manifested
Stoll (1998) defines school culture along three dimensions, the relationship among its members; the organisational structure including the physical environment and management system; and the learning nature. The relationships between staff at Hataitai School are strong. Staff members communicate effectively, collaborate daily and support each other in all areas of school and outside the school as well. Relationships between students is respect driven. The “Hataitai Way” drives our values and behaviour standards. The culture of the school is family based. We strive for confident, independent highly achieving students who love learning.
How would you describe the professional environment in your school?
The professional environment is inclusive, supportive, respectful and forward thinking. There is a culture of fun and energy and any arising issues can be addressed openly and without personal bias. There is a deep professional and personal respect for each other within our school. Our management team spend long hours making careful decisions around appointments, ensuring each staff member adds to the rich tapestry of skills and interests. Food is highly valued, celebrated and shared with gusto! It brings us together on several occasions - during professional development, team meetings and opportunities when care and celebration are required. Whanaungatanga is highly evident in our school team.
Each teacher is highly responsive to the needs of their students and are attuned to the individual student achievement. As a team we take responsibility for all of our whanau no matter which year level or need. We work to support each other when challenges arise, sharing resources, ideas and wisdom.
Step 2: Analyse the issues around the socioeconomic status of the community, the school culture and professional environments.
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Use these following questions to guide your thoughts:
What issues arose from the socio-economic status of your school’s community?
How is it similar or different from those of similar socio-economic status? How have the issues been addressed?
The socio-economic status has brung up a few issues from Hataitai school. One issue is
“There are a lot of parents here who expect a private school education at a public school price. “ from board parent to a teacher Glen after successful job application.
Another issue that has arisen is that of the amount of time away from school due to extended holidays and trips away. Due to the amount of high socio economic backgrounds, many students are away for weeks if not months at a time traveling the world.


Students have a carefree attitude with resources. Often they have access to amazing technology at home, and aren’t too phased with school ones and they treat them poorly. Often students have experienced a lot already, as they have the opportunity to see and go place, it is hard to “astound” them without looking backwards to older tech.
What issues arose from the professional environments in your school? How these issues impact on your practice? How have the issues been addressed?
Issues that have risen from the professional environments are few and small. However,
changes in leadership(5 years ago) people not conducive to change looked to rock the boat. The new leadership worked had to build mana within the team and successfully allowed the boat to sail to great destinations.


HIgh expectations from parents can put pressure on individual teachers. These stresses can sometimes be overwhelming. “Helicopter’ parents who are over involved  in their children’s education also impact the professional environment. However
What role does your school’s culture play in addressing the discussed issues?
The respectful culture the school helped addresses these issues. By improving communication to parents through blogs, email updates and frequent newsletters. Hosting information evenings for parents to keep them updated and involved in decisions of the school has also helped this issue.


REFERENCES:
APA. (2016). Education and Socioeconomic Status. Retrieved from http://www.apa.org/pi/ses/resources/publications/education.aspx
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




Houses website: http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-about-a-place.aspx?request_value=14503&parent_id=14438&tabname=&p=y&printall=true
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