Week 26: Current issues In my professional context

Current Issues in my Professional Context

In this reflective blog post I will critically analyze issues of Socioeconomic factors, School Cultures and professional environments in relation to my professional practice.  I believe that to establish a good School Climate and Culture effective communication plays a key part. This meaning communication with students, whanau, hapu, iwi's, community and former colleagues.

My School is made up of majority of Maori and Pasifika students in the heart of Manurewa. The School caters for students from year 0-8. There are seven bilingual classes in Te Whānau Awhina. The kaupapa of Te Whānau Awhina is underpinned by tikanga Māori, and expressed in the whakataukī, Ko tōku reo tōku ohooho, Ko tōku reo tōku māpihi maurea. A carved waharoa leads to Te Whānau Awhina classes, alongside a whare nui, whare kai and mahau covered outdoor meeting space. The bilingual classes are funded to provide Level 2 te reo Māori. In addition, five Te Puawai classes have been established as part of the mainstream to enrich students’ knowledge of te reo Māori at Level 4. Four Samoan bilingual classes in Tautua o Tupulaga Samoa provide an opportunity for children to learn through gagana and fa’a Samoa. The malu outdoor area is a gathering place for Pasifika students in the school.

Nine classes are classified as ‘mainstream’ and cater for children up to Year 6. They include children from diverse cultural backgrounds. In this part of the school approximately 30 percent of students are Māori, and 56 percent are of Samoan, Tongan or Cook Island descent. These mainstream classes are also expected to integrate te reo Māori in everyday instruction.

As teachers at our school to need to be more culturally responsive and inclusive, this entails being able to embrace and get to know our students, whanau and their communities. To get a better understanding of who they are we need to know their culture, language, their identities, who they live with, if they work, what kind of work do they do and so forth as all this helps with being able to provide successful learning for them when they are at school.  My school  is committed to an inclusive and collaborative approach for promoting the wellbeing of students and their whānau/aiga. This commitment is captured in the school's whakatauaki "He aha mea nui he tangata he tangata, he tangata. Every effort is made to include and support students who have learning challenges, and to work with their whānau. The high number of student experiencing residential transience are well supported by the school. There is approximately a forty five percent turnover of students each year.

In Stoll and Finks article (1998) it talks about 10 influential cultural Norms. These 10 norms interconnected with each other and they feed of each other. It focuses on fundamental issues of how people relate to and value each other.

Panel 2 Norms of Improving Schools 

1. Shared goals—“we know where we’re going” 

2. Responsibility for success—“we must succeed”

3. Collegiality—“we’re working on this together” 

4. Continuous improvement—“we can get better”

5.Lifelong learning—“learning is for everyone” 

6. Risk taking—“we learn by trying something new” 

7. Support—“there’s always someone there to help” 

8. Mutual respect—“everyone has something to offer” 

9. Openness—“we can discuss our differences” 

10. Celebration and humor—“we feel good about ourselves”
Stoll and Fink (1996)

In relation to the Norms as per above, I believe that my School is able to cater for majority of these norms. Some areas that we would need help on would be in terms of getting more support for the children that are 2nd language speakers. As at times our classes are getting bigger and bigger due to the fact that the school is growing and the class sizes make it hard for the teacher to be able to cater for all the different learning needs even though he/she is trying her very best. 

All cultures are welcomed into our school and we have a great School climate and culture. Everyone feels welcome and can see the welcoming family orientated school climate when the walk through the door. We are always getting fantastic feedback from visitors that come visit our school and children. We are always looking at ways of how we can improve. 

References: 

Hongboontri, C., & Keawkhong, N. (2014). School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices. Australian Journal of Teacher Education, 39(5), 66-88. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2332&context=ajte

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