ideas and meaning making in schools through schoolwide pedagogy

47
BY DR. LINDY ABAWI LEADERSHIP RESEARCH INTERNATIONAL GROUP UNIVERSITY OF SOUTHERN QUEENSLAND IDEAS and Meaning Making in Schools

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Shared understandings of pedagogical intent are essential in schools if students are to feel supported and confident when moving from class to class and year level to year level. The creation of a schoolwide pedagogical framework (SWP) enables aligned practice and processes to be sustainable over time. Shared commitment to an SWP creates a school specific meaning system designed to address context specific need.

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Page 1: Ideas and meaning making in schools through schoolwide pedagogy

BY DR. L INDY ABAWILEADERSHIP RESEARCH INTERNATIONAL GROUPUNIVERSITY OF SOUTHERN QUEENSLAND

IDEAS and Meaning Making in Schools

Page 2: Ideas and meaning making in schools through schoolwide pedagogy

The context

The key features that distinguish the IDEAS project from most other school development approaches are:

•  the Research-based Framework for Enhancing School Outcomes

•  the ideas process•  parallel leadership•  three-dimensional pedagogy.

The findings on which this presentation is based come from a three year doctoral research project conducted in three schools that have undertaken the Innovative Designs for Enhancing Achievements in Schools (IDEAS) project.

Page 3: Ideas and meaning making in schools through schoolwide pedagogy

“...an integration in

teaching-learning contexts

of personal pedagogy,

schoolwide pedagogy and

authoritative pedagogy”

(Andrews & Crowther, 2003, p.101)

3-DP

Page 4: Ideas and meaning making in schools through schoolwide pedagogy

IDEAS school revitalisation

Innovative Designs for Enhancing Achievements in Schools

initiatingdiscoveringenvisioningactioningsustaining

Page 5: Ideas and meaning making in schools through schoolwide pedagogy

IDEAS Principles of Practice

Principle 1: Teachers are the key

Principle 2: Professional Learning is key to professional revitalisation

Principle 3: Success breeds success

Principle 4: No Blame

Principle 5: Alignment of school processes is a collective school responsibility

Page 6: Ideas and meaning making in schools through schoolwide pedagogy

The Question

What is the significance of contextually

specific meaning within schools engaged

with the

Innovative Designs for Enhancing

Achievement in Schools (IDEAS) project of

on-going

school improvement?

Page 7: Ideas and meaning making in schools through schoolwide pedagogy

Methodology

A phenomenological approach was taken building on Max

van Manen’s work as well as that of Merleau-Ponty,

Dilthey and Ricouer.

Phenomenology in the human sciences seeks to organise

and analyse data to display individual and composite

textural and structural descriptions resulting in a

synthesis of meaning and essences (Moustakas, 1994, p.

103).

Page 8: Ideas and meaning making in schools through schoolwide pedagogy

Forrester Hill Sunny

Fields

St. Monica’s

2 data sets

dialogic exchange filter

engagement & pedagogy filter

visual manifestations filter TH

EM

ES

space i

nto

‘P

lace’

filt

er

DE

PIC

TIO

N

Essence

Interpretation

Red

ucti

on

to

th

em

esPh

ase

1

Ph

ase

2

Living Knowledge

Ph

ase

3

Ph

ase

4

Implications for other contexts

The Map

Page 9: Ideas and meaning making in schools through schoolwide pedagogy

Two data sets

Visual data Transcribed data

(Field notes and visual records)

Research journalPhotosSchool websitesVisual symbolismLayout of physical spacesLeadership structures evidenced

(Digitally recorded materials)

Semi-structured interviews with key personnel:• Principal• teacher leader (IDEAS facilitator) • new teacher• Assistant Principal and teacher

Data collected within three schools

Page 10: Ideas and meaning making in schools through schoolwide pedagogy

A teacher new to each school

The intentional inclusion of input from teachers new to each of the three research schools was important, for “if we wish to examine the particular presuppositions that are built and shared in particular sites, one way is to look at people who are new to those sites”

(Freebody & Baker, 1996, p. 148).

Page 11: Ideas and meaning making in schools through schoolwide pedagogy

Context (Qld) :

• Rural state school

• Approx 80 students

• Large % of children from farms

• 1 of 3 teachers married to a farmer

Page 12: Ideas and meaning making in schools through schoolwide pedagogy

Unique language-in-use characteristics:

• school and community goals are one

• energy and commitment

• collective voice

• blending metastrategic and practical

understandings

• strong emphasis on shared literacy

pedagogy understandings

• active learning as pedagogy; listen

to student voice

Sunnyfields State School

Key words: buds, valleys, growing, active, community

Page 13: Ideas and meaning making in schools through schoolwide pedagogy

New teacher insights

“We are constantly reflecting, changing,

evaluating, reflecting”

“Conversations spin back to what does this or

that mean for our children?”

“Everything relates back to our vision, values or

pedagogy that is clear”

Page 14: Ideas and meaning making in schools through schoolwide pedagogy

Context (NSW):

• Urban Catholic primary school

• Approx. 320 students • Large % of children from families with English as a Second language

• 12 teachers

Page 15: Ideas and meaning making in schools through schoolwide pedagogy

Unique meaning system characteristics:

• authentic teaching and learning

• common focus on metacognition • underpinning faith

• connectedness and a shift in thinking

• simplicity through metaphor

• the strength of the visuals

• the power of critical mass

St. Monica’s Primary School

Key words: KITES, faith, metacognition, simplicity

Page 16: Ideas and meaning making in schools through schoolwide pedagogy

Context (Qld):

• regional state primary school

• approx. 500 students • large % of children with Special Needs

• 22 teachers

Page 17: Ideas and meaning making in schools through schoolwide pedagogy

Unique language-in-use characteristics:

• strength through relationships and community

• pedagogy based on authoritative understandings

• being one step ahead of systemic agendas • importance of induction

• Tree makes connections – shared understandings 

• Making learning authentic

• Answering the ‘why’ questions

Forrester Hill State School

Key words: the tree, relationships, PODS, family, future

Page 18: Ideas and meaning making in schools through schoolwide pedagogy

Metaphor at the heart of the meaning system

Our Jacaranda Tree is the metaphor for the sense of

purpose we feel …as we develop a root system

embedded strongly in values education, a solid trunk

built on celebrating difference in learning styles,

cultures and backgrounds and producing flowers,

seeds and leaves representing achievements for all to

see in social skills displayed and through academic

and cultural achievement…The staff, students and

parents … are proud of our wonderful school and

visitors are always welcome. (School website)

Page 19: Ideas and meaning making in schools through schoolwide pedagogy

Teacher voice from Forrester Hill

“I just remember when we had staff meetings

or Pupil Free Days, we used to chat around

issues and not really get anywhere. It was so

frustrating. We didn’t seem to know how to get somewhere,

we did not talk at a deep level about anything really. But

now we look at research, we look at our data ...we have a

good look at things that matter in our context...and now we

know – even if we change direction from time to time – we

still know where we’re heading. We have the same

language to talk about things that really matter.”

Page 20: Ideas and meaning making in schools through schoolwide pedagogy

A new teacher perspective

“IDEAS is unique for me… it is definitely the support, definitely

the relationships – the relationships is the thing I think, because

at other schools I’ve been in, the relationships are there, but

there is always an underlying concept of them and us when

looking at the admin and staff. Here… it’s never presented in that

top down way, whether that is just clever presenting – I don’t

know – but the focus is always as the whole school … We is a

deeply meant we and I think that this is because of the common

goals, the vision, the pedagogy, I think as a staff everyone clearly

knows where we are going and we are very much all on that train

and we are going there together, so when things do come

through that we need to do they are presented as – this is helping

us get to here we need to be.

Page 21: Ideas and meaning making in schools through schoolwide pedagogy
Page 22: Ideas and meaning making in schools through schoolwide pedagogy

Pre-requisites Strong relationships and collective commitment. Shared mental models. Verbal and visual reinforcements.

Cultural shift Authentic direction Mindfulness Passion for the “whole child”.

Language-in-use Cultural filters make meaning (vision & SWP) A blend of metastrategic and pedagogical thinking Rich cultural metaphors contribute to sustainability

Underlying factors to the meaning system

Page 23: Ideas and meaning making in schools through schoolwide pedagogy

The commonalities

Each possessed their own unique language and terminology

Each language had common characteristics

Each language was a “mirror to the soul” (Palmer, 2007) of its community and evidenced within each cultural layer (Schein, 1992) – artefacts/values & beliefs/norms & assumptions

Each had evolved a unique meaning system

Page 24: Ideas and meaning making in schools through schoolwide pedagogy

The significance

A contextually specific meaning system does not occur over night. Once present it is utilised by educators, both individually and together, leaders and teachers, to make rapid cognitive and relational connections which strengthen and deepen identity, understandings, pedagogy, justifications of pedagogy, and integrity of intent.

Page 25: Ideas and meaning making in schools through schoolwide pedagogy

The context

The key features that distinguish the IDEAS project from most other school development approaches are:

•  the Research-based Framework for Enhancing School Outcomes

•  the ideas process•  parallel leadership•  three-dimensional pedagogy.

The findings on which this presentation is based come from a three year doctoral research project conducted in three schools that have undertaken the Innovative Designs for Enhancing Achievements in Schools (IDEAS) project.

Page 26: Ideas and meaning making in schools through schoolwide pedagogy

initiatingdiscoveringenvisioningactioningsustaining

IDEAS school revitalisation

Innovative Designs for Enhancing Achievements in Schools

Page 27: Ideas and meaning making in schools through schoolwide pedagogy

IDEAS Principles of Practice

Principle 1: Teachers are the key

Principle 2: Professional Learning is key to professional revitalisation

Principle 3: Success breeds success

Principle 4: No Blame

Principle 5: Alignment of school processes is a collective school responsibility

Page 28: Ideas and meaning making in schools through schoolwide pedagogy

The Question

What is the significance of contextually

specific meaning within schools engaged

with the

Innovative Designs for Enhancing

Achievement in Schools (IDEAS) project of

on-going

school improvement?

Page 29: Ideas and meaning making in schools through schoolwide pedagogy

Methodology

A phenomenological approach was taken building on Max

van Manen’s work as well as that of Merleau-Ponty,

Dilthey and Ricouer.

Phenomenology in the human sciences seeks to organise

and analyse data to display individual and composite

textural and structural descriptions resulting in a

synthesis of meaning and essences (Moustakas, 1994, p.

103).

Page 30: Ideas and meaning making in schools through schoolwide pedagogy

Forrester Hill Sunny

Fields

St. Monica’s

2 data sets

dialogic exchange filter

engagement & pedagogy filter

visual manifestations filter TH

EM

ES

space i

nto

‘P

lace’

filt

er

DE

PIC

TIO

N

Essence

Interpretation

Red

ucti

on

to

th

em

esPh

ase

1

Ph

ase

2

Living Knowledge

Ph

ase

3

Ph

ase

4

Implications for other contexts

The Map

Page 31: Ideas and meaning making in schools through schoolwide pedagogy

Two data setsVisual data Transcribed data

(Field notes and visual records)

Research journalPhotosSchool websitesVisual symbolismLayout of physical spacesLeadership structures evidenced

(Digitally recorded materials)

Semi-structured interviews with key personnel:• Principal• teacher leader (IDEAS facilitator) • new teacher• Assistant Principal and teacher

Data collected within three schools

Page 32: Ideas and meaning making in schools through schoolwide pedagogy

A teacher new to each school

The intentional inclusion of input from teachers new to each of the three research schools was important, for “if we wish to examine the particular presuppositions that are built and shared in particular sites, one way is to look at people who are new to those sites” (Freebody & Baker, 1996, p. 148).

Page 33: Ideas and meaning making in schools through schoolwide pedagogy

Context (Qld) :

• Rural state school

• Approx 80 students

• Large % of children from farms

• 1 of 3 teachers married to a farmer

Page 34: Ideas and meaning making in schools through schoolwide pedagogy

Unique language-in-use characteristics:

• school and community goals are one

• energy and commitment

• collective voice

• blending metastrategic and practical

understandings

• strong emphasis on shared literacy

pedagogy understandings

• active learning as pedagogy; listen

to student voice

Sunnyfields State School

Key words: buds, valleys, growing, active, community

Page 35: Ideas and meaning making in schools through schoolwide pedagogy

New teacher insights“We are constantly reflecting, changing,

evaluating, reflecting”

“Conversations spin back to what does this or

that mean for our children?”

“Everything relates back to our vision, values or

pedagogy that is clear”

Page 36: Ideas and meaning making in schools through schoolwide pedagogy

Context (NSW):

• Urban Catholic primary school

• Approx. 320 students • Large % of children from families with English as a Second language

• 12 teachers

Page 37: Ideas and meaning making in schools through schoolwide pedagogy

Unique meaning system characteristics:

• authentic teaching and learning

• common focus on metacognition • underpinning faith

• connectedness and a shift in thinking

• simplicity through metaphor

• the strength of the visuals

• the power of critical mass

St. Monica’s Primary School

Key words: KITES, faith, metacognition, simplicity

Page 38: Ideas and meaning making in schools through schoolwide pedagogy

A 3DP languageA 3DP language

“...an integration in

teaching-learning contexts

of personal pedagogy,

schoolwide pedagogy and

authoritative pedagogy”

(Andrews & Crowther, 2003, p.101)

Page 39: Ideas and meaning making in schools through schoolwide pedagogy

Context (Qld):

• regional state primary school

• approx. 500 students • large % of children with Special Needs

• 22 teachers

Page 40: Ideas and meaning making in schools through schoolwide pedagogy

Unique language-in-use characteristics:

• strength through relationships and community

• pedagogy based on authoritative understandings

• being one step ahead of systemic agendas • importance of induction

• Tree makes connections – shared understandings 

• Making learning authentic

• Answering the ‘why’ questions

Forrester Hill State School

Key words: the tree, relationships, PODS, family, future

Page 41: Ideas and meaning making in schools through schoolwide pedagogy

Metaphor at the heart of the meaning system

Our Jacaranda Tree is the metaphor for the sense

of purpose we feel …as we develop a root system

embedded strongly in values education, a solid trunk

built on celebrating difference in learning styles,

cultures and backgrounds and producing flowers,

seeds and leaves representing achievements for all to

see in social skills displayed and through academic

and cultural achievement…The staff, students and

parents … are proud of our wonderful school and

visitors are always welcome. (School website)

Page 42: Ideas and meaning making in schools through schoolwide pedagogy

Teacher voice from Forrester Hill

“I just remember when we had staff meetings

or Pupil Free Days, we used to chat around

issues and not really get anywhere. It was so

frustrating. We didn’t seem to know how to get somewhere,

we did not talk at a deep level about anything really. But

now we look at research, we look at our data ...we have a

good look at things that matter in our context...and now we

know – even if we change direction from time to time – we

still know where we’re heading. We have the same

language to talk about things that really matter.”

Page 43: Ideas and meaning making in schools through schoolwide pedagogy

A new perspective “IDEAS is unique for me… it is definitely the support, definitely

the relationships – the relationships is the thing I think, because

at other schools I’ve been in, the relationships are there, but

there is always an underlying concept of them and us when

looking at the admin and staff. Here… it’s never presented in that

top down way, whether that is just clever presenting – I don’t

know – but the focus is always as the whole school … We is a

deeply meant we and I think that this is because of the common

goals, the vision, the pedagogy, I think as a staff everyone clearly

knows where we are going and we are very much all on that train

and we are going there together, so when things do come through

that we need to do they are presented as – this is helping us get

to here we need to be.

Page 44: Ideas and meaning making in schools through schoolwide pedagogy
Page 45: Ideas and meaning making in schools through schoolwide pedagogy

Underlying factors to the meaning system

Pre-requisites Strong relationships and collective

commitment.Shared mental models.Verbal and visual reinforcements.

Cultural shiftAuthentic direction MindfulnessPassion for the “whole child”.

Language-in-useCultural filters make meaning (vision & SWP)A blend of metastrategic and pedagogical

thinkingRich cultural metaphors contribute to

sustainability

Page 46: Ideas and meaning making in schools through schoolwide pedagogy

The commonaliti

es

Each possessed their own unique language and terminology

Each language had common characteristics

Each language was a “mirror to the soul” (Palmer, 2007) of its community and evidenced within each cultural layer (Schein, 1992) – artefacts/values & beliefs/norms & assumptions

Each had evolved a unique meaning system

Page 47: Ideas and meaning making in schools through schoolwide pedagogy

The significance

A contextually specific meaning system does not occur over night. Once present it is utilised by educators, both individually and together, leaders and teachers, to make rapid cognitive and relational connections which strengthen and deepen identity, understandings, pedagogy, justifications of pedagogy, and integrity of intent.