ideas and meaning making in schools through schoolwide pedagogy
DESCRIPTION
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.TRANSCRIPT
BY DR. L INDY ABAWILEADERSHIP RESEARCH INTERNATIONAL GROUPUNIVERSITY OF SOUTHERN QUEENSLAND
IDEAS and Meaning Making in Schools
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.
“...an integration in
teaching-learning contexts
of personal pedagogy,
schoolwide pedagogy and
authoritative pedagogy”
(Andrews & Crowther, 2003, p.101)
3-DP
IDEAS school revitalisation
Innovative Designs for Enhancing Achievements in Schools
initiatingdiscoveringenvisioningactioningsustaining
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
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?
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).
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
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
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).
Context (Qld) :
• Rural state school
• Approx 80 students
• Large % of children from farms
• 1 of 3 teachers married to a farmer
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
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”
Context (NSW):
• Urban Catholic primary school
• Approx. 320 students • Large % of children from families with English as a Second language
• 12 teachers
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
Context (Qld):
• regional state primary school
• approx. 500 students • large % of children with Special Needs
• 22 teachers
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
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)
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.”
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.
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
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
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.
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.
initiatingdiscoveringenvisioningactioningsustaining
IDEAS school revitalisation
Innovative Designs for Enhancing Achievements in Schools
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
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?
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).
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
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
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).
Context (Qld) :
• Rural state school
• Approx 80 students
• Large % of children from farms
• 1 of 3 teachers married to a farmer
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
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”
Context (NSW):
• Urban Catholic primary school
• Approx. 320 students • Large % of children from families with English as a Second language
• 12 teachers
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
A 3DP languageA 3DP language
“...an integration in
teaching-learning contexts
of personal pedagogy,
schoolwide pedagogy and
authoritative pedagogy”
(Andrews & Crowther, 2003, p.101)
Context (Qld):
• regional state primary school
• approx. 500 students • large % of children with Special Needs
• 22 teachers
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
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)
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.”
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.
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
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
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.