improving school leadership through inclusive participation…€¦ · · 2014-11-10improving...

Vedrana SpajicVedrana Spajic--VrkasVrkas 11

Improving school leadership Improving school leadership through inclusive participation: through inclusive participation: the challenge of the diversity the challenge of the diversity of school cultureof school culture 2014 ESHA Conference2014 ESHA Conference Dubrovnik, 26Dubrovnik, 26--29 Oct 2014 29 Oct 2014

Vedrana SpajicVedrana Spajic--VrkasVrkas Faculty of Humanities and Social Sciences, University of ZarebFaculty of Humanities and Social Sciences, University of Zareb


Participation Participation -- what does it mean?what does it mean?

–– To To bebe presentpresent

–– To To bebe involved in involved in an activityan activity

–– To To consult consult

–– To contribute to To contribute to decisiondecision--makingmaking

–– ToTo monitor and evaluate the monitor and evaluate the impact impact of the decisionof the decision

What is inclusive participation?

The possibility of all those who are affected by a social institution to to havehave a share in managinga share in managing it so it so as to ensure that the institution meets their own as to ensure that the institution meets their own needs and interests needs and interests ((Dewey, J. Dewey, J. On DemocracyOn Democracy , , available available fromfrom: :

http://wolfweb.unr.edu/homepage/lafer/dewey%20dewey.htm).http://wolfweb.unr.edu/homepage/lafer/dewey%20dewey.htm).

Inclusive participationInclusive participation = = deliberative decisiondeliberative decision--makingmaking = = distributed (shared) powerdistributed (shared) power


Why is inclusive participation in Why is inclusive participation in education important?education important?

In a contemporary democracy, the quest for good educational governance In a contemporary democracy, the quest for good educational governance and quality education means primarily and quality education means primarily more more oppeness and transparency, oppeness and transparency, and aand a wider involvement wider involvement in the process of decisionin the process of decision--makingmaking..

Initially, tInitially, the interests he interests of diverse educational actors of diverse educational actors may be may be more or less more or less in in coconflictnflict butbut they are all have equal they are all have equal responsibresponsibilityility for reaching for reaching the the consensual consensual decisions decisions which potentially which potentially contribute to the growth and contribute to the growth and wellbeing ofwellbeing of all the students.all the students.

Inclusive participation provides for Inclusive participation provides for new values, standards and practices to be established and, as such, may become may become a potent tool for improving the a potent tool for improving the quality of educationquality of education..

“It is through engagement with others, through dialogue and other social processes that people come to develop a shared meaning of learning. In all these mutually supporting processes we notice that it is the relationships between the people, the ways in which they communicate, share the construction of knowledge and develop new understandings that create the sustainable learning” (Lodge, C. (2005). “From hearing voices to engaging in Lodge, C. (2005). “From hearing voices to engaging in dialogue: dialogue: ProblematisingProblematising student participation in school improvement.” student participation in school improvement.” Journal of Educational ChangeJournal of Educational Change: 6, 125: 6, 125––146146))..

What are the benefits of inclusive participation for various educational actors?

The improvement of democratic decision-making skills

The strengthening of the sense of ownership in school quality management

The raise in trust in school as an institution in which all voices count and all students are given equal chances to succeed

The development of responsibility and accountability for the outcomes of teaching and learning

The advancement of school as a collaborative community of teaching and learning

Vedrana SpajicVedrana Spajic--Vrkas, ACES Vrkas, ACES

What are the key prerequisites for inclusive participation?

–– School autonomy School autonomy (decentralised system)(decentralised system)

–– Legal provisions Legal provisions (laws and school regulations enabling the (laws and school regulations enabling the participation of all)participation of all)

–– (Self(Self--)Representation )Representation (esp. of the socially marginalised (esp. of the socially marginalised groups)groups)

–– Dialogue and exchange Dialogue and exchange (of various ideas, interests and (of various ideas, interests and expectations) expectations)

–– PowerPower--sharing sharing (participatory school governance) (participatory school governance)

–– Mutual respect Mutual respect (among all the actors)(among all the actors)

The importance of a dialog-type of participation in education

Dialogue is an important means of building school as a collaborative community of learning and teaching: – It requires active listening and engaged conversation – It promotes openness to new ideas and ways of thinking – It contributes to a climate of trust

Dialogue encourages more complex understandings because it is a ‘dynamic generative kind of conversation in which there is room for all voices’ (Anderson H. (1999). “Collaborative learning communities”. In S. Anderson H. (1999). “Collaborative learning communities”. In S. McNamee and K.J. McNamee and K.J. GergenGergen ((edseds). ). Relational Responsibility: Resources for Sustainable DialogueRelational Responsibility: Resources for Sustainable Dialogue. London: . London: Sage PublicationsSage Publications)).

Dialogue promotes analysis, diverse interpretation, (self-)reflection, critical investigation and, as such, contributes to the reorganisation of school knowledge


Who should primarily participate in Who should primarily participate in school decisionschool decision--making?making?

Those Those who who teachteach in in school (teachers)school (teachers)

ThoseThose who who learnlearn in in school (students)school (students)

ThoseThose who who are are responsible for the overalresponsible for the overal functioningfunctioning of school of school (headteachers)(headteachers)

ThoseThose who have the who have the right to monitorright to monitor school school work as they are work as they are vitaly vitaly interested in itinterested in it (parents and guardians)(parents and guardians)

ThoseThose whowhosese social social mandatemandate is is to monitorto monitor schoolschool workwork (state (state administration/inspection)administration/inspection)

Those whose work Those whose work contributes to the common wellcontributes to the common well--being at the being at the local level local level (representatives of the local community and the civil (representatives of the local community and the civil societysociety

Those who have Those who have other interestsother interests in schoolin school

?

The basis for parents’participation?

The Universal Declaration of Human Rights, Article 24, Par. 3 – the universal recognition of the right to education which

enshrines the parental right to choose the kind of education that shall be given to their children

The European Convention on Human Rights, Article 2 of the Additional Protocol – the right of parents to ensure such education and teaching

for their children which will be in conformity with their own religious and philosophical convictions (insofar as these are compatible with the fundamental values of the Council of Europe, Parliamentary Assembly on 4 September, 2012 )

Some forms of parents’ participation

Decision-making power

Consultative role

Involvement in school/class activities

School educational plan/action plan

Determining curriculum content

Determining the content of optional subjects

Choosing teaching methods

Choosing textbooks

Determining criteria for grouping pupils for compulsory learning activities

Setting internal assessment criteria of pupils

Selecting teachers

Determining duties and responsibilities of teachers

Awarding teachers additional salary payments for non-stipulated duties and responsibilities

From: Eurydice 2009; 2012

Challenges to inclusive participation: 6 types of parental involvement in school

The supporter – willing to contribute in practical matters, an excellent helping hand, pleasant partner

The absentee – uninvolved and unapproacheable; does not consider him/herself suited to help

The politician - desire to help make decisions and exert influence The career-maker - satisfied as long as school takes on all tasks

and sees teachers as an extension of parents The tormentor - feels offended and misunderstood as a result of

the school’s attitude and own educational experiences The super-parent - prepared to support school and teachers

alongside their job; is willing to invest in the school relation From: SmitSmit, F., , F., DriessenDriessen, G., , G., SluiterSluiter, R., & , R., & SleegersSleegers, P. (2007). Types of parents and school strategies , P. (2007). Types of parents and school strategies

aimed at the creation of effective partnerships. aimed at the creation of effective partnerships. International Journal about Parents in EducationInternational Journal about Parents in Education, 1, 45, 1, 45--52.52.

Challenges to inclusive participation: Factor Factor dimensions of parents’ understanding of dimensions of parents’ understanding of the main aims of elementary schoolthe main aims of elementary school

1st dimension

EUROPEAN SCHOOL

2nd dimension

THE AUTHORITATIVE AND PRAGMATIC SCHOOL

3rd dimension

SCHOOL OF RIGHTS AND AUTHONOMY

Multiple language proficiency Development of ICT literacy Acquisition of conflict-resolution skills Preparation for life in culturaly diverse societies Preparation for life in united Europe Preparation for lifelonglearning

Respect for authority Respect for the elderly Preparation for everyday life Assisting parents in upbringing their children Development of personal authonomy and self-reliance

Development of critical thinking Empowerment of students to protect their rights and the rights of others Promoting free expression of one’s opinion and the defence of one's attitudes

N=531

From: Batarelo, I.; Culig, B.; Novak, J.; Reskovac, T.; Spajic-Vrkas, V. (2010). Demokracija i ljudska prava u osnovnim školama: teorija i praksa (eng. Democracy and Human Rights in Elementary Schools: Theory and Practice). Zagreb: Centar za ljudska prava (ISBN 978-953-56339-0-7)

http://bib.irb.hr/prikazi-rad?&rad=482806


The main aims of elementary school: parents and

headtachers compared (means )

3,78

4,35

4,65

4,18

4,39

4,83

4,61

3,73

4

4,12

4,16

4,24

4,54

4,72

0 1 2 3 4 5

preparation for life in the united

Europe

patriotism

critical thinking

assisting parents in education

preparation for life in a culturally

diverse society

communication skills

preparation for further education

parents

headteachers

From: Batarelo, I.; Culig, B.; Novak, J.; Reskovac, T.; Spajic-Vrkas, V. (2010). Demokracija i ljudska prava u osnovnim školama: teorija i praksa (eng. Democracy and Human Rights in Elementary Schools: Theory and Practice). Zagreb: Centar za ljudska prava.

N (parents)=531

N (headteachers)=23




Challenges to inclusive participation: Factor dimensions of parents’ Factor dimensions of parents’ understanding of what should be understanding of what should be done to improve school qualitydone to improve school quality

1st dimension SHIFT TOWARDS

A SCHOOL BASED

ON EUROPEAN

VALUES

2nd dimension

SHIFT TOWARDS

A MORE

PRAGMATIC

SCHOOL

3rd dimension SHIFT TOWARDS A

SCHOOL THAT

PROMOTES

STRONG

CHARACTER

4th dimension SHIFT TOWARDS

A CARING AND

LESS

DEMANDING

SCHOOL

N=531





Challenges to inclusive participation: Factor dimensions of the indicators Factor dimensions of the indicators of good school according to parentsof good school according to parents

1st dimension

SCHOOL AS A

LEARNING

COMMUNITY

2nd dimension

SCHOOL OF

GOOD IMAGE

3rd dimension

SCHOOL OF

EXCELLENCE

4th dimension

A BABY-

SITTING

SCHOOL

N=531





The basis for students’ participationThe basis for students’ participation

The Convention of the Rights of the Child:The Convention of the Rights of the Child: Article 12Article 12: “States parties shall insure to the child who is : “States parties shall insure to the child who is

capable of forming his or her own views the right to capable of forming his or her own views the right to express express those views freely in all matters affecting the childthose views freely in all matters affecting the child, the views , the views of the child being given due weight in accordance with the of the child being given due weight in accordance with the age and maturity of the child.”age and maturity of the child.”

Article 13Article 13: “The child shall have the right to freedom of : “The child shall have the right to freedom of expression; this right shall include expression; this right shall include freedom to seek, receive freedom to seek, receive and impart information and ideas of all kindsand impart information and ideas of all kinds, regardless of , regardless of frontiers, either orally, in writing or in print, in the form of art, frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice.” or through any other media of the child’s choice.”


The benefits of participating in The benefits of participating in school decisionschool decision--making for students making for students

The development of critical approach to information, official knowledge and the “reality”

The development of opennes, flexibility, reflectivity and multiperspectiveness

The development of feeling of self-efficacy and trust in education, school etc.

The development of social and civic competence, including responsibility for the community wellbeing and engagement for social justice

The development of an active support for democracy The development of a participatory school and classroom

climate (culture)

The obstacles to inclusive The obstacles to inclusive participation: the modes of students’ participation: the modes of students’ participation (The Caroline Lodge participation (The Caroline Lodge Model) Model) Instrumental approach Quality control (the students are passive source of information; their opinions

are used as evidence in judgments about the quality of institutional provisions) Students as a source of information (the students are still passive source of

information; although they provide valuable information for improvement, they are not involved in dialogue to develop shared understanding of the issues raised)

Compliance and control (the students are active informants, they are involved in school change but their voices are used to serve institutional ends and may be easily manipulated)

Human development approach Dialogue (the students are active participants in change; they express their

opinions freely with a view to nurture a dialogue which is a means of building a shared narrative. “Dialogue is about engagement with others through talk to arrive at a point one would not get to alone.”

From: Lodge, C. (2005). “From hearing voices to engaging in dialogue: Lodge, C. (2005). “From hearing voices to engaging in dialogue: ProblematisingProblematising student participation student participation in school improvement.” in school improvement.” Journal of Educational ChangeJournal of Educational Change: 6, 125: 6, 125––146.146.


Obstacles to Obstacles to inclusive inclusive participation: participation: Ladder of Ladder of children’s children’s participation participation (The(The Roger Hart Roger Hart model)model)

Hart, R. (1997). Children’s Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care. London: Earthscan Publications Ltd with UNICEF.

An example of students’ non-participation

Researcher: Were you in a possition to choose some topics in instruction?

1st student: No.

2nd sudent: No, but we participated; we expressed our opinion.

Resercher: Were you interested in some particular topics? Did you come with some suggestions to your teacher?

3rd student: No, we did not suggest anything. The teacher had prepared a list of topics to be discussed.

From: SpajicFrom: Spajic--Vrkas, V. (in cooperation with M. Rajkovic and I. Rukavina) (2014): Vrkas, V. (in cooperation with M. Rajkovic and I. Rukavina) (2014): Eksperimentalna provedba Eksperimentalna provedba kurikuluma građanskog odgoja i obrazovanja: Istraživački izvještajkurikuluma građanskog odgoja i obrazovanja: Istraživački izvještaj (eng. Pilot(eng. Pilot--Implementation of the Implementation of the Citizenship Education Curriculum: Research Report). Zagreb: Mreza mladih Hrvatske.Citizenship Education Curriculum: Research Report). Zagreb: Mreza mladih Hrvatske.


Actual civic & political participation

(% of 'at least once a month' & 'at least once a week')

0 20 40 60 80 100

Voluntarily helped a disabled

or elderly neighbour

Gave money to charity

Voluntarily worked in the

community

Participated in making

important decisions in family

Participated in making

important decisions in school

Joined a local protest or signed

a petition

Contacted a local politician

Participated in media or online

discussion

Openly objected teacher for

unfair treatment of you

Openly objected teacher for

unfair treatment of others

Albania

BiH

Croatia

Montenegro

Romania

Serbia

Slovenia

More obstacles: students’ civic and political participation Data from a Pilot-research on citizenship education in Souteast Europe (CIVITAS BiH; overal results published in: Spajic-Vrkas, V.; Zagar, M. (2012). “Civic education in South Eastern Europe: Education and training for human rights and active democratic citizenship.” In Benedek, W.; Benoit-Rohmer, F.; Karl, W.; Nowak, M. (ur.) European Yearbook on Human Rights. Antwerp; Vienna; Graz: Intersentia; Neuer Wissenschaftlicher Verlag, 401-416

The key to inclusive participation: SCHOOL CULTURE


What is school culture?What is school culture?

BBasicasic assumptions and beliefs that are shared by members of an assumptions and beliefs that are shared by members of an organisationorganisation; they operate unconsciously, and define; they operate unconsciously, and define,, in a in a ‘taken‘taken--forfor--granted’ fashion an organisation’s view of itself and granted’ fashion an organisation’s view of itself and its environment (Schein 1985).its environment (Schein 1985).

School culture is School culture is an integration principlean integration principle (‘a glue’); it holds (‘a glue’); it holds the cultures of teachers, students, administration and the cultures of teachers, students, administration and parents together in parents together in a common a common frameworkframework (Stoll 1998)(Stoll 1998)..

School culture is School culture is a set of central a set of central and deeply rootedand deeply rooted values values which make thewhich make the foundations of foundations of its its life and work (Eisner 1994)life and work (Eisner 1994)..

School culture School culture defines defines values, beliefsvalues, beliefs, , customs, symbols, customs, symbols,

ceremonies, rituals and stories of success and failuresceremonies, rituals and stories of success and failures in in educationeducation (Deal (Deal && Peterson 1999)Peterson 1999)..

SSchoolchool culture culture gives support and identitygives support and identity toto those within those within itit, and , and

creates a framework for learning (Stollcreates a framework for learning (Stoll 1998)1998)..

School cultureSchool culture

School ethosSchool ethos

School climateSchool climate

School identitySchool identity

School School environmentenvironment


What are the dimensions of school What are the dimensions of school culture?culture?

Attitudes and beliefsAttitudes and beliefs (a set of more or less explicit (a set of more or less explicit presumptions of school actors about the purpose of school presumptions of school actors about the purpose of school and education, school basic aims and objectives, school and education, school basic aims and objectives, school effectiveness and the possibility of school change)effectiveness and the possibility of school change)

Cultural normsCultural norms (written and unwritten rules on what is (written and unwritten rules on what is acceptable, habitual or expected behaviour)acceptable, habitual or expected behaviour)

Relationships between the main actorsRelationships between the main actors (verbal and nonverbal (verbal and nonverbal communication in various situations and at different levels)communication in various situations and at different levels)

From: Deal, T.E; Peterson, K. From: Deal, T.E; Peterson, K. Shaping School Culture: The Heart of LeadershipShaping School Culture: The Heart of Leadership. San Francisco: Jossey. San Francisco: Jossey--

Bass, 1999.Bass, 1999.


The typologies of school culture and The typologies of school culture and the possibilities of inclusive the possibilities of inclusive participationparticipation

S.J. Rosenholtz 1989:S.J. Rosenholtz 1989: –– Dinamic (‘moving’): ‘freedom to …’ (focus on internal plans and priorities) Dinamic (‘moving’): ‘freedom to …’ (focus on internal plans and priorities)

–– Static (‘stuck’): ‘freedom from …’ (focus on external priorities and requirements)Static (‘stuck’): ‘freedom from …’ (focus on external priorities and requirements)

Hargreaves 1995Hargreaves 1995

–– HothouseHothouse ((controlcontrollleded, pressure dominates), pressure dominates)

–– WelfaristWelfarist ((collaborativecollaborative))

–– Traditional (formalistic, routine dominates)Traditional (formalistic, routine dominates)

–– Anomic (uncertainty and isolation)Anomic (uncertainty and isolation)

Stoll & Fink 1996 Stoll & Fink 1996 –– Moving (effective & improving)Moving (effective & improving)

–– Cruising (declining)Cruising (declining)

–– Struggling (ineffective)Struggling (ineffective)

–– Sinking (ineffective & declining)Sinking (ineffective & declining) StrollingStrolling

Deal & Peterson 1999; 2002Deal & Peterson 1999; 2002 –– Tonic (positive)Tonic (positive)

–– Toxic (negative)Toxic (negative)

EGALITARIAN SCHOOL school of rights

DEMOCRATIC SCHOOL school of difference

RESPONSIVE SCHOOL caring school

AUTHORITARIAN SCHOOL School of quilt

TRADITIONAL SCHOOL School of belonging

5 types of school culture in Croatia

RESPONSIVE SCHOOL Caring school

•Student-oriented •Focus on students’ rights and responsibilities •Independent student elections •Teacher stress students’ positive achievements

•School activities reflect the cultures of the community •Students are encouraged to do community service •School is seen as the place were democracy is learned

•School assists students in facing personal problems •School concelors and administration are accessible and open to student •Students feel free to ask for assistance

•School nurtures the identity and tradition of the local and national community •Students have a deep sense of belonging to school and the community

•Focus on punishment not on finding solution •Students are primarily blamed for school failure •Parents are involved only when problems emerge




The typology and individual schools compared

When each school is compared to 5 types (factors) of school culture, new and more complex combinations emerge that define each school more accurately: – Egalitarian-democratic school – Democratic school – Traditional school – Neotraditional school – Responsive, traditional & anti-democratic school – Authoritarian school – School defined by general negativism

The possibility of inclusive participation in the context of the individual school culture

Egalitarian-democratic

Democratic

Traditional

Neo-traditional

General negativism

Responsive, traditional & anti-democratic (RTA)

Authoritarian

Pro-participatory schools

Anti-participatory schools

School in which general negativism prevails

Such schools seem to have, in particular, negative impact on: – Independent decision-making

– Motivation for community work

– Respect for the rights of pesons belonging to national minorities

– Respect for other religions

– Empathy for people in need

– Patriotism

– The feeling of belonging to Europe

–

Responsive, traditional & anti-democratic (RTA) school

Such schools seem to have, in particular, negative impact on: – Intrest for events in school and society

– Self-responsibility

– Self-critique

– Respect for other worldviews and cultures

– Intrinsic motivation to help the poor

– Readiness to defend a just cause

(Neo-)Traditional school

Such schools seem to have, in particular, positive impact on: – Intrest for events in school and society – Self-responsibility – Independnt decision-making – Respect for other worldviews and cultures – Respect for the rights of pesons belonging to national

minorities – Respect for other religions – Empathy – Intrinsic motivation to help the poor – Readiness to defend a just cause – Patriotism – The feeling of belonging to Europe

Egalitarin-democratic school

Such schools seem to have, in particular, positive impact on:

– Responsibility towards school tasks

– Self-critique

– Motivation for community work

Are some schools doomed to nonAre some schools doomed to non--participation?participation?

The answer depends on many factors, including the following:The answer depends on many factors, including the following: –– The The tradition of decisiontradition of decision--making in education making in education (centralised vs. decentralised (centralised vs. decentralised

system)system)

–– The type of the The type of the political and/or civic culture political and/or civic culture that prevails in the society that prevails in the society (Almond&Verba: subject vs. participant culture)(Almond&Verba: subject vs. participant culture)

–– The The modus operandi of the central and the local government modus operandi of the central and the local government (political will vs. (political will vs. political rhetoric)political rhetoric)

–– Cultural tradition and power relations Cultural tradition and power relations at the local level (centralised vs. at the local level (centralised vs. diffused power positions)diffused power positions)

–– Economic situation Economic situation (affluent vs. staggering economy)(affluent vs. staggering economy)

–– School tradition and culture School tradition and culture (open vs. “fortified” schools)(open vs. “fortified” schools)

–– The type of The type of school leadership and management school leadership and management (authoritarian vs. democratic (authoritarian vs. democratic school governance) school governance)

–– Professional identity and political selfProfessional identity and political self--consciousness of teachersconsciousness of teachers (teachers as (teachers as the transmitters of knowledge vs. teachers as critical and transformative the transmitters of knowledge vs. teachers as critical and transformative intellectuals. intellectuals.

Vedrana Vedrana SpajicSpajic--VrkasVrkas 3333


The shift to inclusive participation is The shift to inclusive participation is alaways possible but...alaways possible but...

Factors affecting

changes in education

Learning resources

School/teacher- parent cooperation

Education and training of teachers

School-community cooperation

Educational policy and implementation

strategies Laws on education

School managament & leadership

School policy priorities

Curriculum

School culture

School staff capacity building

Quality assurance scheme (inspection

& counselling)

Teaching methods

School-self-evaluation

Monitoring, research & data collection

System level

Institutional level


Well, than...


Thank you!

Nonetheless, ...

improving school leadership through inclusive participation…€¦ · · 2014-11-10improving...

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