Taupo Intermediate School (TIS) is the only full intermediate
school in Taupo with a current roll of 619 students. The ethnic composition consists of 215 Maori;
35%, European-pakeha 55%, Pacific 2%, Other European 3%, Asian 2%, South East
Asian 2% and Other 1%. TIS has a decile
rating of 6. In the article; APA (2016) the
Socioeconomic Status (SES) refers not only to a family’s income but also
their education achievement and financial wellbeing, along with subjective
ideas of their social status and class.
Taupo Intermediate school does not have a zoning policy so students
come from a diverse range of communities and contributing schools, in and around
the Taupo district, ranging from urban-rural districts. The family composition varies greatly from nuclear
or blended families, to extended whanau and solo parents. Many family’s incomes range from paid to self-employment,
unemployment or on the benefit.
According to Aikens & Barbarin (2008), research suggests
that the class environment and school conditions contribute more significantly
to a student’s SES compared to their family’s characteristics. TIS’s motto, ‘striving for excellence,’ supports students by providing;
·
class stationery /equipment.
·
desktop computer – if not able to afford the
laptop programme.
·
financial support - school/sports trips, camps
or specialisation programmes.
·
Uniform -school/PE.
·
access to a Nurse; in-school/home support.
·
Access to ‘REAL’ counselling services - aimed
at supporting students to grow confidence and discuss their emotional issues.
At TIS there is a diverse range of teaching experience and leadership
styles including 1 Principal, 2x Deputy Principals, 1x Dean, 24 classroom
teachers and 5 Technology teachers. The Principal promotes a vision for ‘all
students to get involved.’ This is a
cornerstone philosophy where teachers encourage students to experience new
cultural, academic and sporting opportunities.
Another key norm that our Principal fosters is
‘promoting positive relationships’; teachers, students, families and whanau.
According to 8 August 2017
ERO report, TIS has the ‘capacity
and capability to accelerate learning for all children. However, disparity in
achievement for Māori and other
children remains’ (Retrieved from http://www.ero.govt.nz/review-reports/taupo-intermediate-08-08-2017). To address these needs TIS has undertaken
many initiatives;
·
1:1 digital laptop programme (3rd
year) – a range of learning programmes to meet student’s educational needs and
skills for the 21st Century.
·
Joined the CoL(Community
of Learning) and the introduction of the Progress and Consistency Tool (PaCT)
for Maths in 2017.
·
Paid for all
‘Below’ writers in ‘Write That Essay’ programme.
After reading Stoll’s (1998) article I could identify with one
teaching culture – the ‘Contrived Collegiality’ style. This has been evident in the imposed, compulsory
initiatives mentioned above and has resulted in some negativity and resistance
amongst some staff.
With so many initiatives undertaken this
year, there has been few opportunities to meet as a collegial team which would
benefit many teacher’s development. In reflection, I
believe we would have had far greater results if a ‘Collaboration’ style was
adopted where staff could opt in and work together to maximise the resources and
to gain the best results for the students.
After reading the article ‘Principal’s Sabbatical Report’ I
was impressed with the positive strategies implemented by the staff at Manurewa
High School to address the impacts of SES for their students. On reflection I could only identify with the ‘Student
Achievement Conferences.’ The management
team at TIS could easily implement any of the 6 strategies identified to
further address the poverty issues and health needs for our students.
According to Stoll (1988), a school’s culture impacts the
most powerfully for any change initiative towards school improvement. I believe Taupo Intermediate School provides
high quality education opportunities for its students (regardless of their SES)
in a positive learning environment that fosters citizenship, identity, morals
and values. However, as with any school, there is always room for improvement.
References:
·
Academy for SELinSchools ( 2015,
Apr 28)What is school culture and climate? Retrieved from https://www.youtube.com/watch?v=Z-_NvhlcusQ
·
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
·
Taupo
Intermediate School. Retrieved from http://www.taupointermediate.co.nz/taupo-intermediate/
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