Socio-Economic Factors and School Culture

School culture is one of the most complex and important concepts in education (Stoll, 1998). 

Socio-Economic Factors and School Culture.

Stoll states that "culture describes how things are and acts as a screen or lens through which the world is viewed. In essence it defines reality for those within a social organisation, gives them support and identity and creates a framework for occupational learning."

As stated by ERO in their 2015 report, our school is:

We are a decile 8 school in a central city suburb in Auckland, however we do have a mixture of children from very low to very high socio-economic backgrounds. We see families from all walks of life. We have systems in place to help families that need extra assistance and these opportunities are taken by those in need - I believe, displaying mutual trust and respect between us and the community. We have an open door policy that encourages families, who might have a preconceived idea of what school is (from childhood or otherwise), to come in and see what we do.  Familiarise themselves with the school, the teachers and our values. 

Our people, our history and values shape our school culture. There is mutual respect and care for all our students and their families, where individual cultures are recognised and celebrated. 

Our school values are to care, respect and be empowered. This is what we want our children to be and to display within the walls of our school and out in the community. We have adopted a belief and values based on kaitiakitanga - guardianship, protection and care for those and things around us. 

ERO stated that "a significant feature of the school is the way that the school community is working with the school to create a positive culture. This culture is about being inclusive and valuing diversity. It encourages students’ sense of belonging in the school and their wellbeing for learning." 

Our school is in the middle of change as we adopt teaching methods and spaces designed for 21st Century Learning. Most children are learning in large, collaborative spaces with 2, 3 or 4 teachers. Our senior children (years 4-6) are in their first year of BYOD. Our school community has been positive about these changes, showing the trust they have in what we are doing for their children and their futures. 

Stoll (1998) said that norms are the unspoken rules for what is regarded as customary or acceptable behaviour and action within a school. She identified 10 cultural norms that can influence school improvement - to which I can (briefly!) relate what is happening in our school: 

1. Shared goals - They (goals) are shared with staff and developed with staff and students, where we are going and what can happen. 
2. Responsibility for success - Together we work to devise ways to meet these goals successfully.
3. Collegiality - Teamwork is evident in all areas of our school, between teachers and management.
4. Continuous improvement - There is no finish line, we are always learning, reflecting and changing.
5. Lifelong learners - Everyone is a learner, we are learning as we make changes to our practice.
6. Risk taking - Learning requires jumping out of comfort zones and trying something new. 
7. Support - Working in strong teams means that there is someone there when you need help or advice.
8. Mutual respect - There is respect between not only staff, but the school and the community.
9. Openness - we can honestly reflect (with others and ourselves) on what is happening and how we might change it if needed.
10. Celebration and humour - we celebrate success, new learning and achievements.

References:

Stoll, L (1998). School Culture. School Improvement Networ's Bulletin 9. Institue of Education, Universoty of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-culture

ERO Report retrieved from:  
http://www.royaloak.school.nz/sites/www.royaloak.school.nz/files/Royal-Oak-School-31-07-2015.pdf