School culture can be defined as the beliefs and values that
its members share (Stoll, 1998); the way things are done in a particular
school. These beliefs and values form as a result of a number of factors, one
of which is the age of the institution itself as it will have been imbued with
the beliefs and values prevalent at that time.
The school in which I teach opened in 1960 and is a decile 5
school. The decile system was devised as a means to apportion funding to
overcome socioeconomic disadvantages that can negatively impact student
learning at the lower levels (Hattie, 2002). The intention of the decile rating
was to target funding in order to even the learning playing field for students
from lower socioeconomic areas (MoE, 2017). The population the school draws on
is a mix of both affluent and lower socioeconomic areas and the student body is
a reflection of this.
Taupo has a population of approximately 24,000. The school
has a roll of approximately 1200 students from Years 9 – 13; 32% of whom
identify as Maori, although this figure could be as high as 40% as a number of them
are not enrolled as Maori but would identify as being so. 55% of students are New
Zealand European with a further 12% of other ethnicities (mainly Asian and
Pasifika). The ethnic make-up of the teaching staff is approximately 12% Maori
(or of Maori descent), 18% from other countries and the balance being NZ
European. Our senior management and deans teams currently do not include any
Maori teachers, although two of the Maori teachers are in COL (Community of
Learning) roles, and this is one area in which I feel we could improve.
My school was the first New Zealand secondary school to
become an accredited Cornerstone Values school. The 8 Cornerstone Values (Honesty
& Truthfulness, Kindness, Consideration, Compassion, Responsibility, Respect,
Obedience, Duty) have steadily been incorporated into the fabric and culture of
the college and are one of the most important aspects of our culture. These are
reinforced constantly in class, assemblies, daily notices and through other activities.
We often get feedback after sports or school trips where members of the public
have taken the time to comment positively on the dress and conduct of our
students, which is a reflection of the importance we place on the Cornerstone
Values and an indication that the students also support them.
Other important events that have become part of the school’s
culture include the annual ‘Spirit Week’ (inter-house activities and mufti
days), Colours Day (inter-house athletics) and senior & junior prizegiving
ceremonies.
The staff culture is one of genuine collegiality, which visitors
and new staff often comment on. There is a good ‘feel’ in the staffroom and
relationships between staff are warm and friendly for the most part. Such
relationships are described by Stoll (1998) as being one of the three dimensions
of school culture. For me they form a vital part of the reason I have remained
here for so long and was more than satisfied with the education my own two
children received at the school. Long may it last!
References
Hattie, J. (2002). Schools
like mine: Cluster analysis of New Zealand schools. Nursing, 40,
3306.
Ministry of Education, 2017. Retrieved from https://www.education.govt.nz/school/running-a-school/resourcing/operational-funding/school-decile-ratings/
Taupo-nui-a
Tia College Education Review Office report, 2016.
Taupo-nui-a Tia College website.
Retrieved from http://www.taupocollege.ac.nz/cornerstone-values
Taupo
population, 2015. Retrieved from http://population.city/new-zealand/taupo/
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