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    Typology of Schools Descriptors and School Cultural Norms

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    Reygen Tautho
    The document describes 5 types of school cultures: 1. Sinking schools have norms that inhibit improvement and are often in deprived areas, needing significant support to change. 2. Struggling schools know they are ineffective and expend energy trying to improve but their efforts are unproductive, though they will ultimately succeed with support. 3. Strolling schools are neither effective nor ineffective, moving too slowly to cope with change to the detriment of students, with unclear aims inhibiting improvement. 4. Cruising schools appear effective but pupils achieve in spite of teaching, not preparing students for change and resistant to change themselves. 5. Moving schools boost student progress and development by working together to respond to changes

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    Typology of Schools Descriptors and School Cultural Norms

    Uploaded by

    Reygen Tautho
    25 views2 pages
    The document describes 5 types of school cultures: 1. Sinking schools have norms that inhibit improvement and are often in deprived areas, needing significant support to change. 2. Struggling schools know they are ineffective and expend energy trying to improve but their efforts are unproductive, though they will ultimately succeed with support. 3. Strolling schools are neither effective nor ineffective, moving too slowly to cope with change to the detriment of students, with unclear aims inhibiting improvement. 4. Cruising schools appear effective but pupils achieve in spite of teaching, not preparing students for change and resistant to change themselves. 5. Moving schools boost student progress and development by working together to respond to changes

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    Typology-of-Schools-Descriptors-and-School-Cultural-Norms

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    The document describes 5 types of school cultures: 1. Sinking schools have norms that inhibit improvement and are often in deprived areas, needing significant support to change. 2. Struggling schools know they are ineffective and expend energy trying to improve but their efforts are unproductive, though they will ultimately succeed with support. 3. Strolling schools are neither effective nor ineffective, moving too slowly to cope with change to the detriment of students, with unclear aims inhibiting improvement. 4. Cruising schools appear effective but pupils achieve in spite of teaching, not preparing students for change and resistant to change themselves. 5. Moving schools boost student progress and development by working together to respond to changes

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    25 views2 pages

    Typology of Schools Descriptors and School Cultural Norms

    Uploaded by

    Reygen Tautho
    The document describes 5 types of school cultures: 1. Sinking schools have norms that inhibit improvement and are often in deprived areas, needing significant support to change. 2. Struggling schools know they are ineffective and expend energy trying to improve but their efforts are unproductive, though they will ultimately succeed with support. 3. Strolling schools are neither effective nor ineffective, moving too slowly to cope with change to the detriment of students, with unclear aims inhibiting improvement. 4. Cruising schools appear effective but pupils achieve in spite of teaching, not preparing students for change and resistant to change themselves. 5. Moving schools boost student progress and development by working together to respond to changes

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    of 2

    A Typology of School Cultures

    Sinking – ineffective: norms of isolation, blame, self-reliance, and loss of faith powerfully
    inhibit improvement; staff unable to change; often in deprived areas where they blame
    parenting or unprepared children; need dramatic action and significant support.

    Struggling – ineffective and they know it; expend considerable energy to improve;
    unproductive ‘thrashing about’; will ultimately succeed because they have the will, if not the
    skill; often identified as ‘failing’, which is demotivational.

    Strolling – neither particularly effective nor ineffective; moving at inadequate rate to cope with
    pace of change; meandering into future to pupils’ detriment; ill-defined and sometimes
    conflicting aims inhibit improvement.

    Cruising – appear to be effective; usually in more affluent areas; pupils achieve in spite of
    teaching quality; not preparing pupils for changing world; possess powerful norms that inhibit
    change.

    Moving – boosting pupils’ progress and development; working together to respond to


    changing context; know where they’re going and having the will and skill to get there; possess
    norms of improving schools.

    1
    Norms of Improving Schools

    • “We know where we are going.” (shared goals)


    • “We must succeed.” (responsibility for success)
    • “We’re working on this together.” (collegiality)
    • “We can get better.” (continuous improvement)
    • “Learning is for everyone.” (lifelong learning)
    • “We learn by trying something new.” (risk taking)
    • “There’s always someone there to help.” (support)
    • “Everyone has something to offer.” (mutual respect)
    • “We can discuss our differences.” (openness)
    • “We feel good about ourselves.” (celebration and humour)

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