Tuesday, January 13, 2009

Module 1 Reflection questions

2. What “tensions” or discrepancies are there between your beliefs and values of community education and practice regarding the relationship between home, school and community? How did these tensions arise?
Posted by at

2 comments:

  1. RobskcaJanuary 26, 2009 at 8:12 AM

    The greatest tension I feel with my beliefs and community education comes down to where I am teaching at the moment and the philosophy of a community school. The school where I teach serves a community that is primarily middle class to upper middle class and the population of the school has an international flavour.

    First Nations participation at my school is there but the number in its group is not known. Knowing the provincial trends in demographics for the increasing numbers of First Nations students, we are quite certain that in only a few years First Nations students comprise a much greater proportion of our schools’ populations (Sask. Trends, 2008). And yet this does not translate itself to my school. We feel that by understanding the numbers we might better meet the needs of the First Nations population in our school.

    As a member of the Leadership Team at our school, we have discussed the presentation of a survey asking all students to self-declare their heritage/ancestry. This was done so that all students would feel they were a part of this process. One of the primary purposes of the exercise was, however, to identify who (the size of the student body) our First Nations students were.

    Our school division has set about a renewal process that has built in a series of Goal-Setting paradigms. At the top of the goal-setting hieracrchy is the CIP or Continuous Improvement Plan. One of the four priority areas is Equitable Opportunities and Outcomes for All. In this area, “This includes support for Community Schools, First Nations and Métis education, and SchoolPLUS services and programs that enable all students an equal opportunity to learn and to succeed.” (Continuous Improvement Plan, 2008).

    As a former Vice Principal in two elementary schools and now as a Learning Leader in a high school, I’m very familiar with these goals and their intent. However, in my present position and in my present school, these goals seem so far removed. On the one hand I see why we must embrace them but on the other hand I see how nearly irrelevant they are in my present school.

    ReplyDelete
  2. RobskcaJanuary 26, 2009 at 8:15 AM

    This course is all about community schools and my school is about as far from a community school as a school can be. For that reason I can’t really make too many comparisons. However, to say that what I say here doesn’t mean that we don’t have aspects of the home, school and community would be false. At my school we have a highly educated community, relatively speaking. This community, essentially, has very high expectations of their kids, the teachers of their kids and for the administration of the school

    The scrutiny that is felt by most teachers is so intense that I’ve instructed young teachers or teachers new to the school to that what they say in the classroom they should feel comfortable saying the same thing to the parents. Also in today’s day and age, this can be literally true just as much as it is figuratively. Technology of today allows students to record the classroom goings-on surreptitiously. These recordings can quickly find their way onto the internet in the form of YouTube videos. This fact alone forces teachers to self-edit at a level they might not otherwise do under different conditions.

    As a Learning Leader, my role is as a teacher and also as an academic leader in the school. In our role the other Learning Leaders and I attend the Community Council meetings each month. At these meetings we try to give parents a window on the activities we are pursuing in trying to enact change in our school. This change is taking place through a well-defined protocol involving School Goal Setting. This goal setting begins at the top of our hierarchy with the school division’s goals. These goals stem from our school division’s Shared Values.

    From this level the school has its own goals designed to work in symphony with the school division’s goals. Within the school there are Core Areas which also have their own goals. These goals must also work to reinforce the school’s goals. Finally, teachers also have their own professional goals which must fit neatly into their Core Areas’ goals.

    As a Learning Leader I also play a role on the Community Council. On the Council decisions are made that can affect the entire school community. The Council brings together interested parents, school leadership and guest speakers in a way that stimulates an exchange on the issues that affect all of us. Guest speakers speak on topics such as facilities management and directions for maintenance of the school.

    ReplyDelete

Subscribe to: Post Comments (Atom)