This material has been designed for use in Initial Teacher Training as well as continuous Professional Development. It draws on HSE existing materials and adds new ones and is designed to guide learners through these as well as leave flexibility for trainers to use the materials in their own context. It covers 5 inter-related aspects:
The materials have been written with academic accreditation in mind enabling the acquisition of new knowledge and theory, critical analysis and the further development of learners’ ideas.
HSE has a clear set of values:
Many theories support the importance of these values in fostering effective learning. These often overlap in terms of the values promoted by HSE. Some examples that can be studied in Initial Teacher Training are:
1. Hierarchy of Human Needs: Maslow
2. KOLB: Learning
This diagram shows the importance of action, reflection, collaborative learning
3 . Relationships
Leadership, personalization and high performance schooling: naming the new totalitarianism
WHAT IS IT?
Belonging is the feeling that I am a valued, contributing member of a group with other human beings to whom I feel responsible. I feel recognised and do not fear embarrassment or compared to my peers. I feel free to learn from my failures as well as my successes. This is true whether I am a child or an adult.
WHY IS IT IMPORTANT?
Schools need to be social institutions with a pedagogy of well-being. The two most important social institutions in the life of a child are usually their family and their school. Hopefully both function effectively but for some children the school becomes more significant in redressing some of the challenges in their family. If a family is distressed then it is even more important that the school assists a child’s healthy development.
Thus, in self-evaluating our schools it is important to try to discover to what extent pupils (and staff) feel they belong and what we can do to increase their sense of belonging. This will contribute to their well-being and in turn enable them to realise their potential more.
ACTIVITIES & FURTHER INFORMATION
How would you assess how task focused and relationship focused a school is?
1 What do you understand by “belonging” and its significance in your school?
PROGRESS is a process for enriching school cultures so as to give all young people the best possible opportunities to learn, grow and achieve through assessing and increasing their sense of belonging.
OECD (2011): “Equity and Quality in Education; Supporting disadvantaged students and schools”, Organisation for Economic Co-operation and Development, 2011, www.oecd.org/edu/schools/equityandqualytyineducation-supportingdisadvantagedstudentsandschoools.htm
COLLABORATION: AN EVALUATIVE FRAMEWORK
3. Community Quilt of Quotes
In all these endeavours the School should enlist, as far as possible, the interest and cooperation of the parents and the home in an united effort to enable the children not merely to reach their full development as individuals, but also to become upright and useful members of the community in which they live, and worthy sons and daughters of the country to which they belong. (Handbook of Suggestions for Teachers (Board of Education 1927))
We should strive to make schools communities of responsibility. Community is viewed as a moral phenomenon rather than simply a geographic or territorial entity. Communities of responsibility go beyond (a shared sense of identity, belonging and involvement) by building into their cultures a capacity for self-regulation that ensures both internal and external accountability. Not only do members of the community share a common focus, they also feel morally obliged to embody this focus in their behaviour. (Thomas J. Sergiovanni, Leadership: What’s in it for schools? (2001))
Community n 1 a body of people living in one place or district or country and considered as a whole, a group with common interests or origins 3 fellowship, being alike in some way (Oxford Study Dictionary)
The dominant professional ideology (of the 1960s and 1970s) ensured that “our” school was an extension of manifest jurisdiction from the headteacher alone, to a professional forum comprising of all teachers in the school. Despite the rhetoric of community education and community participation which existed at the time, in only a relatively few locations was serious community participation in school decision making actively practised. Relatively democratic decision-making might include the whole teacher professional group but in general excluded the parents, the pupils and members of the community in other than a formal sense. (Gerald Grace, School Leadership (1995))
I telephoned a large community school, where adults study as well as teenagers and where activities go on until late in the evening. I asked to speak to the Head. “Which Head?” said the receptionist. “There are several heads of several schools here”. It was the outward sign of federal shamrock. (Charles Handy, The Age of Unreason (1999)
With relationships justified in communal terms (rather than exchange terms), certain activities, people and learning are valued in themselves, regardless of their utility as measured by outcomes or productivity. (Marianne Coleman and Peter Early, Leadership and Management in Education (2005))
Although there are a long list of what youngsters require, we (Communitarians) argue that the two requirements loom over all others, indeed are at the foundation of most others: to develop the basic personality traits that characterize effective individuals and to acquire core values…both are sometimes referred to as “developing character”. (Amitai Etzioni, The Spirit of Community (1995))
All members of the work team are supposed to share a common motivation, and precisely that assumption weakens real communication. Instead strong bonding between people means engaging over time their differences (Richard Sennett, The Corrosion of Character (1998)
Schools can become the new hubs of local communities, building social capital and renewing collective life through the process of offering new learning opportunities. Education can become part of society’s central nervous system, underpinning many other forms of activity and institutional life, in particular the civic sphere. But it can only do so if schools and colleges turn themselves inside out, reconnecting with the communities that surround them, and forging new relationships with learners, parents, employers and others. This, at root, is a practical, local challenge, which must be achieved at a human scale. But it is the foundation of a movement which could transform whole systems of provision and revolutionise our prospects for the future. (Tom Bentley, The Creative Society in Taking Education Really Seriously (2001))
Education as if people matter: John Macmurray, community and the struggle for democracy
Michael Fielding* Institute of Education, University of London, UK
Question: Which quotes do you particulary like and why?
WHAT YOU CAN DO
The Management of Change by D Taylor
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