BUILDING RESILIENT SCHOOLS A FRAMEWORK FOR SCHOOL LEADERSHIP

BUILDING RESILIENT SCHOOLS A FRAMEWORK FOR SCHOOL LEADERSHIP DEVELOPMENT

SCOPE ØMeaning of the concept “resilience” ØResilient schools ØCharacteristics of ‘resilient schools’ ØUsefulness of the framework for development ØWhat can be done to increase levels of resilience?

MEANING OF THE CONCEPT ‘RESILIENCE’ Ø‘Resilience conveys both the capacity to bent without breaking and Øthe capacity, once bent, to spring back’ (Valiant, 1993) Ø‘Resilience is the human capacity to face, overcome and even be strengthened by the adversities of life’ (The Resiliency Resource Centre, USA) ØImportant theoretical elements: ØSalutogenic vs. pathogenic paradigm (solution oriented vs. problem oriented) ØStrengths approach (focus on strengths instead of weaknesses) ØHardiness (A perspective on the world characterised by commitment control and challenge that protects people from harmful effects of stress) ØThriving (in response to a stressor/crisis, people often achieve

WHAT DO WE MEAN BY ‘RESILIENT SCHOOLS? ’ ØThe concept ‘resilience’ was used more with reference to individuals. Only recently has the concept been used with reference to organisations and or communities. ØFew articles appear in literature on ‘resilient schools’ ØA South African Research Study by P. Christie and M. Patterson, two ‘school change’ researchers, applied the concept in exploring why certain schools succeed while similar schools – often in the same community – don’t. (1997) ØMost of the schools described by them struggled with problems in their environments – poverty and unemployment, crime, violence, etc. ØThese schools were not free from problems, rather their resilience manifested in the ways they faced and

CHARACTERISTICS OF A ‘RESILIENT SCHOOL’ ØA sense of responsibility. ØLeadership. ØA commitment to teaching and learning. ØSafety and organisation ØAuthority and discipline ØA culture of concern ØGovernance and community relationships ØParental involvement ØRelationships with education departments

A SENSE OF RESPONSIBILITY ØA resilient school is able to recognise what sorts of things they are able to do for themselves, to muster necessary resources and to act. This can be: Øin small ways within the schools (sweeping classrooms, picking up papers on the playground) Øreaching out in ways that do not need resources (bringing in community people to help with maintaining of school boundaries so that drugs and alcohol are not sold through fences) Øreaching out in ways that do involve acquiring resources (e. g. raising money, often from people outside the school, to build a fence or buy computers) The key is a preparedness to act and move away

LEADERSHIP ØA resilient school has strong managers and leaders. They display the following features: Øadaptability – willingness to change if something appears not to be working; Øflexibility of approach – a willingness to try different things; Øpreparedness to consult with staff; Øcommitment – to staff, students, teaching and learning, and the school as a community; Øconcern for the wellbeing of the school – rather than a commitment for own careers; Øsense of purpose – often stemming from a religious or social commitments, as well as an educational purpose; Øcourage – willingness to take risks, including being unpopular with staff or students.

A COMMITMENT TO TEACHING AND LEARNING ØA resilient school has a strong educational vision. They view teaching and learning as their primary purpose. ØIt is an essential source of resilience and one of the key characteristics of success against the odds in disadvantaged schools in South African. ØSuccessful schools in the study: Øhad well organised programmes of teaching and learning; Øtimetables were evident; Øteachers and students were working inside classrooms; Ømovement between classes was purposeful; Øattendance by staff and students; Ødiscipline; Ønon acceptance of lateness and absenteeism;

SAFETY AND ORGANISATION ØA resilient school has the ability to provide a demarcated safe and orderly space for teachers and learners by: Ømaintaining physical boundaries and that of time and space; Øworking along regular routines; Ømaintaining social relations of authority, accountability and respect; Ømaintaining rituals such as assemblies and uniforms

AUTHORITY AND DISCIPLINE ØA resilient school has a strong link between educational vision and discipline. ØDisciplinary action against late-coming, absenteeism, substance abuse and ‘going out of hand’ were linked to educational purpose, rather than being seen as ends in themselves. ØConsistent disciplinary practices are important. ØAppropriate, accountable and legitimised practices are a source of resilience. ØA vital feature in the maintenance of discipline is personal interaction – students are personally known by principals and teachers

A CULTURE OF CONCERN ØA resilient school has a strong culture of concern demonstrated through the following: Øleadership that takes the views of other into account; Øpersonalised relationships with learners; Ødiscipline that involves parents; Øa focus on engaged teaching and learning; Øsense of agency; Øviewing the school as ‘family’; Øpast students still feel connected and visit schools.

GOVERNANCE AND COMMUNITY RELATIONSHIPS ØA resilient school has strong, efficient school governing bodies on which parents have the largest numerical representation and where students are also represented in secondary schools. ØNumerous difficulties must be overcome: Øparents interest is neither constant nor sustained; Øparents see schools as having responsibility for their children; Øattempts to involve parents are seen as the school not fulfilling its responsibility. ØA working relationship with the community is vital for protection against theft and vandalism. Making school facilities available for community meetings in exchange for keeping a watchful eye over buildings.

PARENTAL INVOLVEMENT ØA resilient school has managed to overcome the challenges of gaining parental involvement by: ØAt least having parents as a backstop in discipline; ØSupport in fund-raising and governance are difficult. ØCreative ways to involve parents are needed, e. g. ØInvolve children in activities during parent meetings – conducting a play or displaying art. ØRewarding parents in some or other way who are involved. ØLearn from schools who got it right.

RELATIONSHIPS WITH EDUCATION DEPARTMENTS ØA resilient school maintains a healthy but not overly dependent relationship on the education departments. ØSchool principals have a good grasp of current policy issues and debates. ØAlthough contact with department officials are valued, principals expect to be able to operate with at least a degree of autonomy. ØSchool principals can often be a source of information and advice to officials.

USEFULNESS OF THE FRAMEWORK FOR DEVELOPMENT ØThe study used an interesting mix of two school change research approaches: Øschool effectiveness and Øschool improvement ØFeatures of ‘resilient schools’ must not be used as a ‘checklist’ ØCan you easily apply it to your schools?

WHAT CAN BE DONE TO INCREASE RESILIENCE IN SCHOOLS? ØSome helpful ‘tips’ from the American Psychology Association: ØAvoid seeing problems as road-blocks, but rather as obstacles that can be removed; ØAccept circumstances that cannot be changed; ØDevelop realistic goals and move towards them; ØTake decisive action in adverse situations; ØLook for opportunities; ØKeep a long-term perspective; ØMaintain a hopeful outlook, expect good things and visualise what is whished for ØTake care of your own body and mind. ØAny other ideas?

CLOSING AND DISCUSSION Strategies to ensure that schools are resilient learning environments can be implemented and are found to improve learning and behavior as well as teacher satisfaction. (Kevin Dwyer, American School Psychologist) QUESTIONS, COMMENTS ARE WELCOME!