Norma
Meningkatkan Keberkesanan Sekolah :-
1. Shared
Goals - ` Kita Tahu Di Mana Kita Pergi `
2. Responsibility
For Success - ` Kita Mesti Berjaya `
3. Collegiality
- ` Kita Bekerja Mengenai Perkara ini Bersama-sama `
4. Continuous
improvement - ` Kita Boleh Mendapatkan Yang Lebih Baik `
5. Lifelong
learning - ` Pembelajaran Adalah Untuk Semua Orang `
6. Risk
taking - ` Kita Belajar Dengan Mencuba Sesuatu Yang Baru
`
7. Support
- ` Selalu Ada Seseorang Di Sana Untuk Membantu `
8. Mutual
respect - ` Semua Orang Mempunyai Sesuatu Untuk Menawarkan
`
9. Openness
- ` Kita Boleh Membincangkan Perbezaan Kita `
10. Celebration
and humour - ` Kita Berasa Baik Tentang Diri Kita `
Stoll and
Fink (1996)25
Four
Teaching Cultures :-
● Individualism
— Classrooms
as “egg-crates” or “castles”. Autonomy, isolation and insulation
prevail, and blame and support are avoided.
● Collaboration
— Teachers choose,
spontaneously and voluntarily, to work together, without an external control agenda. Forms
include: “comfortable” activities—sharing
ideas and materials—and rigorous forms, including
mutual observation and focused reflective enquiry.
● Contrived collegiality
— Teachers’
collaborative working relationships are compulsorily imposed, with fixed times and places set for collaboration, for example planning meetings during preparation time.
● Balkanisation
— Teachers
are neither isolated nor work as a whole school. Smaller collaborative groups form, for example within secondary
school departments,
between infant and junior teachers, and class teachers and resource support teachers. - Hargreaves
(1994)22
(IMPROVING) (DECLINING)
(EFFECTIVE)
|
MOVING
|
CRUISING
|
||
STROLLING
|
||||
(INFFECTIVE)
|
STRUGGLING
|
SINKING
|
||
● Moving
1.
Boosting pupils’ progress and
development
2.
Working together to respond to
changing context
3.
Know where they’re going and
having the will and skill to get there
4.
Possess norms of improving
schools
● Cruising
1.
Appear to be effective
2.
Usually in more affluent areas
3.
Pupils achieve in spite of
teaching quality
4.
Not preparing pupils for changing
world
5.
Possess powerful norms that
inhibit change 31
● Strolling
1.
Neither particularly effective
nor ineffective
2.
Moving at inadequate rate to cope
with pace of change
3.
Meandering into future to pupils’
detriment
4.
Ill-defined and sometimes
conflicting aims inhibit improvement
● Struggling
1. Ineffective
and they know it
2. Expend
considerable energy to improve
3. Unproductive
‘thrashing about’
4. Will
ultimately succeed because have the will, if not the skill
5. Often
identified as ‘failing’, which is demotivational
● Sinking
1.
Ineffective: norms of isolation,
blame, self-reliance, and loss of faith powerfully
inhibit improvement
2.
Staff unable to change
3.
Often in deprived areas where
they blame parenting or unprepared children
4.
Need dramatic action and
significant support.
