SEKOLAH BERKESAN – STOLL & FINK

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

   Tipologi Budaya Sekolah

● 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.