 
Week 4 - Local School Management
|  | A New Paradigm: A Co-operative Approach to Saving the Future |
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Listing of Papers | |
MR CHRIS SEXTON
Victoria, Australia
IN PLANNING this paper I initially examined a range of current trends in technology, education, employment and social organization and considered extrapolating these into the future. However, as I read and discussed these with colleagues and developed my thoughts, what became very clear to me that it was crucial not to view the future as preordained. That it is indeed possible to shape and change how the future will develop. Using this paradigm, it is vital educationists and leaders within schools seize the opportunity to shape the development of schooling and not let it 'just evolve'. The ideas generated by this conference are important, as they will help to develop the 'vision' of what we can achieve, however, in themselves they are only the beginning.
I feel increasingly passionate about the need of people like me, a principal, to not only engage in debate to assist in developing a vision of Australian society but importantly we then work to achieve its implementation. In this article I have attempted to add to this debate by:
- examining current education provision in Australia;
- identifying some of the changes and forces apparently shaping society;
- suggesting a new model of educational provision to cater for the future needs of our society; and,
- providing recommendations for the development of a National Strategy Plan.
Where are We
In the past five years as a nation we seem to be uncertain of where we are heading. For example, our disengagement from Asia, the rise of a Pauline Hanson, clinging to English monarchy, our inability to deal with our past errors in regard to the first native Australians. These are the signs of an inward looking and insular country uncertain about the future and longing for the past. I grew up in a small rural community and understand the effects of unwanted and unplanned changes. Despite all the protestations a strong future can not be built on bandaid solutions and holding on to what you are left with after the latest change. To push the metaphor a bit more - clinging on may allow you to float but you have no direction or control about where the current is taking you.
In reality we are in a unique position to provide a wonderful and comprehensive education system. Australia is a wealthy country and currently has the most numerous, highly skilled and experienced educational workforce in our history. Today teachers are beginning to utilise brain research and studies into different learning styles and linking this knowledge with computer technology thus enabling more diverse and individually tailor learning programs for students. Unfortunately within the next 5-15 years much of this experience and skills could be lost as most of this workforce is due to retire. This is a widespread situation as in the USA it is anticipated that in the next 10 years over 2 million teachers will be retiring with 300,000 in California alone (Association of California School Administrators July 2000).
In Australia we cannot afford to lose this 'knowledge'. It must be valued, captured and stored and retained for the future use of educational leaders and teachers. This decision should be a key element in the realisation of any systematic educational plan.
This view is strongly influenced by Dr Deming's work in systems thinking with its emphasis on data gathering, goal setting and values based decision making. Generally referred to as 'Quality Management' and initially used in business his ideas have since migrated into general societal thinking and become a world wide social phenomena. This approach was used by Japanese businesses to great effect to rebuild that country after WW II and since the it has been promoted by writers such Peters, Waterman and Covey in human resource management and personal growth areas. It has now been adapted and utilised in education particularly through David Langford's work in Alaska and Texas. In Victoria the Department of Education Employment and Training (DEET) has worked with the Australian Quality Council to further adapt Langford's ideas into an Australian context. A key focus of this approach is 'capturing the corporate memory' and valuing personnel.
I will come back to Demming's ideas later, the point I want to emphasis here is the need to develop strategies to retain the expertise of current leaders and teachers. For example, schools could commence systematically recording their processes and developing mentoring programs for staff. The Commonwealth, State and Territory Governments could assist by establishing a national body for education leadership and teaching to promote knowledge learning and accreditation. Financially they could also assist by encouraging 'retiring' staff to remain actively engaged in schools through Super Top-up schemes and the provision of consultancies and part time work.
The Interrelationship of Education with other Government Activities
Although this article set out to explore the restructuring of the education system the interrelationship of Government activity demands a wider sweep. Education cannot just be looked at in isolation, particularly if Governments are looking at their responsibilities in all areas of public expenditure. A quality management approach demands that the starting point should be to consider the interrelationship of these organizations. Certainly from an expenditure point of view their relationship is well understood by senior education bureaucrats and school principals. New police stations and extra police means less money for health and education.
When I examined the current organization of DEET and focused on 'learning and nurturing' as the core function aspects of education provision, it would appear the existing system is based on historical development, ignores the changing demands of society and has prevented synergies across the structure. For example in Victoria, the Blackburn Report, over ten years ago identified the need for the blurring between senior levels of secondary education, TAFE and community education.
The provision of child care and pre schools are other key area that need to be addressed instead of the haphazard, poorly targeted and inadequate efforts that have evolved over the past fifty years. This situation is highlighted in Victoria by the Commonwealth Government Grants Commission figures which reveal pre school fees have risen 120% in the past five years as up to 50 community kindergartens have closed. Nationally the average kindergarten expenditure was $18 per head of population and Victoria $10 (The Age, 26th May 1999).
What is particularly frustrating is that there is more then sufficient evidence to suggest that the first eight years are crucial in the development of an individual's intellectual skills and ability to socially engage. Efforts to effect change or remediation after this period are far more difficult and take considerable more resources. Already the Early Years program which initially targeted Prep to Year 2 students has indicated the benefits of allocating resources in this time period (Victorian Primary Principals' Conference, May 1999).
The Need for Change in Approach
Historically both State and Federal Governments have been reluctant to involve themselves in these areas because of fears of increasing public expenditure. However, the cost of not doing anything is increasingly being felt, as our prisons are full of unskilled and disengaged individuals costing the public millions of dollars. For example, the three new prisons in Victoria are estimated to cost 140 million dollars (1999-2000 Victorian Budget Papers Media Release, May 1999). The estimated cost of burglary in NSW was $1.2billion per year and the average yearly cost per prisoner $55,000 (NSW Bureau of Crime Statistics and Research, January 1999). At the same time the cost of educating a student at Ruthven Primary School was $4,718.
As noted earlier current education provision in Australian has been arbitrary divided into various levels depending on age, the level of complexity of the curriculum and whether is has been defined as care, education or employment training. It is then further fragmented and divided between the Commonwealth, State and Territory Governments and various Departments/Ministries. There is no overall framework for interrelationships to be developed within this structure or unifying vision and in practise is disjointed and inefficient. Clearly a new national structure needs to be developed that would allow synergies to be developed between these elements in response to the needs of society, co ordinate Government responses and eliminate duplication, thereby improving both the effectiveness and efficiency of the system provided.
Later in this paper I have outlined a model that would bring together the current areas of Police and Emergency Services, Education, Health and Local Government into 'education provision and planning'. In addition the historical and artificial division between childcare, pre schools, schools, TAFE, Universities, adult and community education, would be removed and they would be viewed as 'learning activity sites'.
Changes and Forces Shaping Australian Society
Changing Values, Work Patterns, Social and Family Structures
The demands of Australian society have been changing since the early 1960s in regard to education provision. A more highly educated and skilled workforce has been required, as Australia has moved from a primary, industrial and manufacturing based society to a tertiary (financial, information, communication and services) wealth-creating world. In the late 1990s and beyond, where rapid and increasing change is expected, what sort of skills; values and attitudes are required? How are we attempting to provide for these needs?
At present, efforts and debate would appear to be addressing the needs of the 1970s and 80s - basic literacy and numeracy for all. Today the demands to function successfully in society are far more complex and require increasing skills and greater sophistication of understandings of human activity and value systems. Not only do people need basic literacy and numeracy skills, but a future based on tertiary activities and world interconnectivity - different values, understandings and interpersonal and communication skills are required.
The issue of how and where individuals derive their values is complex and needs greater exploration. In our society organised religion is increasingly being seen as irrelevant as is the traditional family unit, so where do people gain their values and make sense of the world? What role should education play? Why is the acquisition of interpersonal and communication skills so undervalued in our education provision when in the future people will be working in service and information industries?
Perhaps the most important discovery we have made in the past twenty years is the interconnectivity of the physical and human world - that we live in a contained system, physical and human, that is made up of interconnected relationships. The discovery of DDT in remote areas of Canada and Alaska in the1960s brought this home in the physical world. However, we are still struggling with the human aspect, such as how a war in Yugoslavia results in riots in China and refugees in Tasmania.
Dr Peter Ellyard strongly argues the case that the strongest forces shaping world societies is an improvement in technological/ information communications and data on the environmental impact of existing technological practices (Key note address Leadership Conference for Principals and Early Years Coordinators, March, 2000). He suggests that there is a worldwide realization of the interdependence of planetary systems and that this is increasingly being reflected in human interaction and organizations.
This view of the world also reaffirms the work of Deming and in Victoria over the past three years the Australian Quality Council (AQC) has worked closely with all levels of the education bureaucracy to introduce his approach into management and teaching practices. Although not extensive the early evaluation suggests a very positive benefit with improvement in staff morale and student learning outcomes.
The key elements of 'Quality Management' are based on developing a clear 'Vision', strategic planning, systems thinking, relationships and the seeking of continuous improvement. Crucial to this approach is identifying and focusing on the 'core activity' of the business and working 'on the system' and not 'in it' when reacting to events and change. The focus on apportioning blame on systems and processes rather than on individuals and when things go wrong is a real paradigm shift in the way relationships operate in the workplace. You blame the process and work on that to make continuous improvements.
The Need for System Thinking in Developing Education and Social Frameworks
This understanding of interconnectivity has now made us realise the importance of being system thinkers and that we should work on the underlying reasons and not just react to the events they cause. Simple 'quick fix' solutions to events or activities are examples of working in the system and not addressing fundamental causes, 'the why', and working on the system. For example, to deal with the people who recently broke into my house to feed a drug habit are caught, or overdose, we have developed better policing, more prisons and health systems. Historically we have focussed on the actions of people instead of ways to address their value systems and disengagement from society - the why. The Western Australian and Northern Territory mandatory sentencing laws are a logically extension of this approach where public money (at a going rate of $55,000 a year) is wasted on $20 crimes.
Examples have also been noted earlier of this interconnection in the areas of major State Government expenditure and responsibilities namely Health, Education and Policing/Law enforcement. Clearly, major social issues and disengagement such as drug taking, dysfunctional families and suicide in young, rural and indigenous communities straddle these areas of responsibilities and impacts greatly on every aspect of society. Local Government is another area of overlap, particularly in regard to pre school provision and providing training and assistance to voluntary organizations and small businesses.
A New Model of Educational Provision - Community Learning Centres
In this section I have tried to advance the debate by suggesting a new paradigm for the way we view 'education provision'. Rather than taking the existing system and attempting to make it more efficient by outsourcing or cutting out a function or level of bureaucracy I advocate that we approach this task by creating a vision and a new framework. This framework is built around four interconnecting elements, which would underpin education provision:
- utilisation of advances in communication technologies or technology induced change
- developing a 'vision' - values and understandings to identify the core functions of educational provision
- creation of an organisational and learning structure built on 'Quality' management approaches and our increasing knowledge of learning processes
- addressing the new needs of society.
Community Learning Centres
This new model is based on providing a 'one Shopping Centre Complex' approach to the provision of resources for communities. It suggests that City Council libraries, sporting facilities, crèches, pre school and health centres, kindergartens and schools be relocated to a single site. Government and semi-government agencies in particular could re examine their historical responsibilities and their provision of resources and build joint 'multi functional social, educational and recreational centres'. These facilities I have referred to in an earlier paper as 'Living Community Learning (L.C.L.) Centres' (Sexton, Prime Focus vol 3,No1, November 1996).
The range of activities a 'Centre' provided would depend on its particular focus. For example, in a rural setting its focus might cove pre-school through to TAFE while in metropolitan areas Pre- school to year 9 or Year 10- to TAFE. Imagine the local council library, sporting facilities and playgrounds built around a complex housing a crèche, kindergarten, health centre and your school. Imagine the quality and interaction of services that could be provided to a community. These Community Learning Centres' would consist of three core functions:
- Extended quality childcare, health and family services.
- Learning activities covering the traditional areas of Education- (eg; libraries, kindergartens, schools and adult training centres) and Recreation - (eg; sporting ovals, gymnasiums, swimming pools, music and art facilities)
- Cultural- (eg; Council offices, religious observances, meeting rooms, exhibition facilities and auditoriums).
The traditional 'school' would be designed as part of a 'multi functional social, educational and recreational centre' and way they operated would change. They would become integrated into a facility operating from 7.00am to 6.00pm and provide a range of services. An idea strongly supported recently by the Prime Minister John Howard.
For example, children could arrive at the 'Centre' at any time from 7.00am through to 9.00am depending on the needs of families and individual students. At these times a range of services would be provided from childcare through to recreational and educational needs. Educational hours could be from 9.00am-3.00pm, however, there would be provision for recreational and cultural periods and flexible timetabling. Recreational, social and cultural hours could be from 3.00pm -6.00pm and again would depend on individual student and family needs. Families with children under the legal school age could access the 'Centre' as required and continue their home based parenting.
Provision of an Interconnectivity of Learning Focus
Similar with how good teaching practice links students' knowledge across the curriculum then this approach enables the development of systematic planning to link students' learning across the various aspects of their lives; social, educational and recreational.
- Maximum use of existing resources by combining, redesigning and extending their availability and use.
- The 'core functions' of the L.C.L. Centres to reflect the recreational, social and cultural activities of communities.
- Teaching and learning models to be developed and integrated with students' recreational and social activities; not compartmentalised and isolated as they are today.
The approach also allows the concept of continuous personal development and the structure to enable flexibility of approaches to student learning. 'Teaching' focus would be on students developing: basic learning tools; higher order thinking and problem solving abilities; confidence; communication and social skills through a range of experiences and different learning modalities. Students would then use these skills to gain the knowledge required by them and society.
Centre Facilities
The 'Centre' facilities would reflect a mix of those resources currently available, however, now provided in isolation in our communities. It would provide for the core functions outlined earlier and be structured around these:
- A 'Caring' area containing extended quality child care from 7.00am- 6.00pm, health facilities and providing family services.
- A 'Learning' area containing preschool through to adult training depending on the 'Centre's' focus. This facility would have 'home rooms' and a number of learning activity areas that would be designed with flexible walls to be multi dimensional. The key features would be a 'library' linked to the learning areas and providing computer and audio visual links and a science and technology facility area with an 'interactive theatrette' to provide both entertainment and information sessions.
- A 'Living' area containing the recreational facilities with gardens, sporting ovals, gymnasium, music and art facilities, meeting rooms, exhibition facilities, auditoriums and food service.
Staffing
These 'Centres' would have a range of staff attached to them. These would include: teachers and educational consultants; child and health care workers; recreational staff (specialist skilled staff eg; gymnastic coaches, music, drama and dance); psychologists; social workers; speech pathologists and family counsellors. Teachers and educational consultants could be involved in both core and recreational activities depending on the hours they wished to work and their specialist skills. Their hours could vary from 7.00am- 10.00pm depending on the programs and roles they are performing. Yard duty as a function of their role could vanish, with student 'breaks' supervised by recreational and child care staff.
Clearly, there are issues such as 'duty of care' and the safety and security of students that would need to be taken into consideration in planning the provision of services to students. The provision for the development of interpersonal relationships between students and staff would also be a key planning focus.
Recommendations for the Development of a National Strategy Plan
We must rethink our paradigm of education provision. Rather than considering what is, or may happen, we should be developing a vision of what our society should be and working towards this realisation. Below I have made eight recommendations to commence the process of developing a National Strategy Plan for educational provision in Australia.
1. Maintain school leadership and teacher expertise and do not allow it to dissipate through retirements over the next 5-15 years.
2. Hold a national process including a 'Vision Summit' to develop a clear vision of where Australia will be heading with the focus on the role of education.
3. Establish a National Steering Committee to implement the recommendations of the Summit.
4. Establish National and State level Ministries of Learning and Society with a focus on providing synergies and alignment of traditional social agencies such as education, employment and training, health, law enforcement and religious groups.
5. Establish a National Body for education leadership and teaching for the promotion of the knowledge of learning and accreditation. Although this body would have a National focus it would be State and regionally based, for example, the Australian Principals Centre in Victoria which provides training and accreditation and involves State, Independent and Catholic sectors.
6. Broaden the narrow traditional focus of schools and create Learning Centres encompassing the range of community needs.
7. Redesign curriculum and pedagogy to reflect the changing needs of society and developments in information technology and new understandings of learning styles.
8. All individual school leaders and educationalists seek to promote the value of life long learning in their communities.
There have been few times in the world's history when through the alignment of significant technological and cultural events a major social change occurs that shapes the world for hundreds of years. Currently we are experiencing such a situation as the world is undergoing rapid and widespread environmental, information, technology and communication changes that are challenging traditional social and cultural values. It is an uncertain period where anything seems almost possible but the way forward is unclear. Personally I think it is a wonderful time to be alive for if we take up opportunities being provided we may truly amaze ourselves by what we achieve.
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ABOUT THE AUTHOR
Christopher Leo Sexton has been a practising primary principal for twelve years and for the past five has been principal of Ruthven Primary School in Reservoir a northern working class suburb of Melbourne. During this period he has drunk immense amounts of coffee and had wild and grandiose plans for improving the teaching and learning of students. He is, however, very passionate and committed to encouraging primary principals to develop their professional skills and to the realisation that they must engage in the debate about the importance and status of learning in society.
While thinking about and writing this article he became strengthened in his belief about the fundamental and important role education plays in our society. As a school leader and educator he believes it is vital that we try to shape this future structure. He is an avid reader and sometimes writer for educational journals and continually has stolen shamelessly (with acknowledgment) ideas to improve his skills as an educational leader.
Since 1996 he has been a foundation member of the editorial board of Prime Focus a journal for Australian primary principals. Finally as a third generation Geelong Football Club supporter he understands that life is all about the journey, its highs and lows and sustained on the promise of the next season.
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