Whole-school framework for implementation June Neill, WELB Nicola Lynagh, RTU

a society where equality and diversity are valued and relations within and between communities are strong. My vision for the future is one where schools are vibrant, self- improving communities of good practice that meet the needs and aspirations of individual pupils and prepare them to take their place in building the type of society to which we all aspire for the next generation. I want to ensure our children and young people have the skills and attitudes to ensure a society where equality and diversity are valued and relations within and between communities are strong.

Moral Imperative As an educator, what has struck you from what you have heard so far? What will you do with what you have heard?

Legal Framework: Age Disability Gender Race Religion / politics Sexual orientation Educational Policy Levers ESAGs Policy School Development Planning CRED Policy Economic Levers Securing conditions for economic growth (Derick Wilson, UNESCO Centre, UU). Other Imperatives: The Levers for CRED

The starting point is not system change or change in those around us, but taking action ourselves... M Fullan 1992

Ethos/Culture “School culture/ethos is the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the 'persona' of the school," Ref: Kent D.Peterson Ethos/culture is in some respects intangible, to do with the ‘feel’ of a school, with that which is experienced but, since it is also taken for granted, may not easily be articulated; Ethos/culture is both official and unofficial; Ethos/culture emerges from everyday processes of relationships and interactions and it concerns norms rather than exceptions.

Reflective Question s: In Pairs How do you evaluate your school ethos? – How would a stranger describe your school? – What would they notice about the people & how they communicate? – What would they notice about the place? – What would they notice about the young peoples conversations?

. Just as a starfish applies slow and steady pressure from each of its five arms to open the single powerful muscle that keeps an oyster together, focusing upon the 5 Ps helps educators apply persistent pressure to overcome challenges.

The Five Ps Ref: J. Novak and W. W. Purkey People Policies Places Programme/Curriculum Processes

Theory into Practice—The 5 Ps Human potential can best be realized by – places, – policies, – processes, and curriculum specifically designed to invite development, and by – people who are intentionally inviting with themselves and others. The 5 Ps provide a framework to collaboratively address, evaluate, modify, and sustain a positive total school environment.

People “ Everyone matters and every way we do things matters” Novak & Purkey Every person in the school is an emissary of CRED. People create a respectful, optimistic, trusting, and intentional society

Places Classrooms, offices, hallways, canteen, library, playgrounds, and toilets are clean, neat, attractive and well-maintained, they show that people care about the entire school. Even if the building is ancient…

Policies Polices influence the attitudes of those involved in the school. It is especially important to develop inviting/living policies Policies should pass the litmus test of :-Do they reflect trust, optimism, respect, care, and intentionality for everyone in the school? Policies include mission statements, directives, codes, rules—written and unwritten—regulating the school.

Programmes/Curriculum Programmes that support young people to learn to work with others in a robust manner.

Processes Processes are characterised by a democratic ethos, collaborative and cooperative procedures, and continuous networking among teachers, students, parents, staff, and the community. Democratic processes are paramount in which those who are affected by a decision have a say in its formulation, implementation, and evaluation. Processes can be simply defined as “the way we do things in this school.”

The Jelly Analogy Everything is connected. The total school is like a big bowl of Jelly: if it is touched anywhere, the whole thing jiggles. Thinking about people, places, policies, programs, and processes— each within a framework of trust, respect, care, optimism, and intentionality—provides a strategy for systematic transformation of the whole school.

7 pillars for Change Excellence Benefits understood Commitment to a shared vision Clear plan Team approach Realistic targets Clear communication Support framework

What is the difference you are making as a leader in relation to CRED? What difference collectively can the school make? How will you sparkle the change? Vision Building for the young people

WHAT? SO WHAT? NOW WHAT? Terry Borton, 1970, Reach, Touch and Teach 19 REVIEW AND REFLECTION What more did I learn about CRED? What difference collectively can the school make? What is the difference I want to make? What are my strengths in being a success with these changes? How will I Start? From James Flaherty, Coaching - evoking excellence in others 2005