Socioeconomic Factors, School Culture and Professional Environments
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In this weeks blog I will write about current issues in my professional context. Critically analyse issues of socioeconomic factors, school culture and professional environments in relation to my practice.
Stoll (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London.
www.reap.org.nz
In this weeks blog I will write about current issues in my professional context. Critically analyse issues of socioeconomic factors, school culture and professional environments in relation to my practice.
Firstly, what are socioeconomic status of the community, school culture and professional environments?
According to the American Psychological Association (APA), the socioeconomic status of a family is “a combination of education, income and occupation” (APA, 2016). The socioeconomic status of a community reflects the collective background of the families residing there.
Stoll (1998) defines school culture along three dimensions, the relationship among its members; the organisational structure including the physical environment and management system; and the learning nature. Some internal and external factors that shape a school's culture include the school's history, the students' socio-economic background, external contexts such as national educational policies, and societal changes (Stoll, 1998).
The OECD (2015) measures the school environment based on instruction time, student-teacher ratio, teachers’ salaries and teachers’ working time.
Vera
References:
My role as the playgroup facilitator is, to devise relevant programmes of work with appropriate planning, evaluations, assessments and resources. Provide a safe playbased programme for the tamariki based on the Te Whariki Curriculum. Improve numbers of attendance at the playgroup by data collection and analysis. Collaborate and co-construct improvements with leadership and our community. By meeting regularly with my ECE coordinator and other staff related to daily running of the playgroup. Therefore, there is playgroup culture that has just started in this community and organisation. We have our own group of mums,nanas and carers and children who attend.
We have hour own way of being together and getting to know one another interacting,engaging and learning from each other. We share our experiences and ideas about parenting, child birth, breast feeding, teaching children to learn and if technology has a place in the home in the early years and other issues we face socially, culturally and economically e.g. lack of jobs or the price of food in troubled times especially following the huge impact the APRIL FLOOD had on Edgecombe and neighbouring areas.
REAP provided a huge support to the people in the Eastern Bay area during this very trying and devasting time. We realised the issues facing the well-being of others not only educationally but financially and economically. It has long-term implications of the people of this area and has changed the socio-economic, culture and environment of not only the schools and structure of the community.
REAP set up at the War Memorial Hall Whakatane, during the school holidays a place and temporary playgroup where flood affected families and evacuees could go and spend time together. Especially those who had lost their homes. These are immediate examples of socioeconomic status of a community affected by natural disaster and the elements. Professional environments and volunteers supporting and networking to manaaki, tautoko and awhi others during a tragic time and adversity.
I don't teach in a school but indirectly working with REAP we work with and alongside hapu, whanau and the extended and wider communities with educational needs, aspirations and concerns.
REAP helps support schools in the Eastern Bay region with groups of children that we can devise activities and programmes of work to suit their educational and family needs.
The socio-economic community REAP services in the Eastern Bay area are families in rural areas range from very low-income to high income families. REAP provides educational activities and programmes according to what the community,school or families have asked for.
Therefore the professional environment where I work is a complex and diverse one. We cater for many people in various ways in the education sector whether it be in their own communities, in their home or on the REAP premises here in Whakatane, Kawerau or Murupara Offices. There are other REAP offices around New Zealand. The REAP building where I work also hires out their rooms for conferences and workshops to the public. Some of these range from presentations about e.g. Brain Development with the Brainwave Foundation to teaching about Organic Food and Nutrition. The whare has a mutli-purpose and brings many people together.
We as a team, comprise of a large staff, with many roles and responsibilities ranging from CEO to the cleaners. We have a culture which is supportive to each other and to the immediate and wider community. We meet every week. We have full- time and part-time staff most of whom are in permanent positions of work and are based on site.
One of our biggest issues as the REAP Whakatane Community Playgroup, is that our building is situated right in town and this might be difficult for some young mums/carers to access our resources. We have ideas about how we can better access our families in the outer regions and this will be the next exciting chapter in my practise and as the supported playgroup facilitator. So watch this space.
We have hour own way of being together and getting to know one another interacting,engaging and learning from each other. We share our experiences and ideas about parenting, child birth, breast feeding, teaching children to learn and if technology has a place in the home in the early years and other issues we face socially, culturally and economically e.g. lack of jobs or the price of food in troubled times especially following the huge impact the APRIL FLOOD had on Edgecombe and neighbouring areas.
REAP provided a huge support to the people in the Eastern Bay area during this very trying and devasting time. We realised the issues facing the well-being of others not only educationally but financially and economically. It has long-term implications of the people of this area and has changed the socio-economic, culture and environment of not only the schools and structure of the community.
REAP set up at the War Memorial Hall Whakatane, during the school holidays a place and temporary playgroup where flood affected families and evacuees could go and spend time together. Especially those who had lost their homes. These are immediate examples of socioeconomic status of a community affected by natural disaster and the elements. Professional environments and volunteers supporting and networking to manaaki, tautoko and awhi others during a tragic time and adversity.
I don't teach in a school but indirectly working with REAP we work with and alongside hapu, whanau and the extended and wider communities with educational needs, aspirations and concerns.
REAP helps support schools in the Eastern Bay region with groups of children that we can devise activities and programmes of work to suit their educational and family needs.
The socio-economic community REAP services in the Eastern Bay area are families in rural areas range from very low-income to high income families. REAP provides educational activities and programmes according to what the community,school or families have asked for.
Therefore the professional environment where I work is a complex and diverse one. We cater for many people in various ways in the education sector whether it be in their own communities, in their home or on the REAP premises here in Whakatane, Kawerau or Murupara Offices. There are other REAP offices around New Zealand. The REAP building where I work also hires out their rooms for conferences and workshops to the public. Some of these range from presentations about e.g. Brain Development with the Brainwave Foundation to teaching about Organic Food and Nutrition. The whare has a mutli-purpose and brings many people together.
We as a team, comprise of a large staff, with many roles and responsibilities ranging from CEO to the cleaners. We have a culture which is supportive to each other and to the immediate and wider community. We meet every week. We have full- time and part-time staff most of whom are in permanent positions of work and are based on site.
One of our biggest issues as the REAP Whakatane Community Playgroup, is that our building is situated right in town and this might be difficult for some young mums/carers to access our resources. We have ideas about how we can better access our families in the outer regions and this will be the next exciting chapter in my practise and as the supported playgroup facilitator. So watch this space.
Vera
Stoll (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London.
www.reap.org.nz
