By Patricia Stringer
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The school recognises and delivers on its statutory and administrative obligations covering curriculum delivery, property, personnel, financial and health and safety requirements. Responding to such requirements can create tensions in practice as the vision, meant to be inspirational, has an added attachment of meeting regulatory mandates. The school manages such tensions by adhering to the principle of doing what’s best for all stakeholders. Compliance measures are addressed but so too are matters of educational importance.
In today’s society, schools are increasingly multicultural (Alton Lee, 2003; ERO, 2000; MOE, 2004) required to respond to immediate needs of diverse student/community populations. However, as ERO (2000) explains, respective legislative guidelines appear nebulous with schools experiencing difficulty interpreting goals and ascertaining if equity targets are being met in practice. Problems associated with multiculturalism extend beyond that of culture (ERO, 2000). Multicultural schools, generally located in poor socio-economic areas, may experience limited parental involvement and, in some cases, poor governance and management and weak or failed teaching provisions (ERO, 1996, 2006b).
1). Management of pedagogical change to improve teaching and learning is managed and scaffolded by all stakeholders working together. Unexpected random calls for change (sudden staff departure, for example) necessitate immediate action and the school’s ability to deal with the rapidity of such change may cause duress. Here, the school’s ability to cope indicates not only 37 CHAPTER 3 reliance on systems, processes and structures to buffer and absorb flow on change demands but, also, goodwill towards others in time of need.
Capacity Building for School Improvement: Revisited by Patricia Stringer