BUILDING RESILIENT SCHOOLS

1. BUILDING RESILIENT SCHOOLS A FRAMEWORK FOR SCHOOL LEADERSHIP DEVELOPMENT

2. SCOPE • Meaning of the concept “resilience” • Resilient schools • Characteristics of ‘resilient schools’ • Usefulness of the framework for development • What can be done to increase levels of resilience?

3. MEANING OF THE CONCEPT ‘RESILIENCE’ • ‘Resilience conveys both the capacity to bent without breaking • and • the capacity, once bent, to spring back’ (Valiant, 1993) • ‘Resilience is the human capacity to face, overcome and • even be strengthened by the adversities of life’ (The Resiliency • Resource Centre, USA) • Important theoretical elements: • Salutogenic vs. pathogenic paradigm (solution oriented vs. problem • oriented) • Strengths approach (focus on strengths instead of weaknesses) • Hardiness(A perspective on the world characterised by commitment • control and challenge that protects people from harmful • effects of stress) • Thriving(in response to a stressor/crisis, people often achieve • higher levels of functioning than before the crises)

4. WHAT DO WE MEAN BY ‘RESILIENT SCHOOLS?’ • The concept ‘resilience’ was used more with reference to individuals. Only recently has the concept been used with reference to organisations and or communities. • Few articles appear in literature on ‘resilient schools’ • A South African Research Study by P. Christie and M. Patterson, two ‘school change’ researchers, applied the concept in exploring why certain schools succeed while similar schools – often in the same community – don’t. (1997) • Most of the schools described by them struggled with problems in their environments – poverty and unemployment, crime, violence, etc. • These schools were not free from problems, rather their • resilience manifested in the ways they faced and • resolved their problems.

5. CHARACTERISTICS OF A ‘RESILIENT SCHOOL’ • A sense of responsibility. • Leadership. • A commitment to teaching and learning. • Safety and organisation • Authority and discipline • A culture of concern • Governance and community relationships • Parental involvement • Relationships with education departments

6. A SENSE OF RESPONSIBILITY • A resilient school is able to recognise what sorts of things they are able to do for themselves, to muster necessary resources and to act. This can be: • in small ways within the schools (sweeping classrooms, picking up papers on the playground) • reaching out in ways that do not need resources (bringing in community people to help with maintaining of school boundaries so that drugs and alcohol are not sold through fences) • reaching out in ways that do involve acquiring resources (e.g. raising money, often from people outside the school, to • build a fence or buy computers) • The key is a preparedness to act and move away • from passivity and victimhood to active agency

7. LEADERSHIP • A resilient school has strong managers and leaders. They display the following features: • adaptability – willingness to change if something appears not to be working; • flexibility of approach – a willingness to try different things; • preparedness to consult with staff; • commitment – to staff, students, teaching and learning, and the school as a community; • concern for the wellbeing of the school – rather than a commitment for own careers; • sense of purpose – often stemming from a religious • or social commitments, as well as an educational • purpose; • courage – willingness to take risks, including being unpopular with staff or students.

8. A COMMITMENT TO TEACHING AND LEARNING • A resilient school has a strong educational vision. They view teaching and learning as their primary purpose. • It is an essential source of resilience and one of the key characteristics of success against the odds in disadvantaged schools in South African. • Successful schools in the study: • had well organised programmes of teaching and learning; • timetables were evident; • teachers and students were working inside classrooms; • movement between classes was purposeful; • attendance by staff and students; • discipline; • non acceptance of lateness and absenteeism; • ‘Time on task’ is an important ingredient of success

9. SAFETY AND ORGANISATION • A resilient school has the ability to provide a demarcated safe and orderly space for teachers and learners by: • maintaining physical boundaries and that of time and space; • working along regular routines; • maintaining social relations of authority, accountability and respect; • maintaining rituals such as assemblies and uniforms

10. AUTHORITY AND DISCIPLINE • A resilient school has a strong link between educational vision and discipline. • Disciplinary action against late-coming, absenteeism, substance abuse and ‘going out of hand’ were linked to educational purpose, rather than being seen as ends in themselves. • Consistent disciplinary practices are important. • Appropriate, accountable and legitimised practices are a source of resilience. • A vital feature in the maintenance of discipline is personal interaction – students are personally known by principals and teachers

11. A CULTURE OF CONCERN • A resilient school has a strong culture of concern demonstrated through the following: • leadership that takes the views of other into account; • personalised relationships with learners; • discipline that involves parents; • a focus on engaged teaching and learning; • sense of agency; • viewing the school as ‘family’; • past students still feel connected and visit schools.

12. GOVERNANCE AND COMMUNITY RELATIONSHIPS • A resilient school has strong, efficient school governing bodies on which parents have the largest numerical representation and where students are also represented in secondary schools. • Numerous difficulties must be overcome: • parents interest is neither constant nor sustained; • parents see schools as having responsibility for their children; • attempts to involve parents are seen as the school not fulfilling its responsibility. • A working relationship with the community is vital for protection against theft and vandalism. Making school facilities available for community meetings in exchange for keeping a watchful • eye over buildings.

13. PARENTAL INVOLVEMENT • A resilient school has managed to overcome the challenges of gaining parental involvement by: • At least having parents as a backstop in discipline; • Support in fund-raising and governance are difficult. • Creative ways to involve parents are needed, e.g. • Involve children in activities during parent meetings – conducting a play or displaying art. • Rewarding parents in some or other way who are involved. • Learn from schools who got it right.

14. RELATIONSHIPS WITH EDUCATION DEPARTMENTS • A resilient school maintains a healthy but not overly dependent relationship on the education departments. • School principals have a good grasp of current policy issues and debates. • Although contact with department officials are valued, principals expect to be able to operate with at least a degree of autonomy. • School principals can often be a source of information and advice to officials.

15. USEFULNESS OF THE FRAMEWORK FOR DEVELOPMENT • The study used an interesting mix of two school change research approaches: • school effectiveness • and • school improvement • Features of ‘resilient schools’ must not be used as a ‘checklist’ • Can you easily apply it to your schools?

16. WHAT CAN BE DONE TO INCREASE RESILIENCE IN SCHOOLS? • Some helpful ‘tips’ from the American Psychology Association: • Avoid seeing problems as road-blocks, but rather as obstacles that can be removed; • Accept circumstances that cannot be changed; • Develop realistic goals and move towards them; • Take decisive action in adverse situations; • Look for opportunities; • Keep a long-term perspective; • Maintain a hopeful outlook, expect good things and visualise what is whished for • Take care of your own body and mind. • Any other ideas?

17. CLOSING AND DISCUSSION • Strategies to ensure that schools are resilient learning environments can be implemented and are found to improve learning and behavior as well as teacher satisfaction . (Kevin Dwyer, American School Psychologist) • QUESTIONS, COMMENTS ARE WELCOME!