Reflective Entry 5 - Issues of ethics, society, culture and professional environments surrounding the application of a digital and collaborative learning innovation
My Innovation:
The focus for my digital and collaborative innovation was on improving the communication, cohesion and collaboration of our Senior Leadership Team through the use of Kanban Boards. There were many issues around how this could be successfully implemented in practice.Culture:
Firstly, the culture of the school.Stoll (2002) describes a key aspect of a school’s culture as the ways people relate to and work together; and the management of the school’s structures, systems and physical environment (p. 10). Communication and collaboration are a crucial part of this. An initial survey, undertaken at the beginning of my innovation, revealed that the majority of the Senior Leadership Team perceived communication and collaboration as a strength of the Team and school (see image below).
Communication_Kanban Board_Survey_Melinda Bell
However, upon further discussion and breaking down of the school systems, the perception was challenged and the need for strengthening cohesive communication and collaboration was identified. In fact, I would go so far as to say there is a perceived school culture which does not match the reality of the situation. Each school has a different reality or mindset of school life (Educational Leaders, 2020) but within our school there is a different reality and mindset of school life in terms of communication and collaboration.
Furthermore, the working culture of the school is that of contrived collegiality - teachers’ collaborative working relationships are compulsorily imposed, with fixed times and places set for collaboration (Stoll, 2002, p. 10). A sense of just in time collaboration and just in time communication.
The Kanban innovation attempted to address this by streamlining school wide communication, starting with communication from / within the Senior Leadership Team. Whilst originally introducing a Kanban Board that looked at initiative management across the school, following this key discussion a Communication Kanban Board was established (see image below).
A social issue that impacted or prompted my innovation is that of inequity. I define inequity here as unfairness or limited access to resources. In terms of the need for my innovation - there was inequity in communication amongst the Senior Leadership Team and therefore to all stakeholders. There was inequity in the way communication was shared, to whom it was shared, the time it was shared, and the consistency of the message communicated. The impact of this was directly connected to siloed teams. Cohesion and collaboration were fragmented. Watt (1997) insists that it is through teamwork, communications, and shared leadership that collective vision and effort develop. Addressing inequity in communication was an essential component of the Kanban innovation.
Engage in reciprocal, collaborative learning-focused relationships with:
The Kanban innovation was introduced to streamline communication and collaboration so that it would become effective between all stakeholders (Senior Leaders, Team Leaders and Teachers). An issue that occurred when first introducing the Communication Kanban Board was, as stated previously, that the majority of the Senior Leadership Team perceived communication as being clear, consistent and cohesive to all stakeholders. It wasn’t until further analysis and digging into the issue that those perceptions changed. The change occurred for Team Leaders but not the other members of the Senior Leadership Team.
This mis-match in the perception of Senior Leadership and Team Leaders also highlighted the need to narrow the innovation. The Team Leaders and I would have to prove the need for, and therefore worth of, streamlining communication through the Kanban board. We would have to enhance the professional relationship by creating a more effective digital and collaborative communication practice.
Educational Leaders. (2020). School Culture. https://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-culture
Stoll, L. (2002). School culture. SET: Research Information for Teachers, 3, 9-14.
The Education Council (2017), Our Code, Our Standards.
https://renew.teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Watt, W. M. (1997). Organizational communication and leadership: A collaborative philosophy
toward teaching leadership with syllabus. Journal of Leadership Studies, 4(1), 46-57.
doi:http://dx.doi.org/10.1177/107179199700400105
Communication Kanban Board
Society:
Social issues that may have an impact on Education can include racism, cultural issues, inequity, economic issues, gender issues, and ethical and legal issues.A social issue that impacted or prompted my innovation is that of inequity. I define inequity here as unfairness or limited access to resources. In terms of the need for my innovation - there was inequity in communication amongst the Senior Leadership Team and therefore to all stakeholders. There was inequity in the way communication was shared, to whom it was shared, the time it was shared, and the consistency of the message communicated. The impact of this was directly connected to siloed teams. Cohesion and collaboration were fragmented. Watt (1997) insists that it is through teamwork, communications, and shared leadership that collective vision and effort develop. Addressing inequity in communication was an essential component of the Kanban innovation.
Professional Environments and Ethics:
In New Zealand, educators are guided by Our Code Our Standards - Code of Professional Responsibility and Standards for the Teaching Profession. The key standard and indicators that connect to my innovation are:
https://renew.teachingcouncil.nz/content/our-code-our-standards
Professional Relationships.
Engage in reciprocal, collaborative learning-focused relationships with:
- learners, families and whānau
- teaching colleagues, support staff and other professionals
- agencies, groups and individuals in the community.
The Kanban innovation was introduced to streamline communication and collaboration so that it would become effective between all stakeholders (Senior Leaders, Team Leaders and Teachers). An issue that occurred when first introducing the Communication Kanban Board was, as stated previously, that the majority of the Senior Leadership Team perceived communication as being clear, consistent and cohesive to all stakeholders. It wasn’t until further analysis and digging into the issue that those perceptions changed. The change occurred for Team Leaders but not the other members of the Senior Leadership Team.
This mis-match in the perception of Senior Leadership and Team Leaders also highlighted the need to narrow the innovation. The Team Leaders and I would have to prove the need for, and therefore worth of, streamlining communication through the Kanban board. We would have to enhance the professional relationship by creating a more effective digital and collaborative communication practice.
References:
Communication_Kanban Boards_Survey_Melinda BellEducational Leaders. (2020). School Culture. https://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-culture
Stoll, L. (2002). School culture. SET: Research Information for Teachers, 3, 9-14.
The Education Council (2017), Our Code, Our Standards.
https://renew.teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Watt, W. M. (1997). Organizational communication and leadership: A collaborative philosophy
toward teaching leadership with syllabus. Journal of Leadership Studies, 4(1), 46-57.
doi:http://dx.doi.org/10.1177/107179199700400105
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