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A View Through the Lens of a Principal

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A View Through the Lens of a Principal SECONDARY SCHOOL ORGANISATION: A VIEW THROUGH THE LENS OF A PRINCIPAL A portfolio submitted in fulfilment of the requirements for the award of the degree of Doctor of Education from University of Western Sydney by Alan Thomas Deece, B.A., M.Ed., M.Ed.Admin., T.C. October, 2004 DEDICATION To Barbara, without whose encouragement, support and understanding this project would not have been completed. To Andrew and Michele for all your help, particularly in assisting with computing issues. To Jackson for the future that is his. ii ACKNOWLEDGMENTS Those who have contributed to this portfolio at both a professional and personal level are too many to name individually, but their support and guidance will always be remembered with gratitude. Particular gratitude is owed to my supervisors. Dr Steve Dinham was my first supervisor. His patience, insight and inspiration throughout much of this study is particularly acknowledged and appreciated. Dr Allan White took over when Steve left for the University of New England. Though surprised that he inherited me, Allan has been particularly helpful in bringing this project to a conclusion. His insightful ideas and assistance are gratefully acknowledged. Professor Christine Deer’s help in 2003 in reading the overarching statement and providing assistance is also acknowledged. In particular her help in unifying the portfolio is greatly appreciated. Finally, I am grateful to Associate Professor Beth Southwell for reading the final portfolio and offering valuable advice. I wish to acknowledge the contribution of all the teachers and students who have so willingly offered their expertise and energy in each of the research projects included in this portfolio. Completing questionnaires, agreeing to be interviewed and providing insightful comments have contributed greatly to the completion of this project. iii The work presented in this portfolio is, to the best of my knowledge and belief, original except as acknowledged in the text. I hereby declare that I have not submitted this material, either in full or in part, for a degree at this or any other institution. …………………………………… (Signature) iv CONTENTS Table of Contents i Appendices v List of Tables vi List of Figures vii List of Tables in Published Papers viii List of Figures in Published Papers ix Abstract x PART 1 Chapter One Introduction 1.1 Background 1 1.2 School Research 4 1.3 Structure of Portfolio 7 1.4 Summary 11 1.5 References 12 Chapter Two Overarching Statement: Evolution and Change in Secondary School Organisation 2.1 Historical Development of the Research Topic 14 i 2.2 Rationale 21 2.3 Responding to Literature 2.3.1 School organisation 23 2.3.2 Learning community 25 2.3.3 Recentralization of control 29 2.3.4 Changing structures 31 2.3.5 Principal leadership 33 2.4 Methodology 37 2.5 Findings of the Research 44 2.5.1 Changing the system 48 2.5.2 Changing the structure Of secondary schools 51 2.5.3 Middle management: a critical issue 54 2.5.4 A first learning culture 59 2.5.5 School choice 61 2.6 Conclusion 65 2.7 References 67 Part 2 Chapter Three Education For All: The Development and Organisation of Government Secondary Schools in NSW Introduction 77 Article 79 ii Chapter Four Reforming the HSC Introduction 128 Article 129 Chapter Five Changing Secondary Structures: Research into Four Secondary Schools Introduction 169 Article 170 Chapter Six The Right Choice: The Decision Making Process of High School Selection Introduction 214 Published Article 216 Chapter Seven Perceptions and Reality of the Work of the Secondary Head of Department Introduction 233 Published article 235 Chapter Eight The Leadership Capabilities and Decision Making of the Secondary Head of Department Introduction 246 Published Article 247 iii Chapter Nine Problems and Solutions Encountered in Shaping a New High School Culture and Identity Introduction 262 Published Article 263 iv Appendices A: Survey instrument used to gather data for ‘The Right Choice: The Decision Making Process Of High School Selection’ 294 B: Article from ‘The Weekend Australian’, 5-6 August, 2000 297 C: Article from ‘Canberra Times’ Wednesday September 13, 2000 298 D: Article reporting the ‘World of Work of the Secondary Head of Department’ from Inform 299 E: Copy of ‘The Secondary Head of Department Key Link in the Quality Teaching and Learning Series 302 F: Results of a survey of the first group of Year 12 students to complete all their secondary education at New High School 335 G: Survey instrument used to gather data from school staff involved in the development of structural change 337 H: Survey instrument used to gather data from students in Year 9 and Year 11 English classes concerning their ideas on the organisation and curriculum structures of their schools 338 v List of Tables Table 2.1 Research papers of the portfolio 20 Table 2.2 Development of government secondary schools to 1950s 81 Table 2.3 Development of curriculum assessment practices in NSW schools 98 vi List of Figures Figure 1.1 Planning cycle for a comprehensive secondary school 8 Figure 2.1 Changing secondary structures 28 Figure 2.2 The change process in schools 33 Figure 2.3 Structure of the portfolio 47 Figure 3.1 The school system of NSW after 1962 90 vii List of Tables in Published Papers Table 6.1 Reasons for choosing a secondary school. Factors ranked as most important and important 221 Table 6.2 Factors considered not very important when choosing a secondary school 222 Table 6.3 Source of information about the school (expressed as percentages) 223 Table 6.4 Reasons for selecting a secondary school rated on “most important” by students choosing a government or non-government school expressed as a percentage 225 Table 9.1 Enrolments and school Developments 275 viii List of Figures in Published Papers Figure 9.1 Shaping a new high school culture 269 Figure 9.2 Core beliefs developed at a new high school 272 ix PART ONE CHAPTER ONE INTRODUCTION 1.1 Background In looking at what schools of the future might be like, we might be inclined to ask the dumb questions, ‘Why do we need schools anyway? Would we be better off without them?’ Society is not ready to scrap its schools without having something reliable and proven to put in their place; but is it safe to conclude that schooling provisions will evolve, and probably rapidly into something quite different from what was known in the previous century (Beare, 2001, p. 186). Few things are more important to the wellbeing of our youth and our society than the education system. It is not just a statement of the obvious, but also a passionate belief of mine. For many years, New South Wales government secondary schools have provided education for the 12 to 18 year olds. Such certainty may not be the case in the 21st Century. 1 Changes in the organization, curriculum and leadership of secondary schools will occur. Changes in our knowledge of teaching pedagogy, changes in Australian society, changes in the role of teachers, changes in government policy and priorities and changes in information technology that potentially could lead to changes in how secondary schooling is delivered are just some of many influences that potentially could lead to a new concept of secondary schooling. The changes that will occur will require proactive planning and leadership within schools to ensure that an improvement in learning outcomes for the students results. The research articles presented in this portfolio originate from questions and concerns about the organization, leadership and practices of government secondary schools in NSW. There are presently 395 high schools and 66 central schools providing secondary education in government schools (DET, 2004 Directory, p.55). Of these high schools, 98 are specialised in some way – selective, performing arts, sports, technology, senior and multi campus (Vinson, 2002, p. 126). Over one quarter of schools are now specialised in some way, leaving just under 300 comprehensive high schools. Of these, 30 are single sex. The Department of Education and Training in NSW now says that it does not offer a system of comprehensive high schools, but a comprehensive system of high schools (Vinson, 2002, p.127). As a principal of a government high school, I was attracted to the professional doctorate by the claim that it was based on the workplace and concerned with the practice of schooling, rather than solely the theory of schooling. I have seen the 2 journey through the degree as being very much the ‘how’ of secondary schooling rather than the ‘what’. The specific focus of the research is to examine how NSW government secondary schools came to be where they are today. Change in secondary schools from both the systemic and school level is examined. The issue of the selection of a school by parents and students is also considered. And finally, development of an initial learning culture in a new high school was also a focus for research. The title of the portfolio is `Secondary School Organisation: A View from the Lens of a Principal’. The exclusion of words restricting this title to type, location and specific organization is deliberate. Although my research for this portfolio was conducted within specific comprehensive schools, including such restricting words would preclude the acknowledgment of the many and varied ways in which the organization and delivery of secondary education in government schools take place. Although for educational reasons principals and teachers organise schools in different ways to present different curricula, what students learn is not restricted by such organisational patterns. From a study of the current structures of secondary schools, I have conducted research into how the organization of secondary schools can affect student outcomes.
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