Every Student Succeeding-State Schools Strategy 1831-2021

Introduction

This year, Queensland Government released a document titled Every student succeeding - State Schools Strategy 2017-2021 highlighting a plan for school improvement. Improving reading and writing for all students was listed as a core goal thus creating a spotlight on the teaching of reading and writing within schools. As a result of this, the principal of a state primary school in the Metropolitan region of Brisbane decided to update their existing reading policy as it had not been reviewed for quite some time. The following paper is an analysis of school’s organisational culture in readiness for a change to the existing reading policy. Sullivan, Sullivan and Buffton (2002) believe implementing rapid change to an organisation is

style of leadership, workplace ethos, socio-economic and cultural features of the community and students; profile of staff)?

The culture of the school will be explored using Schein’s (1999) three levels of culture theory: artefacts, espoused values and shared tacit assumptions.

The first level is the visible organisational structures and processes, ‘artefacts’ which are the observable elements such as symbols, behaviours, language used, and physical layout of the area (Devi Ramachandran, Choy Chong & Ismail, 2011). There is a general sense at this school that teachers are very busy, dedicated and professional. Work is fast paced. This is evident by the presentation of staff. Teachers dress is smart casual. Conversation is professional and curriculum led. During breaks, teachers are either working in their classrooms or with extra-curricular activities. The administration team’s office doors are open and the principal is readily available at all times. The school’s motto ‘Striving For Excellence’ is displayed throughout the school and the principal makes it clear that this is not only aimed at the students but also an expectation of the staff. Students’ reading levels are graphed and displayed. At a surface level it would appear that this is a very established institution with knowledgeable and capable

Schein (1999) describes this as the ‘espoused values’ – values and beliefs that are usually formalised through documentation. The curriculum documents of the school clearly state the values of fairness, respect, excellence, self-esteem and honesty. Every student succeeding - State Schools Strategy 2017-2021 documents are displayed on noticeboards highlighting reading as one of the state’s core learning priorities. Discussions with teachers as informants reveal a sense that these values are embedded throughout each aspect of their work. Planning documents report that students spend fifteen minutes a day silent reading in class and half an hour to an hour a day participating in guided reading rotations. The principal has regular meetings with the teachers to discuss planning, data and student success. Expectations are high and the principal expects the values to drive their