Capacity Building for School Improvement: Revisited by Patricia Stringer

By Patricia Stringer

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School stakeholders faced continuously with multidimensional and complex change demands find themselves adapting to new ‘ways of doing things’. In the New Zealand context, for example, complete or partial change to board membership every three years is an example of imposed legislative change necessitating stakeholder adjustment to a new regime of governance. It leads to inevitable flow-on adjustments and accommodation in practice. The new board or members have to be inducted on matters of school operations and governance roles and responsibilities.

Parents involved with home-school partnership programmes communicate and facilitate their own educational networks. Communication of knowledge by parents involved in school life make them educational leaders outside in the community. Their ability to be effective in the transmission of knowledge occurs because they are provided with information and their ability to contribute is enhanced by the strong learning culture that prevails in this school. CHANGE AGENCY ROLE: NETWORK BUILDING Data from this study indicates that internal and external networks of support are established for various purposes.

An improvement mindset has many dimensions. In terms of structure, the comments made were: the furniture has been painted, the handrail has been done. I think it impacts on the kids because they are in a bright attractive environment. Improving the image of the school involves all stakeholders getting involved and working together showing care, ownership, understanding and working together for a common goal which is for the betterment of the school. Care, ownership, understanding and working together achieve vision goals related to improvement.

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