Holistic changes in school structure and organization

grantor: University of TorontoIn this thesis I examine the bureaucratic structure and organization of schools developed within social systems that reflect a western, industrial-based, consumer-oriented, patriarchal and anthropocentric orientation. I proffer that these structures are inhibiting factors that impede many dedicated educators from implementing innovative programs. I argue that our schools need to embrace more organic models that view problems and solutions as systemic and promote holistic development of our institutions. My research is a story, revealed in a case study and reported as a narrative, of the staff of a junior high school who embark on a transformational journey toward creating a holistic school structure and classroom organization. The foundational transformation is the creation of a team of three teachers and approximately 75 students. This community of learners, located in one large classroom, is inclusive and remains together for three years. The day is blocked and the team of teachers is responsible for all the core subjects and delivers them on their schedule. Other transformations include the use of integrated curriculum, authentic student assessment (centered around student-led conferences based on portfolios), and community partnerships. Administration has been changed from a hierarchical principal - vice-principal - teacher organization to an administration team that includes a teacher member from each classroom team. In order to frame the narrative analysis, I review historical influences, including progressive education, team teaching, open and middle school movements. This history, along with an in-depth look at long-term student-teacher relationships, the essence of the project, provides a vivid backdrop for the Jubilee Junior High School story. Using interviews, observations and documents from the teachers, students, parents, and community members who were involved, as well as my personal experience as principal and researcher, I recount the story in an integrated narrative. The data is presented in a dialogic format, which allows all participants to be acknowledged and not hidden or overpowered by the voice of the researcher. The narrative analysis of the Jubilee School project indicates that the most powerful element in the transformation of the structure and organization of the school is the development of strong, long-term relationships among participants of the team. Spending five hours together each school day for three years provides the students and teachers with an opportunity to collaborate and to gain a sense of continuity. Available time to develop trust in each other facilitated the establishment of significantly deeper caring and committed relationships. Other strengths identified include an increase in student responsibility, more open and ongoing communication among all participants, a greater number of involved and informed parents, teachers with an increased feeling of efficacy, shared leadership, and sustained professional collaborative support.Ph.D