School Improvement

School Improvement

The focus on school improvement needs to take account of the capacity or ‘potential’ of the community or culture to learn. This is
determined in part by what the community knows / has in place (that is, the ‘capital’ that the community has in place or can access) and the
additional resources it can access to enhance what it knows or does. There are various aspects of capital that need to be taken into account:

  • Intellectual capital : the ‘intellectual’ knowledge of the school, its working knowledge base necessary to support effective student
    learn, its capacity to learn and increase its knowledge. A challenge here is how well the school can collate and mobilise what it knows, that is, to actually use or operationalise its knowledge.
  • Social capital : the level of belief in the community re its capacity to foster effective learning and teaching, its corporate ‘self efficacy’, its goal congruence, its motivational orientation, the knowledge that the community has for working together as a collegiate group, to have goal congruence re the direction of learning, the level of trust for the learning activity within the group, the level of cohesion and cohesiveness within the group.
  • Organisational capital : the organisational and management knowledge, processes and structures for fostering and scaffolding the change and for fostering learning.

Here are some areas of School Improvement research: