The Sunshine Seven
When a school has a consistency across its philosophical base, pedagogical base, psychological base and its leadership base, magic happens. Give these elements the time to permeate into every corner of the school including the grounds staff, support staff, administrative staff, teachers, teacher aides, students and parents and a shared vision can be achieved.
Over a period of ten years Sunshine Beach State had staff trained in Choice Theory through the William Glasser Institute – Australia. Everyone spent hundreds of hours making the theory come alive in classrooms and the playground. Children learned Choice Theory and the importance
of internal motivation. Everyone uses the language of being a learner and being a self manager. The school also focuses on teaching students how to achieve quality work. The adults in the school teach in non- coercive ways to build quality relationships with students, and with parents, to inspire quality work from students through self evaluation.
Since the beginning, the following statement (which arose from the collaboratively developed Sunshine Seven vision statement of desired outcomes), is shared with the school and community on the school’s website.
Sunshine Seven
1. Competent, skilled learner
2. Life-long learner
3. Effective communicator
4. Creative, critical thinker
5. Happy, confident, self-managed individual
6. Socially responsible citizen
7. Environmentally responsible citizen
This vision, what we want for our learners, gives clear direction to our practices. We continually reflect on our practices by asking the question, ‘Is what we’re doing getting us what we want?
In 2003, using a process of self evaluation, the school was declared as a Glasser Quality School (GQS). Dr Glasser visited the school and co-verified that it was indeed a school that demonstrated non-coercive practices with an emphasis on high quality academic results. The school was a ‘good place to be’ for everyone.
Over time the school was invited to re-evaluate their status as a GQS. There had been changes in staff, and a new principal, and this was an opportune time to do the reaccreditation.
An initial survey invited staff to self-evaluate using a rubric to establish a whole school perception of where it was placed. The rubric, adapted and Australianised, used the six conditions of quality outlined by Dr Glasser which he developed for schools from the work of W Edwards Deming.
This highlighted some areas that required attention, and a plan of action was put in place by a review committee consisting of a teacher, a Deputy Principal and a former staff member. I represented the William Glasser Institute – Australia on this review committee.
Continuing training was organised for staff new to the school with budgeting planned for future training. Ongoing professional development was made available to staff to revisit aspects of Choice Theory and its applications.
At the invitation of the Acting Principal, I spent a day in the school to co-verify the reaccreditation process. This day highlighted several aspects; individually two parents from both ends of the socio- economic background shared with me, I met with students who shared with me their perceptions of their classrooms, I met with a teacher who had been through a challenging year and I visited a Prep Class (5 year olds) who sang me a song about their needs.
Each interview revealed a school where the Basic Needs of Survival/Safety, Belonging / Connectedness, Empowerment/Competence and Fun/Enjoyment are important and catered for.
We are all friends we all treat each other with respect. (Parent comment about how her child perceived the classroom)
The behaviours [good behaviours] are automatic. Differences are resolved here. Parent observation
They focus on academic results alongside how to be happy.
I spoke with students ranging from a girl who was standing for Student Leader next year, to a young brain damaged boy taken from a dysfunctional home background with a history of drug-taking to live with Nan. Along with the fact that he had friends at the school and everyone was kind to him, the highlight for him was he was now getting dinner every night.
Students commented.
Our teacher is good at teaching us how to be self managing.
Other kids don’t say things like, “Oh I don’t want to play with you today”. They invite you in a kind way.
The best thing is the learning and friends. Good ways of teaching kids how to learn in fun ways. Everyone is nice.
A teacher who had in her classroom a group of students (with a high fun and enjoyment need) who, from time to time, were not yet self-managing, shared the following:
Knowing the needs is helpful – though it is difficult to build in fun and enjoyment all the time with the curriculum constraints and systemic expectations.
This group is everyone’s issue not just mine. Great support.
One of the exciting aspects of a Glasser Quality School is that the children are taught Choice Theory. People are working on a scope and sequence document to ensure that each year level is learning and revising the elements of Choice Theory. This enables children to develop the skills, knowledge and understandings of implementing these in their own lives. Parents commented on how this learning was coming into the home in a very positive way.
The school is continuing the journey as a Glasser Quality School. People from many different locations have, and will continue to visit the school to verify that this is a ‘good place to be’.
For further information visit the school website in particular the School Mission and Values and the Purpose and Vision. https:// sunshinebeachss.eq.edu.au or contact bette@betteblance.co.nz