Thirty-First International Conference on Learning

Abstract

Innovating in a school using top down or bottom-up strategies is problematic. There needs to be proactive roles for teachers, recognising the power of the collaborative capacity of the organisation by investing in the suprastructure of coexisting communities of practice in a developmental, generative model. The schoolwide pedagogy (SWP) is a visible and discoverable “articulation of shared values, beliefs and pedagogical practices within a school community in support of the school’s vision” (Conway & Abawi, 2013, p. 3) that strengthens identity within the community. It is shared understanding of a learning community’s pedagogical priorities and is anchored in authoritative pedagogies. It highlights the commonalities in this domain, drawing the community all together in a community of practice. School cultures are not usually resistant to collaboration and a shared understanding of practice but neither do they seek it. The SWP breaks the isolation and plateauing, and can move a school towards a constructive reflexive practice. Critical in that change is the Gifts program that supports teachers to be innovative. The Gifts program builds authentic relationships as teachers become conscious of who they are as a teacher and how they contribute to a schoolwide pedagogy. Conway, J., & Abawi, L. (2013, July). Creating enduring strength through commitment to schoolwide pedagogy. Improving Schools , 1-11.