If you're walking down the right path and you're willing to keep walking, eventually you'll make progress (Barack Obama)

Mmmmm - coffee

Progress is impossible without change, and those who cannot change their minds cannot change anything (George Bernard Shaw).

My current school changed from a horizontal form structure to a vertical one a few years ago. This meant a change to vertical pastoral Deans for this year. With the year delay between the move to vertical forms and vertical Deans, the two progressions were not in synch but I'm trying (really I am) to 'build a bridge' (not literally).

As far as I was concerned, this move was progress, from a bureaucratic/administrivia oriented system to a new more caring/nurturing vertical system.

Seems there are still (older) students and staff who cannot change their mindset from that past system and want to return to it.

I think that's a shame, but I understand it more these days. Long serving staff members have an investment in the school's past organisational culture that I do not have. 

I cannot stay in a school more than four or five years; I don't understand how people can remain in one school for their whole career. The school culture becomes more 'enshrined', more set in stone, for older staff, than it does for me.

Many of the students come from families that have not moved from the family farm for generations. Of course they despise change. 

But the world around them all has moved on, and it will not stop moving on. When the students leave a school they have become very familiar with, they will have to adapt or else. Change happens! Move on!!

Unfortunately, because they will not be literally moving on beyond the school, many longer serving staff no longer have that perspective, or the will to look beyond what has always been in place and embrace fresh thinking.

Horizontal forms? Horizontal Deans?

That horse has left the building, the genie has left the bottle. A good starting point is this great article about (shock horror) the end of schools as we know them!! 

Mmmmm - coffee!! 

What is it good for? (Edwin Starr) Part 2

This post continues my BIG PICTURE look at the organisational culture within my current school.

Last post I considered 'socialisation' and my pursuit of bananas. Today it's a look at our status quo horizontal situation.

I Googled 'advantages of horizontal tutor groups' and nothing came up in the search. Nothing! Go on - see for yourself!

Instead a few billion entries on the advantages of vertical tutor groups came up!

I tried other variations of 'horizontal' and still nothing.

I'm not as green as I am cabbage looking - I know horizontal forms are popular beasts but clearly the bully boys from the vertical forms have bounced them off to the outer rim.

So I decided to use the interweb's 'disadvantages of vertical groups' search results to see if that made a case for horizontals.

And here they are:

Disadvantages of vertical forms

1. Reduces opportunities for same-age students to be together.
2. Older students may not be good role models.
3. New intake may be intimidated by the presence of older students in their tutor group.
4. Tutors may need support to manage the breadth of issues within their tutor group.
5. Communication is more complicated, e.g. having to send out notices to every tutor group in order to reach a single year group.
6. Tutor group activities must be widely differentiated to enable all members to participate.

Let's go through them:

1. Reduces blah blah - well yes - that's obvious. Horizontal forms are same-age forms. As I said -  I haven't read any research that says it's inherently good to have that opportunity.
2. Sure - that could happen - there is good and bad in all of us and in any situation. But so what - horizontal forms have that capacity as well.  
3. Yes - that could happen. Some schools I worked in chose to use a horizontal format for their new entrant cohort but I've also worked in schools that successfully vertical formed everyone.
4.  Tutors may need support. Yes, I guess they may but I'd argue they may need that support no matter what the format.
5.  Communication - yes this is probably better with a horizontal group.
6.  Activities - yes I can see this too.

So - what is the horizontal system good for? On the whole - not a lot there apart from some bureaucratic advantage.

The organisational culture at my current school is heavily weighted to horizontal year groups. The Deans' structure is a very powerful presence. 

How do I know this? 

Last year's staff photo. 

Most staff photos I've been in have the great and the powerful in the front row. Usually this is the Principal - centre front, flanked by senior leaders, then further out - senior Heads of Departments - the middle managers.

Who sits in the front row in our staff photo? 

Senior managers and the YEAR LEVEL DEANS! That's who.

Changing the organisational culture to vertical forms would affect the Deans' structure. A change to vertical forms would mean a change away from year level Deans  towards...THE HOUSE structure. 

Currently no one knows who leads the House structure - in fact the staff take a back seat to the students in this regard. But why couldn't the House Leaders (staff member and student) share that role?

I'm all for strengthening the House system in terms of giving it a pastoral care role. Would the school be brave enough to tamper with the status quo? Not on current evidence.

That bunch of bananas looks like it's set to outlast me.

What is it good for? (Edwin Starr) Part 1

I threw down a bit of a gauntlet at school this week to a distinctly luke warm reaction.

Not only did I support a move away from the old Teacher Parent Student conferences (you know - the ones where only a few of 'the good' parents attend for a 5 minute feel good slot)  towards longer more holistic meetings with form tutors (10 minutes with, ideally, every parent and student in the form class) but...and I couldn't help myself...I also put in a plug for vertical forms.

Shock horror. I know - what was I thinking?

It went down like a cup of cold gravy with a hair in it!

But WHY?

Well I know why. I was messing with the organisational culture of the school. More specifically I was messing with the socialisation of the culture.

• To explain how socialisation works consider this experiment. A caged group of monkeys is confronted with a bunch of bananas on bungling from the ceiling. There is a ladder placed invitingly just under the bananas. Immediately some monkeys rush to the ladder. As soon as they start to climb it they are all hosed down, not just the monkeys on the ladder but all the monkeys in the cage. As they don’t like water they leave the bananas. One hussy monkey tries again but the same thing happens, all of the monkeys are hosed. Now they watch each other to make sure no one comes near the ladder. Then one monkey is replaced by a new one unaware of ladder-water misery. He sees the bananas and rushes to the ladder, but to his surprise is beaten up by the other monkeys. Now a second monkey is replaced by a new one. He approaches the ladder and is beaten up. The first new monkey who himself had been beaten up participates in the mugging because he wont permit another monkey to do something he himself was not allowed. This continues until all the monkeys are replaced by new monkeys none of them having the experience of being hosed down or even having a faint idea about it. The reason why they wont permit each other to reach for the bananas has become of a metaphysical nature, it is simply not done.

This is the area where I'm a new monkey, a relative outsider and the long standing members of the culture are protective of what they've established over time.

Nevertheless - over the next couple of posts I will be looking at the advantages and disadvantages of horizontal (same year level in the tutor group who may or, usually, may not stay with one tutor during their time at school)  AND vertical forms (a mixture of form levels make up one tutor group who stay with one tutor during their time at school).

First up - horizontals! The status quo. The bunch of bananas in question at Woodford House.