Shared understandings of pedagogical intent are essential in schools if students are to feel supported and confident when moving from class to class and year level to year level. The creation of a schoolwide pedagogical framework (SWP) enables aligned practice and processes to be sustainable over time. Shared commitment to an SWP creates a school specific meaning system designed to address context specific need.

1. IDEAS and Meaning Making in Schools
BY DR. LINDY ABAWI
LEADERSHIP RESEARCH INTERNATIONAL GROUP
UNIVERSITY OF SOUTHERN QUEENSLAND

2. The context
The findings on which this presentation
is based come from a three year doctoral
research project conducted in three schools
that have undertaken the Innovative Designs
for Enhancing Achievements in Schools
(IDEAS) project.
The key features that distinguish the IDEAS project from
most other school development approaches are:
•
•
•
•
the Research-based Framework for
Enhancing School Outcomes
the ideas process
parallel leadership
three-dimensional pedagogy.

3. 3-DP
“...an integration in teachinglearning contexts of personal
pedagogy, schoolwide
pedagogy and authoritative
pedagogy”
(Andrews & Crowther, 2003,
p.101)

4. IDEAS school revitalisation
Innovative Designs for Enhancing Achievements in Schools
initiating
discovering
envisioning
actioning
sustaining

5. IDEAS Principles of Practice
Principle 1: Teachers are the key
Principle 2: Professional Learning is key to
professional revitalisation
Principle 3: Success breeds success
Principle 4: No Blame
Principle 5: Alignment of school processes is a
collective school responsibility

6. The Question
What is the significance of contextually
specific meaning within schools engaged with the
Innovative Designs for Enhancing Achievement in
Schools (IDEAS) project of on-going
school improvement?

7. Methodology
A phenomenological approach was taken building on Max
van Manen‟s work as well as that of Merleau-Ponty, Dilthey
and Ricouer.
Phenomenology in the human sciences seeks to organise and
analyse data to display individual and composite textural
and structural descriptions resulting in a synthesis of
meaning and essences (Moustakas, 1994, p. 103).

8. Forrester
Hill
St.
Monica‟s
2 data sets
dialogic exchange filter
engagement & pedagogy filter
visual manifestations filter
Sunny
Fields

9. Two data sets
Visual data
Transcribed data
(Field notes and visual records)
(Digitally recorded materials)
Research journal
Photos
School websites
Visual symbolism
Layout of physical spaces
Leadership structures evidenced
Semi-structured interviews with
key personnel:
• Principal
• teacher leader (IDEAS
facilitator)
• new teacher
• Assistant Principal and teacher
Data collected within three schools

10. A teacher new to each school
The intentional inclusion of input from teachers
new to each of the three research schools was
important, for “if we wish to examine the
particular presuppositions that are built and
shared in particular sites, one way is to look at
people who are new to those sites”
(Freebody & Baker, 1996, p. 148).

11. Context (Qld) :
• Rural state school
• Approx 80 students
• Large % of children
from farms
• 1 of 3 teachers
married to a farmer

12. Sunnyfields State School
Unique language-in-use characteristics:
• school and community goals are one
• energy and commitment
• collective voice
• blending metastrategic and practical
understandings
• strong emphasis on shared literacy
pedagogy understandings
• active learning as pedagogy; listen
to student voice
Key words: buds, valleys, growing, active, community

13. New teacher insights
“We are constantly reflecting, changing, evaluating,
reflecting”
“Conversations spin back to what does this or that
mean for our children?”
“Everything relates back to our vision, values or
pedagogy that is clear”

14. Context (NSW):
• Urban Catholic
primary school
• Approx. 320 students
• Large % of children
from families with
English as a Second
language
• 12 teachers

15. St. Monica‟s Primary School
Unique meaning system characteristics:
• authentic teaching and learning
• common focus on metacognition
• underpinning faith
• connectedness and a shift in thinking
• simplicity through metaphor
• the strength of the visuals
• the power of critical mass
Key words: KITES, faith, metacognition, simplicity

16. Context (Qld):
• regional state
primary school
• approx. 500 students
• large % of children
with Special Needs
• 22 teachers

17. Forrester Hill State School
Unique language-in-use characteristics:
• strength through relationships and community
• pedagogy based on authoritative understandings
• being one step ahead of systemic agendas
• importance of induction
• Tree makes connections – shared understandings
• Making learning authentic
• Answering the „why‟ questions
Key words: the tree, relationships, PODS, family, future

18. Metaphor at the heart of the meaning system
Our Jacaranda Tree is the metaphor for the sense of
purpose we feel …as we develop a root system embedded
strongly in values education, a solid trunk built on
celebrating difference in learning styles, cultures and
backgrounds and producing flowers, seeds and leaves
representing achievements for all to see in social skills
displayed and through academic and cultural
achievement…The staff, students and parents … are
proud of our wonderful school and visitors are always
welcome. (School website)

19. Teacher voice from Forrester Hill
“I just remember when we had staff meetings
or Pupil Free Days, we used to chat around
issues and not really get anywhere. It was so
frustrating. We didn’t seem to know how to get somewhere,
we did not talk at a deep level about anything really. But
now we look at research, we look at our data ...we have a
good look at things that matter in our context...and now we
know – even if we change direction from time to time – we
still know where we’re heading. We have the same
language to talk about things that really matter.”

20. A new teacher perspective
“IDEAS is unique for me… it is definitely the support, definitely the
relationships – the relationships is the thing I think, because at other
schools I‟ve been in, the relationships are there, but there is always an
underlying concept of them and us when looking at the admin and staff.
Here… it’s never presented in that top down way, whether that is just
clever presenting – I don’t know – but the focus is always as the whole
school … We is a deeply meant we and I think that this is because of the
common goals, the vision, the pedagogy, I think as a staff everyone clearly
knows where we are going and we are very much all on that train and we
are going there together, so when things do come through that we need to
do they are presented as – this is helping us get to here we need to be.

22. Underlying factors to the meaning system
Pre-requisites
 Strong relationships and collective commitment.
 Shared mental models.
 Verbal and visual reinforcements.
Cultural shift
 Authentic direction
 Mindfulness
 Passion for the “whole child”.
Language-in-use
 Cultural filters make meaning (vision & SWP)
 A blend of metastrategic and pedagogical thinking
 Rich cultural metaphors contribute to sustainability

23. The
commonalities
 Each possessed their own unique language and
terminology
 Each language had common characteristics
 Each language was a “mirror to the soul”
(Palmer, 2007) of its community and evidenced
within each cultural layer (Schein, 1992) –
artefacts/values & beliefs/norms & assumptions
Each had evolved a unique meaning system

24. The significance
A contextually specific meaning system does
not occur over night. Once present it is
utilised by educators, both individually and
together, leaders and teachers, to make rapid
cognitive and relational connections which
strengthen and deepen identity,
understandings, pedagogy, justifications of
pedagogy, and integrity of intent.

25. The context
The findings on which this presentation
is based come from a three year doctoral
research project conducted in three schools
that have undertaken the Innovative Designs
for Enhancing Achievements in Schools
(IDEAS) project.
The key features that distinguish the IDEAS project from most other school
development approaches are:
•
•
•
•
the Research-based Framework for
Enhancing School Outcomes
the ideas process
parallel leadership
three-dimensional pedagogy.

26. IDEAS school revitalisation
Innovative Designs for Enhancing Achievements in Schools
initiating
discovering
envisioning
actioning
sustaining

27. IDEAS Principles of Practice
Principle 1: Teachers are the key
Principle 2: Professional Learning is key to
professional revitalisation
Principle 3: Success breeds success
Principle 4: No Blame
Principle 5: Alignment of school processes is a
collective school responsibility

28. The Question
What is the significance of contextually
specific meaning within schools engaged with the
Innovative Designs for Enhancing Achievement in
Schools (IDEAS) project of on-going
school improvement?

29. Methodology
A phenomenological approach was taken building on Max
van Manen‟s work as well as that of Merleau-Ponty, Dilthey
and Ricouer.
Phenomenology in the human sciences seeks to organise and
analyse data to display individual and composite textural
and structural descriptions resulting in a synthesis of
meaning and essences (Moustakas, 1994, p. 103).

30. Forrester
Hill
St.
Monica‟s
2 data sets
dialogic exchange filter
engagement & pedagogy filter
visual manifestations filter
Sunny
Fields

31. Two data sets
Visual data
Transcribed data
(Field notes and visual records)
(Digitally recorded materials)
Research journal
Photos
School websites
Visual symbolism
Layout of physical spaces
Leadership structures evidenced
Semi-structured interviews with
key personnel:
• Principal
• teacher leader (IDEAS
facilitator)
• new teacher
• Assistant Principal and teacher
Data collected within three
schools

32. A teacher new to each school
The intentional inclusion of input from teachers
new to each of the three research schools was
important, for “if we wish to examine the
particular presuppositions that are built and
shared in particular sites, one way is to look at
people who are new to those sites” (Freebody &
Baker, 1996, p. 148).

33. Context (Qld) :
• Rural state school
• Approx 80 students
• Large % of children
from farms
• 1 of 3 teachers
married to a farmer

34. Sunnyfields State School
Unique language-in-use characteristics:
• school and community goals are one
• energy and commitment
• collective voice
• blending metastrategic and practical
understandings
• strong emphasis on shared literacy
pedagogy understandings
• active learning as pedagogy; listen
to student voice
Key words: buds, valleys, growing, active, community

35. New teacher insights
“We are constantly reflecting, changing, evaluating,
reflecting”
“Conversations spin back to what does this or that
mean for our children?”
“Everything relates back to our vision, values or
pedagogy that is clear”

36. Context (NSW):
• Urban Catholic
primary school
• Approx. 320 students
• Large % of children
from families with
English as a Second
language
• 12 teachers

37. St. Monica‟s Primary School
Unique meaning system characteristics:
• authentic teaching and learning
• common focus on metacognition
• underpinning faith
• connectedness and a shift in thinking
• simplicity through metaphor
• the strength of the visuals
• the power of critical mass
Key words: KITES, faith, metacognition, simplicity

38. A 3DP language
“...an integration in teachinglearning contexts of personal
pedagogy, schoolwide
pedagogy and authoritative
pedagogy”
(Andrews & Crowther, 2003,
p.101)

39. Context (Qld):
• regional state
primary school
• approx. 500 students
• large % of children
with Special Needs
• 22 teachers

40. Forrester Hill State School
Unique language-in-use characteristics:
• strength through relationships and community
• pedagogy based on authoritative understandings
• being one step ahead of systemic agendas
• importance of induction
• Tree makes connections – shared understandings
• Making learning authentic
• Answering the „why‟ questions
Key words: the tree, relationships, PODS, family, future

41. Metaphor at the heart of the meaning
system
Our Jacaranda Tree is the metaphor for
the sense of purpose we feel …as we develop
a root system embedded strongly in values
education, a solid trunk built on celebrating
difference in learning styles, cultures and
backgrounds and producing flowers, seeds
and leaves representing achievements for all
to see in social skills displayed and through

42. Teacher voice from Forrester Hill
“I just remember when we had staff meetings
or Pupil Free Days, we used to chat around
issues and not really get anywhere. It was so
frustrating. We didn’t seem to know how to get
somewhere, we did not talk at a deep level
about anything really. But now we look at
research, we look at our data ...we have a
good look at things that matter in our
context...and now we know – even if we

43. A new perspective
“IDEAS is unique for me… it is definitely the
support, definitely the relationships – the
relationships is the thing I think, because at other
schools I‟ve been in, the relationships are there, but
there is always an underlying concept of them and us
when looking at the admin and staff. Here… it’s never
presented in that top down way, whether that is just
clever presenting – I don’t know – but the focus is
always as the whole school … We is a deeply meant
we and I think that this is because of the common

45. Underlying factors to the meaning
system
Pre-requisites
 Strong relationships and collective commitment.
 Shared mental models.
 Verbal and visual reinforcements.
Cultural shift
 Authentic direction
 Mindfulness
 Passion for the “whole child”.
Language-in-use
 Cultural filters make meaning (vision & SWP)
 A blend of metastrategic and pedagogical thinking

46. The
commonalitie
s
 Each possessed their own unique language and
terminology
 Each language had common characteristics
 Each language was a “mirror to the soul”
(Palmer, 2007) of its community and evidenced
within each cultural layer (Schein, 1992) –
artefacts/values & beliefs/norms & assumptions

47. The significance
A contextually specific meaning system does
not occur over night. Once present it is
utilised by educators, both individually and
together, leaders and teachers, to make rapid
cognitive and relational connections which
strengthen and deepen identity,
understandings, pedagogy, justifications of
pedagogy, and integrity of intent.