Introduction

Saskatoon Public Schools has adopted the learning community model as one of the foundations of our strategic plan and operation. The hallmark of a learning community is an atmosphere in which all stakeholders – especially staff and students – feel affirmed and welcomed and, at the same time, challenged to grow and learn together. Thus, a key aspect of Saskatoon Public Schools’ strategic planning process is to provide stakeholders in our organisation (i.e., students, parents, staff, and the community-at-large) with a venue for offering their advice and input regarding the operation and direction of the Division.

During this school year, we have conducted perception surveys with our staff as well as with members of the general public and the business community. This report focuses on the results of the staff perception survey.

The Survey

This marks the second systematic survey of our staff members under the banner of the learning community. During the 2004-05 school year, we invited staff members to respond to an on-line survey. While this is an efficient method to collect data, it does pose some challenges in terms of anonymity and statistical representation of the total population of our staff members. In order to address some of these challenges, a statistically representative sample of the staff members of Saskatoon Public Schools were contacted via telephone by a third-party market research firm earlier this year and invited to complete this year’s survey.

Both surveys were based on the work of Dr. Larry Sackney, an internationally-known expert in learning community theory, and are designed to measure the extent to which we have been successful in cultivating the culture of a learning community across our division. The survey instrument asks staff members to comment on several statements that reflect the six main attributes of a learning community identified by Dr. Sackney. These characteristics include:

• Shared Understanding and Collaboration,
• Reflective Practice,
• Quality of Work Life,
• Organisational Resources,
• Currency, and
• Learning Opportunity.

In addition, we invited respondents to elaborate on their responses to the survey items or to offer their views on issues not directly addressed by the survey through an open-ended question.

Our Results

In general, our results mirror the results of our previous survey (2004-05). We found that, in the view of our staff members, we have been successful in creating the basis for a learning community within Saskatoon Public Schools; however, we still have room for growth. Two years ago, our staff was particularly positive regarding the dimensions of Shared Understanding and Collaboration, Reflective Practice, and Quality of Work Life. This year, staff continued to be positive with respect to all three of these dimensions. In addition, staff members were least positive about Organisational Resources in both surveys.

The following provides a detailed discussion of our results organised according to the six dimensions of a learning community identified in this initiative.

Shared Understanding and Collaboration
This dimension refers to the extent to which staff members work together with a common purpose. Even though staff members were quite positive about this dimension in our last survey, staff members’ perceptions tended to be considerably more positive about the items in this dimension this year.

For example, in the previous survey, 76% of staff felt that they were encouraged both to be innovative and to take collective responsibility for student learning; while 83% believed this to be true this year. Similarly, the item related to shared purpose and goals that are focused on student learning received strong support last time (79%) but it received even stronger support this time (87%).

Further, one of the items that received rather low agreement on our last survey (43%) – “Staff members’ informal staff room and/or hallway conversations are professional” – was viewed substantially more positively on this survey (72% responded in agreement).

Reflective Practice
This dimension focuses on staff members’ professional practices – especially in relation to the link between their daily work activities and their reflections about what they can learn from those activities. This year’s results are nearly identical to those of our previous survey.

For example, previously, 71% of staff believed that staff members often reflect on their professional practice; whereas, 72% of staff members believed this to be so this year.

Further, 57% of respondent groups from both years felt that staff members regularly consider how their practices affect each other. The results on this item signify room for growth within our learning community.

Quality of Work Life
The quality of work life for staff members is an important indicator of the health of the learning community. In both 2004-05 and 2006-07, staff members viewed this dimension most positively – indicating that the quality of work life in Saskatoon Public Schools, from the point of view of our staff, continues to be very good.

In fact, the two items on the 2004-05 survey about which staff were the most positive, “I enjoy working at this workplace” and “Staff members are quick to provide assistance to each other when the need arises” received even higher approval ratings this year.

Eighty-eight percent of the respondents to our earlier survey indicated that they enjoyed working at their workplace. In comparison, 97% of respondents to this year’s survey agreed or strongly agreed with this statement. In addition, while 76% stated that their colleagues were quick to provide assistance when it was requested; 90% did so this year.

Organisational Resources
This dimension focuses on the level of support available within the Division for activities such as professional learning. In both surveys, this dimension included the item with the lowest level of agreement. However, the specific items were not the same in both years.

For example, the item from the 2004-05 survey with the lowest overall agreement – “There is adequate funding for professional development” – had 31% agreement among staff members. This year, on the other hand, 52% of staff indicated agreement with this statement.

The item in this year’s survey that received the lowest overall level of agreement – “Staff members are adequately trained when new technology is introduced.” – had 32% agreement among staff members. However, a larger proportion of staff members (40%) from the 2004-05 survey felt that they were adequately trained for using new technologies.

Currency
Currency refers to the extent to which staff members feel that they stay abreast of the latest developments in their areas of responsibility. This year, staff perceptions of one item, “Staff members make effective use of electronic tools and resources in their daily work”, improved over our previous survey (66% agreed this year while only 57% agreed last time).

Whereas, staff agreement with one item in this dimension, “Staff members believe that they make a difference in the school division”, declined as compared to the previous survey (this year, 66% agreed with this statement while 74% agreed previously).

Learning Opportunity
This dimension explores the extent to which staff members use their experiences – both positive and negative – as opportunities to learn and grow. In a way, it measures the extent to which staff members exhibit the behaviours of life-long learners.

Our results revealed some positive trends. For example, staff members’ perceptions appear to have improved in an important area. Despite staff members’ generally positive attitude toward the Division, only 40% of the 2004-05 respondents felt that we capitalize on the learning opportunities inherent in both conflict and unsuccessful initiatives; whereas, approximately 50% of this year’s respondents felt that we capitalise on these learning opportunities.

Open-ended Responses
As mentioned earlier, our survey included an open-ended question that invited respondents to provide general comments. Several staff members (66%) chose to provide feedback of this nature. While their observations were diverse, several common themes emerged. Their observations, along with representative quotations, are presented here in two sections: positives and concerns.

Positives The positive comments made by staff followed three main themes: (1) they enjoy their work and the people with whom they work; (2) they support the new initiatives that they believe benefit children and help teachers to grow and learn, and (3) they feel supported by administrators both in their schools and at Central Office.

1. Enjoyment of Work and Colleagues
   The most common response among the positive comments was that staff members enjoy their work and the people with whom they work. Comments such as the following were common:

   “The workplace has a very positive atmosphere and I feel very supported by my immediate school staff and by staff at Central Office.”

   “We have strong administrative support. The superintendent visits our school frequently and we can talk to her which is good.”

   “I love my workplace! I feel that we are one big family; we support each other and help each other out. Everybody at my workplace is very professional at their job.”

   “At the school where I am, the staff really pulls together and [we have] a definite feeling that we are working for one goal. There is a lot of helping each other out. I am impressed with the commitment level of my co-workers. They go beyond the call of duty.”

2. Support for New Initiatives
   A common theme among the responses indicated that our staff members have a strong commitment to continuous improvement and that they support recent initiatives that appear to be beneficial to children. Comments such as these illustrate this level of commitment:

   “I really like the school board initiative using strategic planning to guide the development in our school system.”

   “I think that the Literacy for Life initiative has been very successful. The Board has been very successful in changing their image.”

   “I am very pleased with the direction that the school board is heading. I strongly support the administrative council, their direction and ability to lead.”

3. Support by School and Central Office Administrators
   Many staff members indicated that they feel supported by their colleagues and administration. In addition, several observed that, should the need arise, they had “critical friends” in the Division to whom they could go for additional support.

   “I am quite satisfied … both our superintendent and our consultant are very supportive and in-school administration supports me and allows me to take risks and respects my professionalism.”

   “I am very happy about where I am and the staff is awesome! Because I am so new to the position and don’t have much experience, they jumped in and helped me when I needed it but didn’t overshadow me.”

   “My dealings with them [School Board] are always fair and good. They always make me feel comfortable. They are always very cooperative. Administration has always been very good to me. I have had a very good experience.”

Concerns The concerns expressed by staff members followed three main themes: (1) concerns about needs related to professional development, (2) frustrations with conditions at their workplaces and (3) concerns about new initiatives being “top-down” or “too much too fast” and that more collaboration and communication were required.

1. Professional development
   Many staff members felt that there were too few opportunities for them to engage in meaningful and relevant professional development – particularly related to new technologies. They also stated that there was a need for more professional dialogue – especially among those from varied work placements but with similar roles.

   “There needs to be more [professional development] especially when it comes to new technology … not just [install the new technologies] but support you in the actual learning of it.”

   “I think that there needs to be a wider range of [professional development] opportunities for advancement and education for the staff.”

   “More communication between the departments and the schools would be much better for us all. [I’d like to see] more professional development schemes for those that aren’t in teaching positions.”

2. Frustrations with the conditions of their workplace
   Staff members said that their jobs have become more stressful. In addition, they identified a variety of frustrations with their workplaces. In particular, issues such as workload, availability of instructional and other resources, diversity of student needs, and a shortage of specialised professionals to help staff address student needs were common.

   “I’m concerned about large class sizes, lack of resources for students with special needs … lack of planning time (at elementary level).”

   “In my workplace there is a division between teaching staff and support staff. There is a need for [a process] for conflict resolution between teachers and support staff.”

   “We do not have enough time to communicate effectively or to work together – sometimes communication through email is not enough.”

3. New initiatives
   Some Staff concerns about new initiatives indicated that they felt their voices were not heard in the decision-making process and that decisions – especially about large-scale initiatives – have recently been “top-down”. In addition, some staff expressed that they were feeling “innovation overload” in that too much was changing too fast.

   “New initiatives should be considered in a more [thorough] manner before expecting staff members to jump on board. Sometimes initiatives come up quickly and staff members are expected to make them a success without adequate time.”

   “Downtown needs to listen to the frustration of the staff when new programs are being implemented.”

Reflections on Staff Satisfaction

Overall, Saskatoon Public Schools’ staff members perceived the quality of their work life to be very good. They enjoy working at their work places, and they have a shared purpose that is focused on student learning. However, they also identified some challenges in terms of ensuring that all staff members feel that they have a voice in School Division decisions and that they are equipped with the knowledge and confidence that they can cope with the ever-increasing pace of change in the educational world.

Our staff members indicated that while they were satisfied with the collaborative atmosphere in their workplaces, they were concerned about the level of support available for self-directed personal and collective professional growth. In addition, technological use and training among our staff requires additional effort. Finally, we must continue to encourage everyone to see themselves and others as both teachers and learners and to value both conflict and unsuccessful initiatives as learning opportunities.

This project continues to be a learning experience for all of us. We must continue to build trust and to communicate with our staff members not only to improve their experiences as employees in the Division but also to encourage them to grow and learn together as colleagues. Nevertheless, many respondents are looking forward to the opportunities ahead as we strive to meet the changing needs of students at they adapt to the conditions of the 21st Century information age. One person observed, “Saskatoon Public Schools will continue to grow and move forward as long as they are open to new and innovative ways to serving their clients, which are the students.”