We engage these key drivers of change in the process of change, and help ensure that the policies, processes, and practices across the school align, blend, and compliment. Too many initiatives fail to make an impact because the model and culture do not match, and this is often because the initiative doesn’t have the overt and committed direction of the school leader.Īn addition to the WSCC Model would therefore be the addition of culture, led by the influence of the school leader.īy focusing attention towards the school leader we prepare them with the skills and mindsets to implement change and to enhance their influence across the school community. The original WSCC Model has brought the sectors closer together but if there is one aspect that may be missing it is the underpinning influence of the school culture, led by the overarching direction of the school leader. The principal provides education credibility to almost any initiative they champion, and as such, most school teams buy-in. Principals have the power to set the tone and establish a new order of business in a school. Culture is influenced by everyone inside the school but if there is one role or one group that has oversized influence it’s the principal, the school leader. The answer is by focusing on the leadership of the school. So, the question, if culture is so key, is how do we make sure that the culture matches the model? And a school’s culture - resulting from the school’s climate, the actions, interactions of everyone in that environment - plays an outsized role in the success of failure of any new initiative. What may look good on paper or on the board room whiteboard will not succeed unless the culture matches the model. It highlights the role that a culture can play over the best intended plans, strategies, or models. ‘Culture eats strategy for breakfast’ is a term we’ve heard a lot in the business community and its as applicable in the public sector. 3)Īnd while the use and expansion of this model has grown over the years there is still something missing. Health and well-being have, for too long, been put into silos-separated both logistically and philosophically from education and learning. The model sought to enhance the collective strength of the school and its community while at the same time breaking down any figurative walls that existed between the sectors and services. It emphasizes a schoolwide approach rather than one that is subject- or location-specific, and it acknowledges the position of learning, health, and the school as all being a part, and reflection, of the local community. The new model redirects attention onto the ultimate focus of the two sectors-the child. This wasn’t the first model to advocate health to schools and their communities, the original Coordinated School Health Model ( JOSH, 1987) sought to do the same, but it was the first to focus attention of the symbiotic relationship between health and education, and the first to direct attention towards both sectors’ common goal – the child. Over recent years, and especially as a result of the pandemic, it has taken on greater prominence and greater adoption. and used by the vast majority of states, districts, and schools. In the ensuing years it has become to preeminent school health framework in the U.S. Launched the following year this model was a response to the “call for greater alignment, integration, and collaboration between education and health to improve each child’s cognitive, physical, social, and emotional development.” ( ASCD, 2014, p. In 2013 I helped lead the development of the Whole School, Whole Community, Whole Child Model (WSCC) – a collaboration between the US Centers for Disease Control and Prevention (CDC) and ASCD.
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