Only a few years ago, the catch-all term ‘extra-curricular activities’ would have been viewed as explaining adequately the extent of a teacher's contribution to the school beyond that of their subject-specific area. Someone who could ‘lend a hand’ with lunch-time athletics, the debating society or an after-school homework club would, in this context, be seen as making a contribution to the life of the school beyond the statutory timetable. These contributions are still regarded widely and accurately, by pupils, parents, schools and external agencies such as Ofsted in England, ETI in Northern Ireland and Estyn in Wales, as enormously important to the life of a school. They are viewed as indicators of a vibrant, inclusive school, generating gains for both skills and community.
The definition of ‘contribution’ to the corporate life of a school by a teacher-as-tutor has now widened somewhat to include, for example, making a contribution to efforts to enhance cross-curricular initiatives, participating in social and community projects off the school site, or helping to welcome into the physical territory of the school local people who might in the past have thought more than twice about entering.
The word ‘corporate’ refers to ‘body’ or ‘essence’, so a contribution to the distinctive essence of a school may also relate to less easily definable but essentially vital everyday attitudes of a teacher which will impact upon what the corporate life, or ethos, of your school actually is.