EQ: How do principals change school culture?

CultureA pattern of basic assumptions developed by a given group as it learns to cope with problems.

The assumptions are based on past experience which provides a template for future action.

The assumptions have worked well enough to be considered valid and, therefore, to be taught to

new members as the correct way to: Perceive, Think , and Feel

toward those problems.

OR

“How we do things around here”

Anthropologists say fish would be the last creatures to discover water…

even though it is the most influential aspect of a fish’s existence.

 

                    

                    

                    

 

                    

                    

                    

Just as water surrounds and envelopes fish shaping their perspectives and determining their courses of action…

culture surrounds and envelops teachers forming their perspectives and influencing their decisions and actions.

Values, Beliefs, and Assumptions

Values – conscious expression of what an organization stands for.

Beliefs – how we comprehend and deal with the world around us.

Assumptions – viewed as the preconscious “system of beliefs, perceptions, and values” that guide behavior.

Norms

Norms – consolidation of Values, Beliefs, and Assumptions. Unstated group expectations for behavior, dress, and language.

Positive Negative

Positive – Shared sense of purpose. Norms are collegiality, improvement, and hard work. Conversations are of success and humor.

Negative – Silos and fractious factions exist. People are unwilling to change. Conversations recount failure and blaming.

A Closer Look at the ContinuumFamily Culture: the most important element is concern

for each other, and staff commitment to students and their culture is common.

Machine Culture: runs like a well-oiled machine. The focus is on precision rather than on nurturing learners.

Cabaret Culture: A circus-type culture, with relationships coming from theatrical practices. All show and no go.

Little Shop of Horrors: Unpredictable. Tension and stress abound, people view it as a prison. Choices are function or escape.

School Culture is not Static

Culture is shaped by the interactions of the personnel, and the action of the personnel become directed by culture.

To introduce change would necessitate an interruption of this cycle.

Be Aware

Introduction of CHANGE will serve to bring the dominant features of the school’s culture to the surface.

Here come the Silos• Silos are present in all types of organizations

• “Spheres of control” are the levels of interaction between sub-groups

• Understand each sub-group

• One theory on creating a shared vision between sub-groups is to identify a sense of urgency for the organization

Improving School Culture

• When to act is as important as how to act. Understand the organizational structure before you try to change it.

• When you act:– Define what you will not change– Recognize the importance of actions– Use the right change tools– Be willing to do the “scut work”

Define what you will not Change

• Identify specific values, traditions, and relationships you will preserve. (build on rather than compete with)

• Pick your battles. (quality and outcome depend on time & energy)

• Focus on changing things which will have meaning and value for all stakeholders.

Recognize the Importance of Actions

• There must be a connection between what you say and what you do.

• Model, Model, Model (Data, LFS, Discipline, etc.)

• When staff members hear the call for transformation from a leader whose personal actions remain unchanged their hope turns to cynicism.

Use the right change tools

• One method alone will not work (rituals, coercion, training, modeling)

• Differentiate your approaches (situational leadership)

• Application will be based on your School District – make sure you have the support from the top

Be willing to do the “Scut Work”

• Cover classes, help set-up for activities, help with lunch duty, clean up a mess in the cafeteria or hallway, etc.

• QB vs. Coach

• Arrive Early, Leave Late

Climate• Reflects the physical and psychological

aspects of the school.– feel– atmosphere– tone

Climate is “how someone feels about the school”

“why” they feel the way they do is determined by the culture