Transforming School Culture

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  • Transforming School Culture: www.schoolofeducators.com

    www.schoolofeducators.com

  • Culture is the most powerful source of leverage for bringing about change in a school or any organization, for that matter. Thomas J. Sergiovanniwww.schoolofeducators.com

    www.schoolofeducators.com

  • School Culture School culture is norms developed over time based on shared attitudes, values, beliefs, expectations, relationships, and traditions of a particular school that cause it to function or react as it does. www.schoolofeducators.com

    www.schoolofeducators.com

  • School Culture is often majority driven (staff), intangible, hard to describe, and difficult to positively impact, or change in a systemic way. The attitudes, beliefs, and values may often be hidden to those new to or outside of the school community.

    School Culture Contwww.schoolofeducators.com

    www.schoolofeducators.com

  • School Climate is the communication of its norms, beliefs, and values through various behaviors and interactions and their effect on others, with the primary focus being on students. School Climate is driven by and reflected in the daily interactions of staff, administration, students, support staff, and the outside community.

    www.schoolofeducators.com

    www.schoolofeducators.com

  • Climate is expressed in tangible ways, is more leadership driven, and responds more quickly to change. Climate is demonstrated through collegiality, communication, decision-making, trust, expectations, ideology, leadership, recognition, celebration, support, and experimentation. Climate should directly reflect the schools mission statement through its focus and actions.www.schoolofeducators.com

    www.schoolofeducators.com

  • School Culture is over a period of timethe history

    Climate is now, its the perceptions/emotions being evoked

    www.schoolofeducators.com

    www.schoolofeducators.com

  • Definition of Culture In short, Terrence Deal, author and professor at Vanderbilt University, explains, It is the way we do business here and clarifies what is important and what is not.www.schoolofeducators.com

    www.schoolofeducators.com

  • Group ActivityThe Hotel Californiawww.schoolofeducators.com

    www.schoolofeducators.com

  • www.schoolofeducators.com

    www.schoolofeducators.com

    RELATIONSHIPS and INTERACTIONS

    (How people treat each other, feel about each other and work together...)

    Ethnic Group

    Family

    Race

    Customs

    Traditions

    Cultural Practices

    Events

    Gender

    Clan

    Society

    Socio-Economic Status (SES)

    Region

    Community

    Neighborhood

    Economics

    Social-Peer

    Groups

    Government

    Politics

    Geography

    Religion

    History

    INDIVIDUAL

    VALUES

    ATTITUDES

    BELIEFS

    LANGUAGE

    COMMUNICATION

    BEHAVIOR

    Culture

    Collegiality/ Professional Collaboration

    (Professional Learning Community)

    Communication

    Decision-Making

    Policies-Habits-Expectations-Rituals-Ceremonies

    Histories-Norms-Traditions-Stories

    Mission-Vision-Goals

    Values-Attitudes-Beliefs

    School Culture

    Students

    Staff

    School to

    Parents/ Community

    Student to Student

    Staff to Student

    Staff to Staff

    Administrator to

  • ACCIDENTAL vs INTENTIONALCULTUREwww.schoolofeducators.com

    Accidental CultureIntentional Culture1. Activities are based on assumptions. 1. Activities are research-based. 2. Academic goals deteriorates to a wish list. 2. Academic goals are credible. The focus is on results.3. Mission and goals are ignored.3. Mission and goals are used as a blue print for school improvement.4. Decisions are dictated and developed by few.4. Broad collaboration: decisions are widely shared

    www.schoolofeducators.com

  • ACCIDENTAL vs INTENTIONALCULTUREwww.schoolofeducators.com

    Accidental CultureIntentional Culture1. Articulated Beliefs 1. Beliefs are tied to actions and behaviors. 2. Random Values 2. Values tied to vision and mission3. Connections are random3. Connections are constantly sought4. Diversity is acknowledge4. Diversity is valued

    www.schoolofeducators.com

  • Negativity in a school culture or climate is usually manifested in the attitudes and actions of school staff through:No or low expectationsLittle or no communication among stakeholdersResistance to change

    No ownershipLittle or no sense of communityDisrespect/hostility widespreadLow morale and distrust www.schoolofeducators.com

    www.schoolofeducators.com

  • Examples of Negativity through Dysfunctional NormsDread coming to schoolCriticize those who are innovativePolitics drive decision-makingDo just enough to get byJudgmental/Critical of others motivationFear reprisalDistrust colleagues or administrationMe First Operate in a vacuum

    Adapted from Shaping School Culture: The Heart of Leadership (1998)

    www.schoolofeducators.com

    www.schoolofeducators.com

  • A Toxic School Culture Is full of Taters

    DictatorsCommentators AgitatorsSpectators

    www.schoolofeducators.com

    www.schoolofeducators.com

  • www.schoolofeducators.com

    www.schoolofeducators.com

  • Collaboration, Collegiality and Efficacy

  • Positive School Culture/ClimateMission IS about student and teacher learning

    Rich sense of history and purpose

    Core values of collegiality, performance, and improvement centered around quality, achievement, and learning for ALL students

    Positive and Proactive Approaches for staff and students

    www.schoolofeducators.com

    www.schoolofeducators.com

  • Positive School Culture/ClimateStories that celebrate successes and recognize heroines and heroes

    Physical Environment reflects pride and joy

    Widespread sense of respect and nurturingwww.schoolofeducators.com

    www.schoolofeducators.com

  • Why Is School Culture Important?What research tells us:

    Positive learning can only take place in a positive culture. A healthy school culture will affect more student and teacher success than any other reform or school improvement effort currently being employed.

    -Gary Phillipswww.schoolofeducators.com

    www.schoolofeducators.com

  • TRANSFORMING SCHOOL CULTUREwww.schoolofeducators.com

    www.schoolofeducators.com

  • If you intend to introduce a change that is incompatible with the organizations culture, you have only three choices: modify the change to be more in line with the existing culture, alter the culture to be more in line with the proposed change, or prepare to fail. David Salisbury & Daryl Conner, 1994www.schoolofeducators.com

    www.schoolofeducators.com

  • Its not so much that were afraid of change, or so in love with the old ways, but its that place in between its like being in between trapezes. Its Linus when his blanket is in the dryer. Theres nothing to hold on to.

    - Marilyn Fergusonwww.schoolofeducators.com

    www.schoolofeducators.com

  • YOU MUST FIRST ASSESS YOUR CULTURE! TO IMPROVE YOUR CULTUREwww.schoolofeducators.com

    www.schoolofeducators.com

  • GROUP ACTIVITY SCHOOL CULTURE SURVEYwww.schoolofeducators.com

    www.schoolofeducators.com

  • Four Steps in Creating a Truthful CultureLead with questions, not with answers.Engage in dialogue and debate, not coercion.Conduct autopsies without blame.Build red flag mechanisms that turn information into information that cannot be ignored.www.schoolofeducators.com

    www.schoolofeducators.com

  • Reculturing versus RestructuringChanging The School Culturewww.schoolofeducators.com

    www.schoolofeducators.com

  • STRUCTURE VS. CULTURESTRUCTURE

    Day-To-Day Policies & ProceduresSchool RulesCULTURE

    Long-Term Beliefs, Expectations, and Habitswww.schoolofeducators.com

    www.schoolofeducators.com

  • TO CHANGE YOUR SCHOOLS CULTUREPromote your mission, vision, values and goals.

    Bring your staff together to find best practices.

    Sustain the culture through communication.

    Persist.

    Confront problems.www.schoolofeducators.com

    www.schoolofeducators.com

  • What Do We Know About Effective Culture?Twelve Norms of School Culture Where People and Programs ImproveGood Seeds Grow in Strong Cultures by Saphier and Kingwww.schoolofeducators.com

    CollegialityAppreciation and recognitionExperimentationCaring, celebration, humorHigh expectationsInvolvement in decision makingTrust and confidenceProtection of whats importantTangible supportTraditionsReaching out to the knowledge basesHonest, open communication

    www.schoolofeducators.com

  • A Final ThoughtSelf-renewing school cultures are collaborative places where adults care about one another, share common goals and values, and have the skills and knowledge to plan together, solve problems together, and fight passionately but gracefully for ideas to improve instruction. -Robert Garmston & Bruce Wellman

    www.schoolofeducators.com

    www.schoolofeducators.com

  • Its difficult to change school culture, but remain optimistic www.schoolofeducators.com

    www.schoolofeducators.com

  • www.schoolofeducators.com

    www.schoolofeducators.com

  • WE ARE ALL IN THIS BOAT TOGETHERwww.schoolofeducators.com

    www.schoolofeducators.com

  • All I Need To Know, I Learned From Noahs Ark:

    Dont Miss The Boat

    R