Transforming School Culture: How to Overcome Staff Division · PDF fileFor more go to DrDougGreen.com Transforming School Culture: How to Overcome Staff Division By Anthony Muhammad

For more go to DrDougGreen.com

Transforming School Culture:How to Overcome Staff Division

By Anthony Muhammad

Muhammad, A. (2009). Transforming SchoolCulture: How to Overcome Staff Division,

Solution Tree Press: Bloomington, IN.

A book summary by

Douglas W. Green, Ed. D.

[email protected]


Some status quo data Schools have undergone sweeping changes

in the 20th century but still lack a clearconsensus about what is needed for allstudents to achieve.

Data indicates the system is absolutelybroken.

Gaps between blacks and whites persist. 43%of blacks are below the poverty line. 65% livein single-parent homes. Blacks have twice theteen pregnancy rate. 45% of inmates areblack males and 84% of those are illiterate.Blacks have twice the rate of HIV/AIDS.


The Latino risk factor

Latinos are now the largest ethnic minoritygroup in the US.

Like the blacks they tend to be poor (14%above that of whites) and under employed.They also have increased risk of diabetes,hypertension, and heart disease.

Muhammad claims that race is a “risk factor”.Some see poverty as the real risk and sinceblacks and Hispanics tend to be poor they aremore likely to be at risk.


Life after dropping out

High school drop outs suffer from anumber of problems on the average.

They have an average life expectancythat is 9.2 years less than graduates.

70% of people in prison are drop outs. In addition to other health problems

they are also more likely to suffer frommental illness.


21st century issues High-paying low-skill jobs are over. Companies seeking skilled employees will

hire them from other countries if they can’tfind them here.

Urban schools receive 30% less funding thansuburban schools.

Muhammad claims that racism and class biasinterfere with education.

Organization protection (unions) for marginalteachers is a problem. (Doug: TeacherUnions backed Obama giving them morepower.)


It’s all about the culture

Culture is defined as our beliefs, practices,behaviors, and norms of our organization.

This is where many school officials andreformers fear to tread, but it is the place thatholds the biggest keys to unlocking thepotential of our public schools.

Improving schools is very complex and wecan’t improve until we diagnose what iswrong.


Hallmarks of a positive culture

Staff believe that all children can learnbecause of what the staff does.

There is an informal network of heroes andheroines and a grapevine that sharesinformation about what’s going on.

There is set of values that supportsprofessional development, a sense ofresponsibility for student learning, and apositive, caring atmosphere.


Hallmarks of a toxic culture

Staff relations are often conflicted.

They don’t believe in the ability of all studentsto succeed.

A generally negative attitude prevails.

They articulate the belief in overt ways thatstudent success is based on their level ofconcern, attentiveness, prior knowledge, andwillingness to comply.


The book’s premise

Personal belief systems may be theleading indicator of student success.

Dysfunctional school cultures can serveto maintain achievement gaps.

It is possible to understand schoolcultures and manipulate them in orderto create a more positive atmosphere.


Technical changes don’t work

Technical changes are those that involvechanges in schedules, curriculum, learningstandards, and materials. They may benecessary but won’t work when used bypeople who do not believe they will work.Reading First is cited as an example of aprogram that has had little to no effect. (Has itmade a difference in Binghamton?)


Who is to blame? No Child Left Behind mandates that the

school is the responsible party. This hascreated anger, resentment, and pessimismamong educators. It also makes the difficultjob of changing school culture more difficult.

Variables beyond school control include: The% of children living with one parent, the % of8th graders absent at least three times amonth, the % of children five or youngerwhose parents read to them daily, the % of8th graders who watch five or more hours ofTV each day. These variables allow you toclosely predict results on state tests.


Student outcome focus

The focus has shifted from the developmentof individual students to viewing students notas children but as potential liabilities or assets.(Doug: Ever hear things like he’s a high twoand she’s a low three?)

Muhammad makse a point that theaccountability movement has had someunintended consequences but only cites datafrom a single Texas study that seems datedbased on the importance of graduation ratesin the NCLB plan.


Perceptual predetermination

Prior experiences and perceptions play apowerful role in how a teacher perceives andserves students.

Race, gender, class, disability status, limitedEnglish proficiency, attractiveness,handwriting, and speech influence teacherexpectations. Any negative bias will impactexpectations.

We must resocialize teachers who haveunfavorable expectations of studentperformance.


Intrinsic predetermination This is the student’s perception of their

probability of achieving success in school.Messages they receive from theirenvironment serve to build or destroy theirconfidence. The message is so strong that insome communities students feel that if theyachieve in school, their peers will view themunfavorably. (“you’re acting white”)

The strongest outside influence comes fromthe parents. If students learn self-defeatingattitudes at home the school must providenew and more productive experiences toreplace the damaging ones.


Institutional predetermination

The goal of egalitarian education falls shortwhen schools sort students in to remedial andgifted groups. This system will alwaysexclude some students from the full benefit ofschooling. Parents often demand morechallenging classes.

If our goal is to create a community thatdevelops the talent of each individual, wemust take an honest look at this institutionalsystem of discrimination and segregation andcommit to changing it.


War of belief systems

As the result of a study of 34 schools,Muhammad found four incompatible beliefsystems with members of each group havingtheir own behaviors and tools. He believesthat in order to root out toxic aspects of one’sculture, a leader must understand how thesefour groups function to control theenvironment, react to the influence of others,or just get by.


Believers

These are the people we need more of andthey need to be in positions of influence.

Their goal is success for every studentacademically, socially, and emotionally. Theywill work with all other willing stakeholders inany area. They tend to be active onimprovement teams, curriculum committees,and voluntary committees. They embrace anychange they feel will improve studentperformance.


Believers - intrinsic motivation

They are willing to go beyond the contractual day towork on new initiatives and serve on committees.

Their drive does not depend on the influence ofleadership.

Low public perception does not seem to deter them. They take fewer days away from work. Studies show

that teacher attendance correlates with studentperformance. Poor schools have more teacherabsences.

They are more willing to purchase classroommaterials with personal funds.


Believers - connection

They tend to own a home near theschool. Their religious and civicalliances are also in close proximity totheir home and work. Their commitmentto their profession and their schoolgives them a sense of stability thatappears to shape relationships withstudents in a positive way.


Believers - flexibility

This is the most striking characteristic. They individualize responses to students rather than

relying on a rigid set of rules and grading procedures. If students are having difficulties they will have

private conversations to see what they can do tohelp.

When behavior issues arise they rely on positiverelationships to work things out. They send 30% asmany discipline referrals as Fundamentalists.

Students respect teachers who stay on them to makethem be successful. They know the teacher has highexpectations which includes behavior.


Believers - positive pressure

They do not want to see any student fail. Thisproduces observable positive pressure. Thisis a collection of unrelenting responses tounderperformance and apathy.

Strategies include: calling parents, movingseats closer to the teacher, detainingstudents from recess, and keeping them afterschool.

Expectations do not vary based on subjectiveobservations.


Believers - confrontation

In spite of all their admirable qualities, thisgroup only confronts others in extreme cases.They are content to work with their studentsand control their own environment instead ofactively engaging colleagues in debatesabout what they think is best for students.

If believers would engage in intellectualdiscourse on a consistent basis, they mightdiscover that they can change school culturefor the better.


Believers - pedagogical skill

While some believers use cooperativelearning, differentiation for student learningstyle, ongoing formative assessment withimmediate feedback, and make effective useof instructional technology, others uselectures, photo-copied worksheets, and low-level question and answer sessions.

In addition to believing in our students wealso need to use available research ineffective teaching methods. Conviction mustbe buttressed with skill.


Tweeners

They are teachers new to a school culture.Mohammad focuses on brand-new educatorsas they make up 91% of this group.

They have very loose connections with theschool and community and do not have a lotat stake in the organization. They tend to berenters and are huge flight risks. 50% leaveeducation within five years (70% in urbanareas). Such turnover hinders studentprogress.


Other tween characteristics

They are enthusiastic about what theycan contribute to society. They do notbecome teachers to seek financialwealth. They use recent research-based methods and are not afraid toexperiment. They believe all theirstudents can learn even if they are notsure how to make it happen.


More tween characteristics

They are reluctant to reveal their faults. Theytend to revere or even fear their supervisors.They strive to comply with any directive toplease the boss. This can fool the boss intothinking they are good teachers when theyare not. Their sunny disposition can maskserious difficulties. Moments of weakness areprime recruiting opportunities forfundamentalists.


Keeping the tweeners

Recognize that all new educators struggle.They need leaders who are willing to listen totheir struggles and partner to resolve them.They need access to a stellar example as amentor on a regular basis. Leaders must workto connect them to the community by makingpositive connections and taking advantage ofthe skill and talent they bring to the school.Having close personal connections is key.


Survivors They are teachers who have given up on

practicing effective instruction and focus onjust getting to the end of the school year orday. Such teachers have a negative impacton student performance that can bemeasured years later. These burnouts see nohope of improvement. They are shells ofthere former selves and are likely to descendinto depression. Their condition is real andthey require help. They were less than 2% ofthe teachers Muhammad observed.


Student bargaining

To survive they engage in tacit, informalbargaining with their students in order to gaina peaceful coexistence. Some of the spoils ofshrewd bargaining include: use of banneditems such as music devices and videogames, use of computers for personalpurposes, access to nonacademic video,bringing food and drink to class, and thereceipt of favorable grades for compliance.This system tends to break down due tounreasonable demands from students andcomplaints from students and parents whowant to achieve.


Symptoms to look for

Frequent use of video as a primary teachingtool

Use of the computer lab for nonacademicpurposes

Use of worksheets as “busy work” to fill time Granting of free time as a reward for

behavioral cooperation Above all, Muhammad encourages leaders to

take action which may include psychologicaltreatment, reassignment, or retirement ifpossible.


Fundamentalists

These are experienced educators whobelieve that there is one pure andindisputable way to practice. They protect thestatus quo and are relentless in their attemptsto discourage change. They are the mostaggressive and vocal combatants in the warof ideology and like the believers, they arealso influential. Muhammad sees theirtraditional values as being at odds with thechange needed to improve schools. Theywere successful students since age five andwant to perpetuate the system that worked forthem.


The old contract

The old contract gave teachers control of thecurriculum and how it was taught. This gaveteachers the right to shut their doors andteach they way they felt was proper. Teacherjudgment was the sole criteria for studentsuccess and students were blamed if theydidn’t reach proficiency. If teachers didn’twant to meet with othesr or collaborate thatwas fine. Parents had limited access andinfluence and administrators were expectedto remove and punish students who did notcomply.


The new contract

Curriculum is standardized and developed bya central body. Success is judged by externalexams and blame has shifted from failingstudents to teachers who’s students fail. Theera of accountability has caused leaders tobecome more involved in what’s going on inclassrooms and to focus on instructional data.Fundamentalists feel insulted when pushed toengage in professional development and touse research-based “best practices”. They donot view themselves as anti-education, theyjust disagree with the new era of publiceducation.


Fundamentalist beliefs They loath accountability initiatives like NCLB

and do not agree with the mantra that “allchildren can learn”. (Some kids just aren’t cutout for school.) They are social Darwinists inthat they believe that some people are morefit to survive than others. Some people aredoctors and some are garbage men. Theygive grades that fit the bell curve with a fewA’s and lots of B’s and C’s and a few F’s.They are quick to recommend specialeducation testing and placement out of theirclassroom. They have little empathy for thosewho don’t excel.


Emotional versus rational

Fundamentalists are active and constantlyseek to add to their ranks and gain politicalpower. When they argue they focus onemotional issues such as their personalcomfort, convenience, and working conditions.They are attached to their daily routine anddo not want to give up any power. They rarelyuse research to challenge organizationalchange.


Fighting fundamentalists

Believers must engage fundamentalists ifthey are to effect change but an emotionalbattle is not the recipe for success. Reasonsfor a change must be rational, connected tothe school’s mission with stated improvementgoals, and supported with empirical andanecdotal evidence from multiple sources.This works best in formal settings.


Formal & informal organization The formal organization consists of all official

operations such as committees, teams, andeven the PTA.

The informal organization consists of all thecovert alliances that develop within the formalorganization. They are governed by thosewho participate. There are no formal rulesand goals may not align with the formalorganization. They are often a threat andfundamentalists work very effectively in thismanner. Tweeners are their prime recruitingtarget. Leaders may not detect informalalliances.


Expand the public forum

Leaders need to encourage staff to expresstheir views in the public forum. To do so theyneed to create frequent opportunities forfundamentalists to voice their viewpoints andbe prepared to refute potential argumentsagainst change by making a better publiccase. Encourage intellectual dialogue aboutthe organization’s goals. Leaders should beseen as not trying to perpetuate divisionamong the staff.


Defamation

In the most toxic cultures, fundamentalistsrule by intimidation. When a toxic culture ischallenged, an all-out personal assault isused on the change agent. This is similar tomodern political campaigns that are rooted inthe notion that if we publicly destroy andhumiliate our opponent, we increase ourchances of winning. Fundamentalists choosethis tool because it is so effective.


Disruption When defamation is not enough,

fundamentalists turn to disruption and delaythe implementation of change initiatives. If themessenger cannot be stopped, the initiativebecomes the target. They will dream upmultiple worst case scenarios to challengethe change. While questioning the impact of achange is necessary, the difference is that thefundamentalists use such questions to fightthe change. They are not concerned withlegitimate answers. Their goal is to create asmany obstacles as possible.


Other tools

Fundamentalists also identify past ineffectiveattempts to solve a similar problem.

They try to represent coalitions that may ormay not exist. They pretend that they are thevoice of many and speak for those who won’tspeak for themselves. “I know what the staffneeds.”

They try to paint a picture that says to changeagents, “This does not work, and everyoneknows it except you.”


Distraction

This is the least powerful tool. It involvespassive-aggressive behavior that says to thestaff that they are being forced to change,and they do not agree or like it. This includesnonverbal action such as eye-rolling, negativepostures, and engaging in unrelated activityduring meetings. They retreat to personalresistance when they fail to block the change.Healthy cultures say that it is more importantto practice the change and just say you aregoing along. Behavior is more important thandisposition.


In case you haven’t guessed

Fundamentalists pose the biggest and mostcritical challenge to school seeking to createa healthy culture. They see change as theenemy and operate to protect their narrowview of how things should be done.

Education is too important for leaders to allowit to be hijacked by those who refuse tochange in the face of compelling evidence.They may not have malicious intent but theiractions threaten to stunt the growth ofschools that serve our most needy students.


Level one fundamentalists These are the people that persist because

they are given no clear reasons to change.Humans have a cognitive need to understandwhy they should do something and suchneeds are legitimate. Illogical mandates andcoercion don’t work in education. NCLBwasn’t explained well and created some newfundamentalists. It is the school leader’s jobto make a solid objective case for change.Data, statistics, empirical research, and clearorganizational mission and vision all willhelp.This will allow for a meeting of the mindsthat can make change permanent.


Level two fundamentalists

People persist when they don’t trust theperson who tells them to change. This distrustcan be for leaders in general. They think theleaders are motivated by looking good andmoving up. They feel leaders make promisesto please people rather than providing honestfeedback. Leaders are seen as power hungrypeople who don’t understand their plight.Current leaders suffer from mistakes made byprevious leaders. To overcome this you needto built trust. This may take time but it can bedone.


How to build trust

Do not make promises you can’t keep. Stayaway from the limelight and exhibit truehumility. Use the pronoun we whendiscussing the school’s accomplishments.Allow others the right to their opinions. Knowyour stuff and lead teachers in the process oflearning. Familiarize yourself with the historyof the organization and follow the rules yoususpect others to follow. Take responsibilityand back your people when it counts.


Level three fundamentalists

These are people who resist change becausethey are unsure if the change will cause themmore stress and perhaps not achieve a betterresult. To address this leaders need toproperly prepare staff and allow forincremental implementation. Muhammadsuggests a learning center approach thatfeatures a team to analyze data, a team tofind relevant research literature, eliminatingtraditional meetings for those that deal withprofessional growth and learning, andcollaboration that focuses on the long haul.


Level four fundamentalists These are people who refuse to change

because change may be admitting failure.They are deeply rooted in their opposition.Their only need is to defend their position.There is not a lot leaders can to do changetheir thinking. With this group the onlysolution is strict monitoring which will sendthe message that standards have changedand the only choice is compliance. Make sureyou follow your teacher’s contract. If possibleassign these people to positions where theycan do the least harm and don’t give themcoveted positions.


Focus on learning

Schools that want to produce a healthy learningenvironment must be clear on their collective purpose.A mission statement that says clearly “why do weexist” is essential. Rational for why we all need to beon the same page must be given along with a closelook a achievement and demographic data. Focus onstudent strengths and needs and how the school canenhance their lives. Teachers can work in groupsduring staff meetings on this task with an admonitionto be objective. With a mission statement in place thestaff can move on to a long-term action plan than canbe shared with the community.


Impact of formal meetings

Structured meetings give believers aplatform to articulate their belief system.This helps combat what fundamentalistsdo during informal conversations. It alsoallows for sharing information andrational that satisfies the level onefundamentalists. The process caninvigorate tweeners and reinforce theirrational for choosing their career.


Celebrating success

Mohammad cites an example of a schoolwhere awards for leadership, curriculum, childadvocacy, and creativity were given out everytwo weeks. The person receiving an awardhad two weeks to identify someone whodeserved it next. Such celebrations need tobe for real accomplishments. Students can berecognized for things like being on time orimproving. Celebrations that are authenticand all-inclusive help build trust as teacherssee a leader who is willing to honor others.


Support for tweeners Grooming new teachers can be a catalyst for

turning a toxic school into a healthy one. Itshould be the leader’s top goal. A team ofschool members (believers) should beinvolved in the mentoring process. Leadersneed to make it acceptable to struggle and toseek help. Professional development needsto be focused on areas in which new teachersstruggle the most. They are: lesson planning,preparation and instruction, the creation ofstudent portfolios, classroom managementand discipline, and communication withparents.


Collaboration to avoid isolation

A system of regular collaborative meetingshelps avoid isolation and can serve to assistnew teachers. They can compliment regularprofessional development sessions. Schoolsshould use their own staff to teach otherswhen possible. This gives believers anopportunity to push their beliefs and bluntsthe efforts of the fundamentalists who canonly battle in the informal culture.


Mohammad’s final words All students deserve a quality education

despite their level of interest and parentalinvolvement. When human beings are at theirbest, they are thoughtful, ethical, productive,and humane, and quality education canproduce all of these attributes. My greatesthope is that educators grasp this concept anduniversally dedicate themselves to creatingschools that provide adequate guidance andsupport for all kids, and that they aspire tobecome the transformational institutions thatmake the community a better place to live inand our world a better place.

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Transforming School Culture: How to Overcome Staff Division · PDF fileFor more go to DrDougGreen.com Transforming School Culture: How to Overcome Staff Division By Anthony Muhammad