PJ CaposeyEDL 600

Book Report/ReviewTransforming School Culture by

Dr. Anthony Muhammad

Written by Richard DuFourIdentifies book and thoughts of author as

provocativeAcknowledges that while pointing out

components of toxic school cultures that he does not denigrate members of the groups as he assigns them

Foreword

NCLBSchools judged based on student outcomes, not

educator intentions“The goals of NCLB are admirable and morally

correct, but we must acknowledge that breaking a system of normally distributed achievement is not going to end with a stroke of a legislative pen”

Reports research as to the increasing gaps that exist betweens the ‘have’s and the have not’s’Inclusive of socio-economic, race, etc.

Status Quo to True Reform

Educators have an unwavering belief in the ability of all students to achieve – and pass that on in overt and covert ways

Educators create policies to support the above belief

All children can learn and will learn BECAUSE of what we do

Traits of Positive School Culture

Educators believe that student success is based upon students’ level of concern, attentiveness, prior knowledge, and willingness to comply with the demands of the school and they articulate the belief in overt and covert ways.

Policies, procedures, and practice support the above.

Traits of a Toxic School Culture

The best program or policy within a toxic culture will fail!!

The problem with Technical Change

Three types of predeterminationPerceptual – ‘inferences that teachers make

about the present and future academic achievement and general classroom behavior of their students’ (Green, 2005)

Intrinsic – ‘Self-fulfilling prophecy of failure’ – giving students complete control of their education and thus licenses to fail

Institutional – Discusses tracking and sorting – if we truly believe all kids can learn why do we still group kids according to the bell curve 10/80/10

The Concept of Predetermination

Muhammad identifies four groups of teachers within every buildingBelieversTweenersFundamentalistsSurvivors

These conclusions were reached after spending time in 34 buildings (wide sampling of grade levels, socio-economic levels, etc.)

School Culture: A war of paradigms

Educator Classification Organizational Goal

Believer Academic Success for EVERY student

Tweener Organizational stability

Survivor Emotional and Mental Survival

Fundamentalist Maintaining the status quo

Four Types of Educators, cont’d

High levels of intrinsic motivationPersonal connection with school and

communityHighly flexible in interactions with studentsPositive ‘nag’Willingness to confront opposing viewpointsPedagogical skill varies – NOT NECESSARILY

GREAT INSTRUCTORS

Traits of a Believer

New to the building or professionLoose connection to the school and

communityEnthusiastic natureCompliant with directives and initiatives

Importance of tweener’s results from the fact that they can (and need to be) captured and converted to be Believers

Traits of a Tweener

Completely burnt outMany have psychological or physical issues as

a result of the stress from many years of ‘adds,’ policy changes, and new initiatives

Often bargain with students to decrease their own stress

Pedagogy dependent on worksheets, videos, technology for non-curricular purposes

Total focus on their own survival – not on students

Traits of Survivors

Experienced educatorChange is an enemy – theory as to why below

(Dan Lortie, 1975)Teachers have been socialized in the field where

they have practiced since they were five years old and have not been removed from that context since – hence the phenomenon ‘apprenticeship of observation.’

On average, teachers were very good students and occupied the highest level of the organization. As teachers, they bring that experience to the classroom and seek to preserve that same system they once enjoyed and benefitted from.

Traits of Fundamentalists

Old contract vs. New Contract – Old contract was centered on autonomy – the right to be left alone, whereas, the New contract is centered on transparency – teachers are responsible for student achievement

Belief in the organizational Bell Curve – some kids will achieve higher and some will not achieve at all – ‘we cannot save those who don’t want to be saved’ ‘our kids cannot do that’-- pseudo-Darwinistic

Pedagogical skill varies – some are excellent instructors

Traits of Fundamentalists, cont’d

Personal ComfortAttachment to their daily routineResistance to giving up power

Why Fundamentalists Resist Change

Level 1 – People persist when they are given no clear reason to change

Level 2 – People persist when they don’t trust the person telling them to change.

Level 3 – People may keep their familiar tools in a frightening situation because an unfamiliar alternative . . . Is even more frightening.

Level 4 – People may refuse to change because change may mean admitting failure

Karl Weick

Fundamentalist Levels

Consists of all the covert alliances between staff members

Such alliances goals are created by membersGenerally goals are not in alignment with

school’sTo resist change fundamentalists will resort

to the 3 DsDefamationDistractionDisruption

The Informal Culture of an Organization

Fundamentalists are good intentioned people that may be pedagogically sound, but. . . Fundamentalists pose the biggest and most

critical challenge to schools seeking to create a healthy culture.

Moving forward. . . .

What is the right change for us to embrace?How do we get ALL staff members to embrace this

change and actively apply such methods once we have identified them?IF each member of the organization’s personal

mission and vision align with that of the organization SYNERGY occurs and it can be very powerful.

Contemporary educators are being called upon to fulfill a new purpose—high levels of learning for all students. . To meet that challenge, educators must go more than write catchy mission statements; . . . They must act in new ways. (DuFour 2008)

School Leaders Must Attack These 2 Questions

Schools must eliminate human distractionsDevelop a systematic and school-wide focus

on learningCommon vernacularBelief in the vision and mission

Celebrate the success of all stakeholdersBecome data-driven

Eliminate I think, I believe, etc. from conversations that should be driven by data

Create systems of support for tweeners

To truly move forward. . .