understanding school culture. “new blood” : reality or myth “ten thousand new teachers each...

UNDERSTANDING UNDERSTANDING SCHOOL CULTURESCHOOL CULTURE

““New Blood” : Reality or MythNew Blood” : Reality or Myth

““Ten thousand new teachers each year enter the Ten thousand new teachers each year enter the

New York City school system …New York City school system …

These new teachers come from all over the country. They These new teachers come from all over the country. They represent all religions, races, political persuasions, and represent all religions, races, political persuasions, and educational institutions. But the amazing thing is that after educational institutions. But the amazing thing is that after three weeks in the classroom you can’t tell them apart from three weeks in the classroom you can’t tell them apart from the teachers they replaced.”the teachers they replaced.”

Albert ShankarAlbert Shankar

The More Things Change the More The More Things Change the More They Stay the Same . . .They Stay the Same . . .

Taking an historical perspective of Taking an historical perspective of educational institutions over time, how educational institutions over time, how do we explain: do we explain:

The durability of educational practices?The durability of educational practices? The stability of behavior patterns?The stability of behavior patterns? The intractability to change?The intractability to change?

What is Organizational Culture?What is Organizational Culture?

In the 1930s, Western Electric studies found that In the 1930s, Western Electric studies found that employees develop a set of employees develop a set of implicit group normsimplicit group norms that that influence and, in some cases, restrict, the levels of influence and, in some cases, restrict, the levels of performance of an individual or group.performance of an individual or group.

Any organization operates according to a set of Any organization operates according to a set of values, goals, principles, procedures, and practices values, goals, principles, procedures, and practices that help define what it is all about.that help define what it is all about.

ORGANIZATIONAL CULTURE ORGANIZATIONAL CULTURE is the term used for is the term used for these combined operating characteristics.these combined operating characteristics.


““Culture is usually defined as social or normative Culture is usually defined as social or normative glue that holds an organization together. It glue that holds an organization together. It expresses the values or social ideas and beliefs expresses the values or social ideas and beliefs that organization members come to share.”that organization members come to share.”

(Smircich)(Smircich)


““Culture is the underground stream of norms, Culture is the underground stream of norms, values, beliefs, traditions, and rituals that has built values, beliefs, traditions, and rituals that has built up over time as people work together.”up over time as people work together.”

““. . . this set of informal expectations and values . . . this set of informal expectations and values shape how people think, feel, and act in shape how people think, feel, and act in schools” . . . and serves as a highly enduring web schools” . . . and serves as a highly enduring web of influence [that] binds the school together and of influence [that] binds the school together and makes it special.”makes it special.”

(Peterson and Deal)(Peterson and Deal)

Role of Culture in Effective Role of Culture in Effective SchoolsSchools

Research has identified school culture as an important Research has identified school culture as an important effectiveness variable.effectiveness variable.

Quality learning experiences start with an organizational Quality learning experiences start with an organizational culture that values high expectations and respects culture that values high expectations and respects diversity of talents and learning styles (Education diversity of talents and learning styles (Education Commission of the States)Commission of the States)

Therefore, if school leaders desire to improve the morale Therefore, if school leaders desire to improve the morale and productivity of those they lead, it is imperative that and productivity of those they lead, it is imperative that they strive to understand and enhance the organizational they strive to understand and enhance the organizational culture of their schools.culture of their schools.

Major Elements of Major Elements of Organizational CultureOrganizational Culture

I.I. VALUES and IDEALSVALUES and IDEALS

What values and ideals does the school represent?What values and ideals does the school represent?

What kinds of behavior are valued?What kinds of behavior are valued?

What does the school aspire to become?What does the school aspire to become?

NoteNote: It is important to distinguish between those : It is important to distinguish between those values and ideals given only “lip service” by people and values and ideals given only “lip service” by people and those on which their behavior is based.those on which their behavior is based.


II.II. NORMSNORMS

Values and beliefs are usually reflected in its Values and beliefs are usually reflected in its NORMSNORMS:: Unwritten rules stating what people should and should not doUnwritten rules stating what people should and should not do Serve the purpose of regulating and controlling behaviorServe the purpose of regulating and controlling behavior Cannot be imposed on a group -- Cannot be imposed on a group --

Individuals come to an organization with personal value systems & Individuals come to an organization with personal value systems & organizational values are communicated to the individual through organizational values are communicated to the individual through rules and processes -- when these are congruent, an individual is rules and processes -- when these are congruent, an individual is more satisfied with the job and more productive.more satisfied with the job and more productive.


II. II. NORMSNORMS

““Any lasting change of a school will occur Any lasting change of a school will occur only because the staff itself changes norms only because the staff itself changes norms of expectations, appropriate role definitions, of expectations, appropriate role definitions, standards of accountability, and patterns of standards of accountability, and patterns of behavior.” behavior.”

(Miller)(Miller)


III. III. EXPECTATIONSEXPECTATIONS

The The expectationsexpectations of an organizational culture are the of an organizational culture are the norms applied to a specific situation.norms applied to a specific situation.

ExampleExample: :

The principal should always support the teachers, right or wrong.The principal should always support the teachers, right or wrong.

NoteNote: It is important to : It is important to be aware of the expectationsbe aware of the expectations of of others as part of understanding the culture, but one must others as part of understanding the culture, but one must also also evaluate the merits of those expectationsevaluate the merits of those expectations before before deciding to meet them.deciding to meet them.


IV. IV. SANCTIONSSANCTIONS

If expectations are to be effective in shaping the behavior If expectations are to be effective in shaping the behavior of those in the organization, they must carry sanctions.of those in the organization, they must carry sanctions.

SanctionsSanctions represent the means by which an organization represent the means by which an organization or group tries to bring about compliance with its or group tries to bring about compliance with its expectations, and may be: expectations, and may be:

Positive or negative (from punitive to reward)Positive or negative (from punitive to reward)

Exercised formally or informallyExercised formally or informally


IV. IV. SANCTIONSSANCTIONS

Noncompliance of an individual or group usually does not take the form of Noncompliance of an individual or group usually does not take the form of a direct challenge. Instead, resistance is usually expressed by a direct challenge. Instead, resistance is usually expressed by underachievement or lack of implementation in response to the leader’s underachievement or lack of implementation in response to the leader’s expectations.expectations.

Reasons for lack of follow-through is often based on subordinates’ Reasons for lack of follow-through is often based on subordinates’ conclusion that the desired action is either not in their best interest or that conclusion that the desired action is either not in their best interest or that of the organization.of the organization.

As a result, implementation of the policy, procedure, or plan is delayed, As a result, implementation of the policy, procedure, or plan is delayed, thwarted, or completely shelved.thwarted, or completely shelved.


V. V. COMMUNICATION THROUGH SYMBOLISMCOMMUNICATION THROUGH SYMBOLISM

Expectations and sanctions of individuals or groups Expectations and sanctions of individuals or groups in an organization may be communicated directly or in an organization may be communicated directly or expressed indirectly through expressed indirectly through symbolic activitysymbolic activity..

Symbols reinforce the commitment to and pursuit of Symbols reinforce the commitment to and pursuit of organizational goals and may take different forms:organizational goals and may take different forms:

Storytelling about important eventsStorytelling about important events RitualsRituals SlogansSlogans


VI.VI. SYMBOLIC ACTIVITY THROUGH SYMBOLIC ACTIVITY THROUGH BEHAVIORAL BEHAVIORAL EXAMPLEEXAMPLE

Modeling and nonverbal behavior sends a symbolic message Modeling and nonverbal behavior sends a symbolic message that is most powerfulthat is most powerful

Main impact of symbolic activity is not so much what is said as Main impact of symbolic activity is not so much what is said as what can be inferred from the behavior of the people who are what can be inferred from the behavior of the people who are formal and informal leaders in an organization.formal and informal leaders in an organization.


““Organizational culture and the symbols which are apart Organizational culture and the symbols which are apart of this culture are not politically neutral but represents of this culture are not politically neutral but represents levels of power and control.”levels of power and control.”

(Reilly and DeAngelo)(Reilly and DeAngelo)

Culture is a strong control mechanism that impedes Culture is a strong control mechanism that impedes change, neglects instruction, and ultimately affects change, neglects instruction, and ultimately affects achievement.achievement.

(Blanch)(Blanch)

Cultural Elements of Cultural Elements of An Effective SchoolAn Effective School

A clear set of school-wide norms that emphasize the A clear set of school-wide norms that emphasize the values of academic effort and achievement.values of academic effort and achievement.

A consistently applied set of expectations that stress A consistently applied set of expectations that stress the importance of staff members striving for the importance of staff members striving for excellence and students performing up to their excellence and students performing up to their potential.potential.

A system of symbolic activity and sanctions that A system of symbolic activity and sanctions that encourages and rewards effort, improvement, and encourages and rewards effort, improvement, and accomplishment while discouraging disorder and accomplishment while discouraging disorder and complacency.complacency.


I.I. Positive Organizational CulturePositive Organizational Culture

““. . . An academically effective school is distinguished by its . . . An academically effective school is distinguished by its culture: a structure, process, and climate of values and culture: a structure, process, and climate of values and norms that channel staff and students in the direction of norms that channel staff and students in the direction of successful teaching and learning.”successful teaching and learning.”

(Purkey and Smith)(Purkey and Smith)


II.II. Emphasis on Academic Effort and AchievementEmphasis on Academic Effort and Achievement

Schoolwide norms give the highest priority to academic effort and Schoolwide norms give the highest priority to academic effort and achievement as reflected in an organization’s mission, goals, achievement as reflected in an organization’s mission, goals, policies, etc., etc. etc.policies, etc., etc. etc.

Norms should represent “ a clear and articulated vision of what Norms should represent “ a clear and articulated vision of what the school stands for, a vision that embodies core values and the school stands for, a vision that embodies core values and purposes.” purposes.” (Saphier and King)(Saphier and King)

Expectations are clear, widely publicized, and emphasize Expectations are clear, widely publicized, and emphasize academic effort, improvement, and accomplishmentacademic effort, improvement, and accomplishment


IIIIII.. Belief that All Students Can Belief that All Students Can AchieveAchieve

Adopting the attitude that all students are Adopting the attitude that all students are capable of achieving at high levels, and capable of achieving at high levels, and that all teachers should behave that all teachers should behave accordingly.accordingly.


IV. IV. Ongoing Faculty Development and Ongoing Faculty Development and InnovationInnovation

Faculty strive to continually improve themselves and Faculty strive to continually improve themselves and their professional practice, which is encouraged by the their professional practice, which is encouraged by the school through a sustained high-quality professional school through a sustained high-quality professional development program that is focused on enhancing development program that is focused on enhancing learning for all students.learning for all students.


V.V. Safe and Orderly Learning EnvironmentSafe and Orderly Learning Environment

Students and staff behave in ways Students and staff behave in ways contributing to a safe and orderly school contributing to a safe and orderly school environmentenvironment

Shaping School Culture: Shaping School Culture: Role of the School LeaderRole of the School Leader

““The only thing of real importance that leaders The only thing of real importance that leaders do is to create and manage culture.”do is to create and manage culture.”

(Schein)(Schein)

““The principal has the ultimate responsibility The principal has the ultimate responsibility for school culture.”for school culture.”(Krajewski)(Krajewski)


The school leader’s role in regard to the school The school leader’s role in regard to the school culture is multifacetedculture is multifaceted..

1. Developing and maintaining an adequate 1. Developing and maintaining an adequate understanding of the various elements of the school understanding of the various elements of the school culture by periodically analyzing the following factors:culture by periodically analyzing the following factors: History of the organizationHistory of the organization Characteristics of the members of the organizationCharacteristics of the members of the organization Current problems and external demandsCurrent problems and external demands


2. 2. Enhancing School CultureEnhancing School Culture

After assessing the culture for understanding the After assessing the culture for understanding the school leader can then, and only then, be in a school leader can then, and only then, be in a position to enhance the culture if changes are position to enhance the culture if changes are needed.needed.


Principles for modeling creative teaching & leadership behaviors that Principles for modeling creative teaching & leadership behaviors that enhance school culture (Krajewski):enhance school culture (Krajewski): Envision a future direction of collaborationEnvision a future direction of collaboration Clearly establish the connection between mission & practice by Clearly establish the connection between mission & practice by

being an enthusiastic facilitator, meeting the needs of teachers and being an enthusiastic facilitator, meeting the needs of teachers and students, understanding motivations of each employee, and students, understanding motivations of each employee, and promoting growth in all personnelpromoting growth in all personnel

View problems as opportunities and focus on solutionsView problems as opportunities and focus on solutions Be creative in stimulating effective teaching practicesBe creative in stimulating effective teaching practices Think of othersThink of others Foster staff developmentFoster staff development Create networks that decrease teacher isolation & promote Create networks that decrease teacher isolation & promote

professional sharingprofessional sharing Stay focused on student performanceStay focused on student performance


3.3. Subcultures and CounterculturesSubcultures and Countercultures School cultures are not homogenous entitiesSchool cultures are not homogenous entities

““. . . Great likelihood that there are multiple school subcultures, . . . Great likelihood that there are multiple school subcultures, or even countercultures, competing to define the nature of or even countercultures, competing to define the nature of situations within organizational boundaries.” situations within organizational boundaries.” (Smircich)(Smircich)

Particularly characteristic of secondary schools with different Particularly characteristic of secondary schools with different departmental structures, orientations, and needs, and are “loosely departmental structures, orientations, and needs, and are “loosely coupled” (authority linkages between the school leader and staff are not coupled” (authority linkages between the school leader and staff are not direct and connections between units of the organization are not explicit) direct and connections between units of the organization are not explicit)

Many of the subcultures may not be compatible and are in conflictMany of the subcultures may not be compatible and are in conflict

Students may have their own subculture that may be in conflict with Students may have their own subculture that may be in conflict with other school subculturesother school subcultures


4. 4. Promoting Values, Respecting DiversityPromoting Values, Respecting Diversity Issues involving class, culture, and race have a strong Issues involving class, culture, and race have a strong

influence on people’s values and behaviors and, influence on people’s values and behaviors and, therefore, the school’s culture.therefore, the school’s culture.

Boyer suggested that a core of virtues be agreed Boyer suggested that a core of virtues be agreed upon, i.e. honesty, respect, responsibility, upon, i.e. honesty, respect, responsibility, compassion, self-discipline, perseverance, and giving.compassion, self-discipline, perseverance, and giving.

““A school’s greatest impact occurs not in the formal A school’s greatest impact occurs not in the formal lessons taught, but in creating a climate in which lessons taught, but in creating a climate in which virtues are learned by example.” virtues are learned by example.” (Ernest Boyer)(Ernest Boyer)


5.5. Clarity About Values and IdealsClarity About Values and Ideals School leaders need to be clear about which values and ideals School leaders need to be clear about which values and ideals

they believe the school should be promoting based on its unique they believe the school should be promoting based on its unique context.context.

Key question: “What should be the primary mission and goals of Key question: “What should be the primary mission and goals of this school?”this school?”

School leaders must bring in all key stakeholders to address this School leaders must bring in all key stakeholders to address this question.question.

““Principals can influence student learning by developing a clear Principals can influence student learning by developing a clear mission that provides an instructional focus for teachers mission that provides an instructional focus for teachers throughout the school.”throughout the school.” (Hallinger)(Hallinger)


6.6. Shaping the Culture through Choice of StaffShaping the Culture through Choice of Staff

Must pay attention to kinds of individuals recommended for Must pay attention to kinds of individuals recommended for faculty and leadership positionsfaculty and leadership positions

Every new hire and the cumulative effect of selective hiring over Every new hire and the cumulative effect of selective hiring over a number of years represents an opportunity to shape the a number of years represents an opportunity to shape the school culture.school culture.

The people in the organization are the major contributors to its The people in the organization are the major contributors to its culture because their values and ideals are the building blocks culture because their values and ideals are the building blocks for the norms that influence behavior.for the norms that influence behavior.

By emphasizing certain values and ideals in the hiring process, By emphasizing certain values and ideals in the hiring process, a school leader can shape the culture over time.a school leader can shape the culture over time.


7. 7. Shaping the Culture through Formal Leadership Shaping the Culture through Formal Leadership AppointmentsAppointments

Leaders should select people who best represent the school values and ideals that Leaders should select people who best represent the school values and ideals that they are trying to promote:they are trying to promote:

Hire people who share commitment to the same school prioritiesHire people who share commitment to the same school priorities

Communicates symbolically to others the values and ideals the leader Communicates symbolically to others the values and ideals the leader thinks are important to possessthinks are important to possess

Has greatest symbolic influence when the leader emphasizes publicly the Has greatest symbolic influence when the leader emphasizes publicly the reasons for the selectionreasons for the selection


8. 8. Working With Informal LeadersWorking With Informal Leaders

Must identify and develop an appropriate relationship Must identify and develop an appropriate relationship with the with the informal leadersinformal leaders of the school of the school

(Especially important for new principals (Especially important for new principals because the because the formal and informal leaders who are in formal and informal leaders who are in place form place form the existing power structure) the existing power structure)

Informal leaders are in every group – may be the same Informal leaders are in every group – may be the same as the formal leader if he/she has the personal influence as the formal leader if he/she has the personal influence with members of the group, with members of the group, NOTNOT because of the because of the authority of the positionauthority of the position


Informal leaders can best be identified by Informal leaders can best be identified by examining the group’s interaction patterns.examining the group’s interaction patterns.

Typically, the individual with whom there is the Typically, the individual with whom there is the greatest interaction and communication within the greatest interaction and communication within the group and whose opinion and judgment are most group and whose opinion and judgment are most respected by the other members is the respected by the other members is the informal informal leaderleader..


9.9. Handling Conflict Between Formal and Handling Conflict Between Formal and Informal LeadersInformal Leaders

When the informal leader of a group is a different person When the informal leader of a group is a different person from the formal leader, a potential for conflict exists.from the formal leader, a potential for conflict exists.

ExampleExample: An informal leader opposed to a new policy may : An informal leader opposed to a new policy may influence others and develop a group norm that resists the influence others and develop a group norm that resists the change.change.


There are no easy answers to There are no easy answers to informal-formal leadership conflictsinformal-formal leadership conflicts

The principal can attempt to:The principal can attempt to: Influence the informal leaderInfluence the informal leader Develop a rival informal leader within the group who will serve as Develop a rival informal leader within the group who will serve as

an advocate for the principal’s causean advocate for the principal’s cause

Key to a solutionKey to a solution: : Identifying and nurturing an individual in the group whose personal Identifying and nurturing an individual in the group whose personal qualities are liked and respected by colleagues, and whose values qualities are liked and respected by colleagues, and whose values and ideals are congruent with those of the principal.and ideals are congruent with those of the principal.


10.10. Keeping the School’s Mission in the Public EyeKeeping the School’s Mission in the Public Eye

Important to take every opportunity to Important to take every opportunity to clearly articulate the values and ideals, clearly articulate the values and ideals, vision, mission, and goals of the schoolvision, mission, and goals of the school


11.11. Communication as a Tool for Shaping CultureCommunication as a Tool for Shaping Culture

Formal Formal (memoranda, documents, newsletters)(memoranda, documents, newsletters)

Informal and SymbolicInformal and Symbolic (stories, rituals, ceremonies, slogans)(stories, rituals, ceremonies, slogans)

What a principal talks about, What a principal talks about, pays attention to, and reinforces greatly pays attention to, and reinforces greatly

influences school culture.influences school culture.

Distinguishing Between Distinguishing Between Culture and ClimateCulture and Climate

Climate may be viewed as a subset of cultureClimate may be viewed as a subset of culture

Whereas Whereas cultureculture consists of belief systems that undergird the consists of belief systems that undergird the patterns of behavior in a school . . .patterns of behavior in a school . . .

climateclimate refers to the sum total of the dynamic interactions among refers to the sum total of the dynamic interactions among the psychosocial, academic, and physical dimensions of the the psychosocial, academic, and physical dimensions of the school’s environment. school’s environment.

These dimensions cannot be separated and must be addressed These dimensions cannot be separated and must be addressed together consistently.together consistently.

Whether a school climate is positive or negative can be ascertained Whether a school climate is positive or negative can be ascertained by the atmosphere set up through such interactions.by the atmosphere set up through such interactions.

Measuring School ClimateMeasuring School Climate

PerceptionsPerceptions held by stakeholder groups provide an important gauge for held by stakeholder groups provide an important gauge for

measuring school climate.measuring school climate.

Because of the Because of the impact of perceptions on bother processes and impact of perceptions on bother processes and outcomesoutcomes, it is important to know what these perceptions are., it is important to know what these perceptions are.

-- Conduct a survey asking people NOT how they personally feel about a -- Conduct a survey asking people NOT how they personally feel about a school, but their opinions about what “most people” perceive to be true school, but their opinions about what “most people” perceive to be true about the school in various aspects.about the school in various aspects.

-- These shared perceptions of climate represent what most people believe, -- These shared perceptions of climate represent what most people believe, not the individual’s reaction to the environment, and targets areas for not the individual’s reaction to the environment, and targets areas for intervention on the part of the school leader.intervention on the part of the school leader.

Why Is School Climate Important?Why Is School Climate Important?

Climate has a major influence on:Climate has a major influence on: MoraleMorale ProductivityProductivity LearningLearning

““School climate can be a positive influence on School climate can be a positive influence on the health of the learning environment or a the health of the learning environment or a significant barrier to learning.” (Freiberg)significant barrier to learning.” (Freiberg)

A Final Word About Culture . . .A Final Word About Culture . . .

““School leaders from every level are key to shaping school culture. . .School leaders from every level are key to shaping school culture. . .

Their words, their nonverbal messages, their actions and their Their words, their nonverbal messages, their actions and their accomplishments all shape culture. . .accomplishments all shape culture. . .

They are models, poets, actors, and healers. . .They are models, poets, actors, and healers. . .

They are historians and anthropologists. . .They are historians and anthropologists. . .

They are visionaries and dreamers. . .They are visionaries and dreamers. . .

Without the attention of leaders, school cultures can become toxic and Without the attention of leaders, school cultures can become toxic and unproductive. . .unproductive. . .

By paying fervent attention to the symbolic side of their schools, leaders By paying fervent attention to the symbolic side of their schools, leaders can develop the foundation for change and success.”can develop the foundation for change and success.”

(Peterson and (Peterson and Deal)Deal)

understanding school culture. “new blood” : reality or myth “ten thousand new teachers each...

Documents

role of culture

set of values

deal slide

smircich slide

new teachers

set of implicit group

school leaders desire

albert shankar slide