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The Shaping School Culture Fieldbook

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1 The Shaping School Culture Fieldbook
Joe Childers 2/13/2012

2 Introduction Please answer the following question on the Post it:
If my school was an animal, it would be a______ because_______

3 The Book Written by Terrence Deal and Kent Peterson in 2009
Instructional Content and Reflection guide Two parts Assessment Action Plan

4 Part I: Assessing School Culture
Chapters are broken down into “core values” Vision and Values Rituals and Ceremonies History Informal Relationships Artifacts and Symbols

5 Vision A dream of what a school can become Key terms related to vision
Mission Not just the poster in the hallway Values What is “good” (Ott 1989)

6 Vision (cont.) Beliefs Norms Assumptions
Understandings about the world around us Norms Expectations of all aspects of schooling Assumptions System of beliefs that guide behavior

7 Vision Activity If my school were an animal… Divide into small groups
Analyze the meaning of the metaphors Octopus Arms reaching out everywhere and connected to the center Arms reaching out everywhere with no backbone

8 Ritual and Ceremony Rituals Traditions Ceremonies
Allow students and staff to stay connected Beginning of the year rituals Traditions Allow for reflection on cultural roots FCAT/Testing Ceremonies Allow for recognition of all sorts

9 Rituals, Traditions & Ceremonies
“symbolic glue that binds a school together”(Deal & Peterson, 2009, p. 42)

10 History Leaders should understand the triumph and tragedy of their school Use history as a motivator Storytelling Ups and Downs Present message of hope or success

11 Informal Roles Every school has a unique cast of characters
School leaders need to understand the unassigned roles each teacher has Both negative and positive

12 Keeper of the Dream/Nightmare
Keepers of the Dream tell stories of success and hope, no matter the topic Keepers of the Nightmare dwell on the negative, with no hope

13 Gossips vs. Rumor Mongers
Every school has an inside source for “juicy” details Rumor Mongers spread with negative outlook

14 Martyrs Make great personal sacrifice for their job
Want all of the recognition and adulation May be “good” teachers academically, but demoralizing to a school

15 Symbols and Artifacts The aesthetics of culture How we “show off”
Physical Symbols Trophy Cases Mission Banners Non-physical Symbols Actions Presentation

16 Symbolic Garage Sale Staff members decide what should be done with certain ideals, objects, programs and teaching philosophies Excellent way to reflect

17 Garage Sale Museum Not For Sale Needs Repair
Symbols that were once successful and should be remembered, but not used actively Not For Sale Symbols crucial to student success Needs Repair Symbols that have potential but need tweeking

18 Garage Sale (Cont.) Reclaimed Toxic Waste Dump
Lost symbols that have worked in the past Toxic Waste Dump Symbols that need to go and never return

19 Part II: Taking Action Negativity spreaders should be confronted head-on Use public forum for air grievances Festivus Recruit and retain positive players who buy into school mission Spread positivity, not negativity

20 Taking Action: Bifocal Leader
Principal is not only a manager (discipline, etc.) Symbolic Leader Historian-Delve into the past Anthropological Detective-uncovers norms/values Visionary-spread deeper purpose Poet-articulates core values Actors-improvise to lead in social drama Healer-minister to wounds during tragedy/conflict

21 The Road Ahead Identify cultural values in school
Assess what works and what needs to be changed CHANGE! “In today’s world, everyone is for change, as long as they or those around them do not have to do anything differently (Deal and Peterson, p. 255)

22 Reaction: Strengths Format-easy to jump to and use
Writing Style-uses similarities and differences Marzano-Instructional strategy that yields highest gains Content Rich Honesty-have to be truthful to yourself

23 Strengths (Cont.) Honesty Symbolism-Allow Mission to dictate your path
Have to be truthful when assessing your staff and yourself Symbolism-Allow Mission to dictate your path You never see a mission that says, “to have all students pass the FCAT,” but is that the “mission” we strive towards?

24 Reaction: Weaknesses Redundant Weak Action Plan
Chapter 8 not necessary Weak Action Plan Too much content, not enough action plan ideas No discussion of administration/student relationships

25 FPL Standards Standard 5, Section D: Provides recurring monitoring and feedback on quality of learning environment Garage Sale Activity Standard 6: Decision Making All decisions should be made by following path created in mission statement Standard 9, Section D: High visibility Lead by positive example through actions and words

26 Conclusion Do not allow school culture to be put on the back burner
Cultural Success leads to academic success Smile 

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