1. UNDERSTANDING SCHOOL CULTURE

2. “New Blood” : Reality or Myth “Ten thousand new teachers each year enter the New York City school system … These new teachers come from all over the country. They represent all religions, races, political persuasions, and educational institutions. But the amazing thing is that after three weeks in the classroom you can’t tell them apart from the teachers they replaced.” Albert Shankar

3. The More Things Change the More They Stay the Same... Taking an historical perspective of educational institutions over time, how 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?

4. What is Organizational Culture? In the 1930s, Western Electric studies found that employees develop a set of implicit group norms that influence and, in some cases, restrict, the levels of performance of an individual or group. In the 1930s, Western Electric studies found that employees develop a set of implicit group norms that influence and, in some cases, restrict, the levels of performance of an individual or group. Any organization operates according to a set of values, goals, principles, procedures, and practices that help define what it is all about. Any organization operates according to a set of values, goals, principles, procedures, and practices that help define what it is all about. ORGANIZATIONAL CULTURE is the term used for these combined operating characteristics.

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

6. What is Organizational Culture? “Culture is the underground stream of norms, values, beliefs, traditions, and rituals that has built up over time as people work together.” “... this set of informal expectations and values shape how people think, feel, and act in schools”... and serves as a highly enduring web of influence [that] binds the school together and makes it special.” (Peterson and Deal) (Peterson and Deal)

7. Role of Culture in Effective Schools Research has identified school culture as an important effectiveness variable. Research has identified school culture as an important effectiveness variable. Quality learning experiences start with an organizational culture that values high expectations and respects diversity of talents and learning styles (Education Commission of the States) Quality learning experiences start with an organizational culture that values high expectations and respects diversity of talents and learning styles (Education Commission of the States) Therefore, if school leaders desire to improve the morale and productivity of those they lead, it is imperative that they strive to understand and enhance the organizational culture of their schools.

8. Major Elements of Organizational Culture I. VALUES 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? Note: It is important to distinguish between those values and ideals given only “lip service” by people and those on which their behavior is based.

9. Major Elements of Organizational Culture II. NORMS Values and beliefs are usually reflected in its NORMS: Unwritten rules stating what people should and should not do Unwritten rules stating what people should and should not do Serve the purpose of regulating and controlling behavior Serve 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 & organizational values are communicated to the individual through rules and processes -- when these are congruent, an individual is more satisfied with the job and more productive.

10. Major Elements of Organizational Culture II. NORMS “Any lasting change of a school will occur only because the staff itself changes norms of expectations, appropriate role definitions, standards of accountability, and patterns of behavior.” (Miller)

11. Major Elements of Organizational Culture III. EXPECTATIONS The expectations of an organizational culture are the norms applied to a specific situation. Example: The principal should always support the teachers, right or wrong. Note: It is important to be aware of the expectations of others as part of understanding the culture, but one must also evaluate the merits of those expectations before deciding to meet them.

12. Major Elements of Organizational Culture IV. SANCTIONS If expectations are to be effective in shaping the behavior of those in the organization, they must carry sanctions. Sanctions represent the means by which an organization or group tries to bring about compliance with its expectations, and may be: Positive or negative (from punitive to reward) Positive or negative (from punitive to reward) Exercised formally or informally Exercised formally or informally

13. Major Elements of Organizational Culture IV. SANCTIONS Noncompliance of an individual or group usually does not take the form of a direct challenge. Instead, resistance is usually expressed by underachievement or lack of implementation in response to the leader’s expectations. 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 of the organization. As a result, implementation of the policy, procedure, or plan is delayed, thwarted, or completely shelved.

14. Major Elements of Organizational Culture V. COMMUNICATION THROUGH SYMBOLISM Expectations and sanctions of individuals or groups in an organization may be communicated directly or expressed indirectly through symbolic activity. Symbols reinforce the commitment to and pursuit of organizational goals and may take different forms: Storytelling about important events Storytelling about important events Rituals Rituals Slogans Slogans

15. Major Elements of Organizational Culture VI.SYMBOLIC ACTIVITY THROUGH BEHAVIORAL EXAMPLE Modeling and nonverbal behavior sends a symbolic message that is most powerful Modeling and nonverbal behavior sends a symbolic message that is most powerful 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 formal and informal leaders in an organization. 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 formal and informal leaders in an organization.

16. Major Elements of Organizational Culture “Organizational culture and the symbols which are apart of this culture are not politically neutral but represents levels of power and control.” (Reilly and DeAngelo) Culture is a strong control mechanism that impedes change, neglects instruction, and ultimately affects achievement. (Blanch)

17. Cultural Elements of An Effective School A clear set of school-wide norms that emphasize the values of academic effort and achievement. A clear set of school-wide norms that emphasize the values of academic effort and achievement. A consistently applied set of expectations that stress the importance of staff members striving for excellence and students performing up to their potential. A consistently applied set of expectations that stress the importance of staff members striving for excellence and students performing up to their potential. A system of symbolic activity and sanctions that encourages and rewards effort, improvement, and accomplishment while discouraging disorder and complacency. A system of symbolic activity and sanctions that encourages and rewards effort, improvement, and accomplishment while discouraging disorder and complacency.

18. Cultural Elements of An Effective School I.Positive Organizational Culture “... An academically effective school is distinguished by its culture: a structure, process, and climate of values and norms that channel staff and students in the direction of successful teaching and learning.” (Purkey and Smith)

19. Cultural Elements of An Effective School II. Emphasis on Academic Effort and Achievement Schoolwide norms give the highest priority to academic effort and achievement as reflected in an organization’s mission, goals, policies, etc., etc. etc. Schoolwide norms give the highest priority to academic effort and achievement as reflected in an organization’s mission, goals, policies, etc., etc. etc. Norms should represent “ a clear and articulated vision of what the school stands for, a vision that embodies core values and purposes.” (Saphier and King) Norms should represent “ a clear and articulated vision of what the school stands for, a vision that embodies core values and purposes.” (Saphier and King) Expectations are clear, widely publicized, and emphasize academic effort, improvement, and accomplishment Expectations are clear, widely publicized, and emphasize academic effort, improvement, and accomplishment

20. Cultural Elements of An Effective School III.Belief that All Students Can Achieve Adopting the attitude that all students are capable of achieving at high levels, and that all teachers should behave accordingly.

21. Cultural Elements of An Effective School IV. Ongoing Faculty Development and Innovation Faculty strive to continually improve themselves and their professional practice, which is encouraged by the school through a sustained high-quality professional development program that is focused on enhancing learning for all students.

22. Cultural Elements of An Effective School V. Safe and Orderly Learning Environment Students and staff behave in ways contributing to a safe and orderly school environment

23. Shaping School Culture: Role of the School Leader “The only thing of real importance that leaders do is to create and manage culture.” (Schein) “The principal has the ultimate responsibility for school culture.”(Krajewski)

24. Shaping School Culture: Role of the School Leader The school leader’s role in regard to the school culture is multifaceted. 1. Developing and maintaining an adequate understanding of the various elements of the school culture by periodically analyzing the following factors: History of the organization History of the organization Characteristics of the members of the organization Characteristics of the members of the organization Current problems and external demands Current problems and external demands

25. Shaping School Culture: Role of the School Leader 2. Enhancing School Culture After assessing the culture for understanding the school leader can then, and only then, be in a position to enhance the culture if changes are needed.

26. Shaping School Culture: Role of the School Leader Principles for modeling creative teaching & leadership behaviors that enhance school culture (Krajewski): Envision a future direction of collaboration Envision a future direction of collaboration Clearly establish the connection between mission & practice by being an enthusiastic facilitator, meeting the needs of teachers and students, understanding motivations of each employee, and promoting growth in all personnel Clearly establish the connection between mission & practice by being an enthusiastic facilitator, meeting the needs of teachers and students, understanding motivations of each employee, and promoting growth in all personnel View problems as opportunities and focus on solutions View problems as opportunities and focus on solutions Be creative in stimulating effective teaching practices Be creative in stimulating effective teaching practices Think of others Think of others Foster staff development Foster staff development Create networks that decrease teacher isolation & promote professional sharing Create networks that decrease teacher isolation & promote professional sharing Stay focused on student performance Stay focused on student performance

27. Shaping School Culture: Role of the School Leader 3. Subcultures and Countercultures School cultures are not homogenous entities School cultures are not homogenous entities “... Great likelihood that there are multiple school subcultures, or even countercultures, competing to define the nature of situations within organizational boundaries.” (Smircich) Particularly characteristic of secondary schools with different departmental structures, orientations, and needs, and are “loosely coupled” (authority linkages between the school leader and staff are not direct and connections between units of the organization are not explicit) Particularly characteristic of secondary schools with different departmental structures, orientations, and needs, and are “loosely coupled” (authority linkages between the school leader and staff are not direct and connections between units of the organization are not explicit) Many of the subcultures may not be compatible and are in conflict Many of the subcultures may not be compatible and are in conflict Students may have their own subculture that may be in conflict with other school subcultures Students may have their own subculture that may be in conflict with other school subcultures

28. Shaping School Culture: Role of the School Leader 4. Promoting Values, Respecting Diversity Issues involving class, culture, and race have a strong influence on people’s values and behaviors and, therefore, the school’s culture. Issues involving class, culture, and race have a strong influence on people’s values and behaviors and, therefore, the school’s culture. Boyer suggested that a core of virtues be agreed upon, i.e. honesty, respect, responsibility, compassion, self-discipline, perseverance, and giving. Boyer suggested that a core of virtues be agreed upon, i.e. honesty, respect, responsibility, compassion, self-discipline, perseverance, and giving. “A school’s greatest impact occurs not in the formal lessons taught, but in creating a climate in which virtues are learned by example.” (Ernest Boyer) “A school’s greatest impact occurs not in the formal lessons taught, but in creating a climate in which virtues are learned by example.” (Ernest Boyer)

29. Shaping School Culture: Role of the School Leader 5. Clarity About 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 context. School leaders need to be clear about which values and ideals they believe the school should be promoting based on its unique context. Key question: “What should be the primary mission and goals of this school?” Key question: “What should be the primary mission and goals of this school?” School leaders must bring in all key stakeholders to address this question. School leaders must bring in all key stakeholders to address this question. “Principals can influence student learning by developing a clear mission that provides an instructional focus for teachers throughout the school.”(Hallinger) “Principals can influence student learning by developing a clear mission that provides an instructional focus for teachers throughout the school.”(Hallinger)

30. Shaping School Culture: Role of the School Leader 6. Shaping the Culture through Choice of Staff Must pay attention to kinds of individuals recommended for faculty and leadership positions Must pay attention to kinds of individuals recommended for faculty and leadership positions Every new hire and the cumulative effect of selective hiring over a number of years represents an opportunity to shape the school culture. Every new hire and the cumulative effect of selective hiring over a number of years represents an opportunity to shape the school culture. The people in the organization are the major contributors to its culture because their values and ideals are the building blocks for the norms that influence behavior. The people in the organization are the major contributors to its culture because their values and ideals are the building blocks for the norms that influence behavior. By emphasizing certain values and ideals in the hiring process, a school leader can shape the culture over time. By emphasizing certain values and ideals in the hiring process, a school leader can shape the culture over time.

31. Shaping School Culture: Role of the School Leader 7. Shaping the Culture through Formal Leadership Appointments Leaders should select people who best represent the school values and ideals that they are trying to promote: Hire people who share commitment to the same school priorities Hire people who share commitment to the same school priorities Communicates symbolically to others the values and ideals the leader thinks are important to possess Communicates symbolically to others the values and ideals the leader thinks are important to possess Has greatest symbolic influence when the leader emphasizes publicly the reasons for the selection Has greatest symbolic influence when the leader emphasizes publicly the reasons for the selection

32. Shaping School Culture: Role of the School Leader 8. Working With Informal Leaders Must identify and develop an appropriate relationship with the informal leaders of the school Must identify and develop an appropriate relationship with the informal leaders of the school (Especially important for new principals because the formal and informal leaders who are in place form the existing power structure) (Especially important for new principals because the formal and informal leaders who are in place form the existing power structure) Informal leaders are in every group – may be the same as the formal leader if he/she has the personal influence with members of the group, NOT because of the authority of the position Informal leaders are in every group – may be the same as the formal leader if he/she has the personal influence with members of the group, NOT because of the authority of the position

33. Shaping School Culture: Role of the School Leader Informal leaders can best be identified by examining the group’s interaction patterns. Typically, the individual with whom there is the greatest interaction and communication within the group and whose opinion and judgment are most respected by the other members is the informal leader.

34. Shaping School Culture: Role of the School Leader 9.Handling Conflict Between Formal and Informal Leaders When the informal leader of a group is a different person from the formal leader, a potential for conflict exists. When the informal leader of a group is a different person from the formal leader, a potential for conflict exists. Example: An informal leader opposed to a new policy may influence others and develop a group norm that resists the change.

35. Shaping School Culture: Role of the School Leader There are no easy answers to informal-formal leadership conflicts The principal can attempt to: Influence the informal leader Influence the informal leader Develop a rival informal leader within the group who will serve as an advocate for the principal’s cause Develop a rival informal leader within the group who will serve as an advocate for the principal’s cause Key to a solution: Identifying and nurturing an individual in the group whose personal qualities are liked and respected by colleagues, and whose values and ideals are congruent with those of the principal.

36. Shaping School Culture: Role of the School Leader 10.Keeping the School’s Mission in the Public Eye Important to take every opportunity to clearly articulate the values and ideals, vision, mission, and goals of the school

37. Shaping School Culture: Role of the School Leader 11.Communication as a Tool for Shaping Culture Formal Formal (memoranda, documents, newsletters) Informal and Symbolic Informal and Symbolic (stories, rituals, ceremonies, slogans) What a principal talks about, pays attention to, and reinforces greatly influences school culture.

38. Distinguishing Between Culture and Climate Climate may be viewed as a subset of culture Whereas culture consists of belief systems that undergird the patterns of behavior in a school... climate refers to the sum total of the dynamic interactions among the psychosocial, academic, and physical dimensions of the school’s environment. These dimensions cannot be separated and must be addressed together consistently. Whether a school climate is positive or negative can be ascertained by the atmosphere set up through such interactions.

39. Measuring School Climate Perceptions held by stakeholder groups provide an important gauge for measuring school climate. Because of the impact of perceptions on bother processes and outcomes, it is important to know what these perceptions are. -- Conduct a survey asking people NOT how they personally feel about a school, but their opinions about what “most people” perceive to be true about the school in various aspects. -- These shared perceptions of climate represent what most people believe, not the individual’s reaction to the environment, and targets areas for intervention on the part of the school leader.

40. Why Is School Climate Important? Climate has a major influence on: Morale Morale Productivity Productivity Learning Learning “School climate can be a positive influence on the health of the learning environment or a significant barrier to learning.” (Freiberg)

41. A Final Word About Culture... “School leaders from every level are key to shaping school culture... Their words, their nonverbal messages, their actions and their accomplishments all shape culture... They are models, poets, actors, and healers... They are historians and anthropologists... They are visionaries and dreamers... Without the attention of leaders, school cultures can become toxic and unproductive... By paying fervent attention to the symbolic side of their schools, leaders can develop the foundation for change and success.” (Peterson and Deal)