“
“
New Blood” : Reality or Myth
New 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 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?
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 norms
implicit 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.
What is Organizational Culture?
What is Organizational Culture?
“
“
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)
What is Organizational Culture?
What is Organizational Culture?
“
“
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.”
Role of Culture in Effective
Role of Culture in Effective
Schools
Schools
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 diversity
culture that values high expectations and respects diversity
of talents and learning styles (Education Commission of
of talents and learning styles (Education Commission of
the States)
the States)
Therefore, if school leaders desire to improve the morale and
Therefore, if school leaders desire to improve the morale and
productivity of those they lead, it is imperative that they
productivity of those they lead, it is imperative that they
strive to understand and enhance the organizational
strive to understand and enhance the organizational
culture of their schools.
Major Elements of
Major Elements of
Organizational Culture
Organizational Culture
I.
I.
VALUES and IDEALS
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
Note
: 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.
Major Elements of
Major Elements of
Organizational Culture
Organizational Culture
II.
II.
NORMS
NORMS
Values and beliefs are usually reflected in its
Values and beliefs are usually reflected in its
NORMS
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 &
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.
Major Elements of
Major Elements of
Organizational Culture
Organizational Culture
II.
II.
NORMS
NORMS
“
“
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)
Major Elements of
Major Elements of
Organizational Culture
Organizational Culture
III.
III.
EXPECTATIONS
EXPECTATIONS
The
The
expectations
expectations
of an organizational culture are the
of an organizational culture are the
norms applied to a specific situation.
norms applied to a specific situation.
Example
Example
:
:
The principal should always support the teachers, right or wrong.
The principal should always support the teachers, right or wrong.
Note
Note
: It is important to
: It is important to
be aware of the expectations
be 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 expectations
evaluate the merits of those expectations
before
before
deciding to meet them.
Major Elements of
Major Elements of
Organizational Culture
Organizational Culture
IV.
IV.
SANCTIONS
SANCTIONS
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.
Sanctions
Sanctions
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:
Major Elements of
Major Elements of
Organizational Culture
Organizational Culture
IV.
IV.
SANCTIONS
SANCTIONS
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.
Major Elements of
Major Elements of
Organizational Culture
Organizational Culture
V.
V.
COMMUNICATION THROUGH SYMBOLISM
COMMUNICATION 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 activity
symbolic 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 eventsMajor Elements of
Major Elements of
Organizational Culture
Organizational Culture
VI.
VI.
SYMBOLIC ACTIVITY THROUGH BEHAVIORAL
SYMBOLIC ACTIVITY THROUGH BEHAVIORAL
EXAMPLE
EXAMPLE
Modeling and nonverbal behavior sends a symbolic message
Modeling and nonverbal behavior sends a symbolic message
that is most powerful
that 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.
Major Elements of
Major Elements of
Organizational Culture
Organizational Culture
“
“
Organizational culture and the symbols which are
Organizational culture and the symbols which are
apart of this culture are not politically neutral but
apart of this culture are not politically neutral but
represents levels of power and control.”
represents 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.
Cultural Elements of
Cultural Elements of
An Effective School
An 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
Cultural Elements of
Cultural Elements of
An Effective School
An Effective School
I.
I.
Positive Organizational Culture
Positive 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)
Cultural Elements of
Cultural Elements of
An Effective School
An Effective School
II.
II.
Emphasis on Academic Effort and Achievement
Emphasis 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 accomplishment
Cultural Elements of
Cultural Elements of
An Effective School
An Effective School
III
III
.
.
Belief that All Students Can Achieve
Belief that All Students Can Achieve
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
Cultural Elements of
Cultural Elements of
An Effective School
An Effective School
IV.
IV.
Ongoing Faculty Development and
Ongoing Faculty Development and
Innovation
Innovation
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.
Cultural Elements of
Cultural Elements of
An Effective School
An Effective School
V.
V.
Safe and Orderly Learning Environment
Safe 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
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role 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.”
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
The school leader’s role in regard to the school
The school leader’s role in regard to the school
culture is multifaceted
culture 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 organization
History of the organization
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
2.
2.
Enhancing School Culture
Enhancing 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.
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
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 being Clearly establish the connection between mission & practice by being
an enthusiastic facilitator, meeting the needs of teachers and students,
an enthusiastic facilitator, meeting the needs of teachers and students,
understanding motivations of each employee, and promoting growth in
understanding motivations of each employee, and promoting growth in
all personnel
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 sharing
professional sharing
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
3.
3.
Subcultures and Countercultures
Subcultures 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
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
4.
4.
Promoting Values, Respecting Diversity
Promoting 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, compassion,
upon, i.e. honesty, respect, responsibility, compassion,
self-discipline, perseverance, and giving.
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
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
5.
5.
Clarity About Values and Ideals
Clarity 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
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
6.
6.
Shaping the Culture through Choice of Staff
Shaping 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 positions
faculty 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.
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
7.
7.
Shaping the Culture through Formal Leadership
Shaping the Culture through Formal Leadership
Appointments
Appointments
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 possess
thinks 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 selection
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
8.
8.
Working With Informal Leaders
Working With Informal Leaders
Must identify and develop an appropriate relationship
Must identify and develop an appropriate relationship
with the
with the
informal leaders
informal leaders
of the school
of the school
(Especially important for new principals because the
(Especially important for new principals because the
formal and informal leaders who are in place form
formal and informal leaders who are in 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,
NOT
NOT
because of the
because of the
authority of the position
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
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
leader
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
9.
9.
Handling Conflict Between Formal and
Handling Conflict Between Formal and
Informal Leaders
Informal 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.
Example
Example
: 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.
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
There are no easy answers to
There are no easy answers to
informal-formal leadership conflicts
informal-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 cause
an advocate for the principal’s cause
Key to a solution
Key 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.
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
10.
10.
Keeping the School’s Mission in the Public Eye
Keeping the School’s Mission in the Public Eye
Important to take every opportunity to
Important to take every opportunity to
Shaping School Culture:
Shaping School Culture:
Role of the School Leader
Role of the School Leader
11.
11.
Communication as a Tool for Shaping Culture
Communication 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
Distinguishing Between
Distinguishing Between
Culture and Climate
Culture and Climate
Climate may be viewed as a subset of culture
Climate may be viewed as a subset of culture
Whereas
Whereas
culture
culture
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 . . .
climate
climate
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
Measuring School Climate
Measuring School Climate
Perceptions
Perceptions
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
outcomes
outcomes
, 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.
Why Is School Climate Important?
Why Is School Climate Important?
Climate has a major influence on:
Climate has a major influence on:
Morale
Morale
Productivity
Productivity
Learning
Learning
“
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 Deal)
