Studying and Shaping Culture as a Key Component for School Improvement West Virginia School Improvement Specialists August 18, 2010 Jerry Valentine Professor Emeritus University of Missouri.
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Studying and Shaping Culture as a Key Component for School Improvement West Virginia School Improvement Specialists August 18, 2010 Jerry Valentine Professor Emeritus University of Missouri Getting to know each other… brief introductions…. Our time together today… School Improvement, School Culture, and School Change (early to mid morning) Student Engagement and Student Achievement (late morning to lunch) Student Engagement and Achievement Strategies (after lunch to early afternoon) In 15 years of working on a weekly basis with academically struggling schools, I have found that the following are usually issues…we will talk about some of these today. Leadership for Change Principal and/or teacher leadership is/are lacking Culture Ambivalent, negative or toxic, but not highly collaborative culture with high expectations Pedagogy Curriculum is aligned but not taught Instructional Practices are archaic (out of tune with current knowledge; neither relevant nor challenging) Engagement in learning is minimal; learning time is not honored; student focus is not high; busy work abounds, and deeper, thoughtful learning occurs infrequently Assessment is OF learning, not FOR learning. Leaders and teachers believe structures and programs make a difference, but they do not understand that… the competence and beliefs of the people, the fidelity with which programs are implemented, and the processes by which they solve problems make the difference. Comprehensive, Systemic School Improvement Components CARING, COLLABORATIVE CULTURE ORGANIZATIONAL LEADERSHIP Principal STUDENT Administrative Team SI Team Success Faculty Leadership Student Leadership ORGANIZATIONAL Parent Leadership Community Leadership STRUCTURES District Leadership Change Processes Program Delivery Personnel Policies Student Policies Resource Allocation Valentine, 2002 ORGANIZATIONAL PEDAGOGY Curriculum Instruction Assessment Knowledge of student learning TRUSTING, RESPECTFUL CLIMATE Our Values as A Faculty “What do we hold dear about education?” Our Beliefs as a Faculty “What do we think makes a difference for studetns?” Our Commitment to Best Practices “How much, and to what, are we committed?” Assess School Action Plan “How much of the plan have we accomplished?” Implement School Action Plan “How do we collectively implement our action plan?” Knowledge of Best Practice “Do we understand best educational practice and systemic change?” Organizational Vision “What do we want our organization to look like over the next few years?” Organizational Goals “How can we accomplish our organization’s vision?” Design Strategies “What objectives, tasks, responsibilities, and timelines are necessary to accomplish our goals?” Organizational Mission “What is our organization’s purpose?” Baseline Data About Current Practice “What do we look like as we begin the process?” Valentine, 2002 The Necessity and Urgency for Change in Our Schools… The Knowledge-Implementation Gap Our Implementation with No New Knowledge Lewin’s Simple Explanation of Organizational Change Has Become a Classic Perspective: Freeze/Unfreeze/Transition/Refreeze Kurt Lewin Pioneer in organizational psychology Born in Poland Studied in Germany Emigrated to US as Hitler moved into power Worked at Cornell, Iowa U. MIT and Harvard Mountain Stream Ice Flow: Freezes, Thaws, Reshapes, Refreezes with the Environmental Factors of Sun-ShadeCurrent Flow-Water Depth Freeze-Unfreeze-Transition-Refreeze Explanation Freeze is our current state—the way we are… Unfreeze is the time we spend realizing and accepting that we need to change. Transition is the actual implementation of the change Refreezing is stabilizing the organization so the new change can be internalized and maintained until it needs to be changed Learning organizations are in a continuous cycle of change from freeze to unfreeze to transition to refreezing just as the mountain stream transitions in the fall or spring Same Concept, Different Visual Lewin’s Stages of Change: Current State Unfreeze Transition Freeze The Change Journey: Facilitating Significant Change Significant change is institutionalized Hawthorne Effect (assuming the group has collective commitment to change) Significant change is introduced Refreeze Unfreeze Awareness/ Urgency for Change Group Performance Level T R A N S I T I O And the process repeats…. N Implementation Dip Sustained building-wide data collection/analysis, dialogue, and problem solving Job-embedded professional development Hackmann and Valentine 2009 STAFF ANXIETY Low High Comfort-Discomfort-Comfort Cycle: Staff Anxiety During Collaboratively Developed Change Challenges of implementing the change Realization of urgency for change Realization of needed change Comfortable with current conditions Collaborative problem solving and design Optimism about decision to change TIME Valentine, 2010 Commitment and persistence Comfort with new conditions STAFF ANXIETY Low High Comfort-Discomfort-Comfort Cycle: Staff Anxiety During Mandated, Authoritative Change Realization of urgency for change Realization of needed change Comfortable with current conditions Mandated Change Collaborative problem solving and design Optimism about decision to change TIME Valentine, 2010 Challenges of implementing the change Little Commitment or Comfort Commitment and persistence Comfort with new conditions Continuous Change… Continuous change is a condition of life in schools… We cannot afford to refreeze and stay frozen. Nor can we afford not to collaboratively design the change. Does our school culture represent the values necessary to make appropriate changes? Does our school culture reduce anxiety about change by involving teachers in the decisions and design and then supporting their efforts during implementation? Do we have a caring, collaborative, problem-solving culture that will allow us to identify and make the right changes? What is School Culture? The eloquent definitions: The shared beliefs and values that closely knit a community together (Deal and Kennedy, 1982) The pattern of basic assumptions—invented, discovered, or developed by a group as they learn to cope with past problems—that have been developed over time and have worked so well that they are taught to new members as the correct way to perceive, think, and feel as the organization addresses new problems. (Modified from Schein, 1985) The practical definitions: The unwritten rules and traditions, norms, and expectations. (Deal and Peterson, 2009) The way we do things around here (Bower, 1966) The culture is the personality of the school… it influences and shapes the way teachers, students, and administrators think, feel, and act… it reflects the norms, values, beliefs, and assumptions of our school… it shapes the “way we do things around here.” Valentine 1989 And the research says… A positive school culture Fosters school effectiveness and productivity Improves collegiality, collaboration, communication and problem-solving practices Promotes innovation and school improvement Builds commitment and kindles motivation Amplifies the energy and vitality of school staff, students, and community Focuses attention on what is valued and important Deal and Peterson pp. 12-14 Cultures can be… Toxic (Pervasive sense of hopelessness and pessimism; negativity is the norm) Fragmented (Collaboration and external support discouraged; individualism is valued) Balkanized (In-groups, clicks, territoriality, lack of sharing) Contrived Collegiality (Superficial structure put in place to foster collaboration; often the initial step along the path toward true collaboration) Comfortably Collaborative (Lacks criticism and wrestling with the tough issues) Collaborative (The norm is openness, problem-solving, challenging, seeking improvement collectively as a faculty) Gruenert and Valentine (2006); adapted from Fullan and Hargraves (1996), Deal and Peterson (1999), Shaping School Culture books… How do we begin to understand our school’s culture????? Engaging, Collaborative Strategies… “School Song” If our school was an animal, we would be a… Develop (write and act) a 20 second advertisement or infomercial… Design a “shield” with symbols (like a family shield or crest)… Create a list or timeline of the school’s rituals and ceremonies… Identify the heroes/heroines past and present… Create a “book of stories” that personify the school past and present… Conduct an educational “Garage Sale” Peterson and Deal Symbolic Educational Garage Sale Faculty determine what to Keep or Sell or Trash from among the Values, Programs, Equipment, Past Events, Relationships, Curricular Ideas, Teaching Approaches, Educational Issues, and Conflicts NOT FOR SALE …need now FOR SALE ...of some value, but not to us Peterson and Deal MUSEUM…served us well in past, given place of honor TOXIC WASTE… dispose carefully GARBAGE/TRASH …no longer of use How might we address the negative aspects of our culture? Hold a wake for some of the toxic behaviors or rituals that are not supportive of our desired culture Make a list of the toxic behaviors or the negative rituals and traditions that no longer serve the current needs of students and bury them. Peterson and Deal How might we address the negative aspects of our culture? Have a bonfire Take pictures around school of the symbols of past failures then make a small bonfire and burn them. Peterson and Deal How might we address the negative aspects of our culture? Display positive symbols like banners, posters, wall hangings and artifacts with great messages… drown out the negativity of the past. Peterson and Deal How do we constructively reshape our school’s culture?????? We begin by understanding what we value and believe about students and the schooling experience. We define what we want to become through our vision and goals. We openly discuss our rituals and ceremonies to be sure they support our desired culture We discuss “the way we do things” openly and challenge our existing practices We create a “school culture” team responsible for: collecting data about our culture leading us in studying the data pointing out to us where our practices don’t match our desired culture Our School Culture Affects How We Meet Our Students’ Needs: The Cultural Knowledge-Implementation Gap Our Effectiveness without a Collaborative Culture Change is like a trapeze act… You have to let go before you can grab on... if you let go too soon, you’ll miss the next bar. If you hold on too long… you’ll lose momentum. Peterson and Deal Your School Culture is Your Safety Net… A strong and positive caring, collaborative, problem- solving school culture… Allows you to let go with the confidence that you will be safe…even if the task is difficult and you need multiple attempts to be successful. Provides the same level of security to everyone who is willing to put forth the effort to change. Serves as the foundation for constructive change because it reflects the school’s values and beliefs and commitments woven together into a strong, resilient safety net. Valentine 2010 Remember… A Caring Collaborative School Culture is one of the basic components of a highly successful school! Study it and shape it. Time to Stretch… Not a Break, Just a Stretch… Collecting Data to Study and Change School Culture The School Culture Survey (Gruenert and Valentine, 1998) 6 Factors about School Culture 35 Items Teacher Efficacy Scale (Quinn 2008) 10 Items Collaborative Leadership School leaders establish, maintain, and support collaborative relationships with and among school staff. Leaders value teachers’ ideas, seek input, engage staff in decision-making, and trust the professional judgment of the staff. Leaders support and reward risk-taking and innovative ideas designed to improve education for the students. Leaders reinforce the sharing of ideas and effective practices among all staff. Teacher Collaboration Teachers engage in constructive dialogue that furthers the educational vision of the school. Teachers across the school plan together, observe and discuss teaching practices, evaluate programs, and develop an awareness of the practices and programs of other teachers. Professional Development Teachers value continuous personal development and school-wide improvement. Teachers seek ideas from seminars, colleagues, organizations, and other professional sources to maintain current knowledge, particularly current knowledge about instructional practices. Unity of Purpose Teachers work toward a common mission for the school. Teachers understand, support, and perform in accordance with that mission. Collegial Support Teachers work together effectively. Teachers trust each other, value each other’s ideas, and assist each other as they work to accomplish the tasks of the school organization. Learning Partnership Teachers, parents, and students work together for the common good of the student. Parents and teachers share common expectations and communicate frequently about student performance. Parents trust teachers and students generally accept responsibility for their schooling.. Collecting SCS Data School Culture Team Prepares Faculty What is School Culture? Why is it important to study it? What will we do with the data we collect? Strategies for Collecting Teacher Responses Distribute; responses returned to a box Distribute; responses to secretary (envelope) Distribute, responses to a teacher (envelope) Distribute and complete during a faculty meeting or PD session (envelope) Analyzing the SCS Data School Culture Team… Enters Data into Spreadsheet Copies Charts/tables as needed Determines date/time/agenda for studying the data Strategies for Faculty Study of SCS Data Randomly Mix faculty into groups of 5-6 per table Distribute Survey, Data Sheet, and Factor Definitions with Item Numbers Small groups rank the 6 factors on chart paper, discuss their perceptions of the factor rankings, and then share out perceptions of the factors and rankings to whole faculty Small groups identify and rank on chart paper the five highest and lowest rated items, discuss their perceptions, and then share out perceptions about specific items to whole faculty Small groups list on chart paper what they view as most pressing issues and share out with whole faculty Small groups list on chart paper practical strategies to address the issues and share out with whole faculty Culture Team collects all chart papers and creates a list of issues, strategies, and recommendations for faculty to discuss In upcoming session faculty discuss and reach consensus on recommendations Perspective…the Indiana Study Elementary SCS Factor Schools Collaborative 3.56 Leadership Teacher 3.12 Collaboration Professional 3.99 Development Unity of 4.02 Purpose Collegial 3.95 Support Learning 3.52 Partnership (Gruenert 2005) Middle Schools High Schools 3.35 3.29 2.88 2.73 3.71 3.59 3.67 3.68 3.65 3.64 2.99 3.03 Teacher Efficacy Scale Describes the extent to which teachers consider their students to be capable of successful learning and consider themselves to be responsible and effective agents in instructing students. 10 Items Reverse Scoring Explanation For item analysis you do not use the revere scored column For Charts, the reverse score is applied so the bar graphs all go in the same direction, thus taller bar (higher number) is more positive Thank you for the opportunity to discuss school culture. Jerry Valentine Professor Emeritus University of Missouri [email protected] The following slide applies only if the school does the School Culture Typology Activity. School Culture Typology Activity Randomly Mix 6 Per Table Independently complete School Culture Typology Individual Worksheet (Handouts A and B) Independently read and highlight School Culture Research Summary (Handout C) Create groups of three from each table Each person gets the Typology Descriptions (Handout D) Each person receives and then studies either Typology Example A, B, or C (Handouts E, F, G) Triad members discuss their respective Culture Examples Back as a table of six, the table group tallies their previously completed School Culture Typology Individual Worksheet ratings using the School Culture Typology Small Group Worksheet (Handout H) The table group then completes and discusses their Culture Typology Reflection Worksheets (Handout I) The activity facilitator collects the table worksheets and the School Culture Team builds a school composite culture and designs the next session where faculty study the findings.