Studying and Shaping Culture as a Key

Component for School Improvement

West Virginia School Improvement SpecialistsAugust 18, 2010Jerry Valentine

Professor EmeritusUniversity 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)

Leadership for ChangePrincipal and/or teacher leadership is/are lacking

CultureAmbivalent, negative or toxic, but not highly

collaborative culture with high expectationsPedagogy

Curriculum is aligned but not taughtInstructional 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, andthe processes by which they solve problems make the

difference.

STUDENTSuccess

ORGANIZATIONALLEADERSHIP

PrincipalAdministrative TeamSI TeamFaculty LeadershipStudent LeadershipParent LeadershipCommunity LeadershipDistrict Leadership

ORGANIZATIONALPEDAGOGY

CurriculumInstructionAssessmentKnowledge of student learning

CARING, COLLABORATIVECULTURE

ORGANIZATIONALSTRUCTURES

Change ProcessesProgram DeliveryPersonnel PoliciesStudent PoliciesResource Allocation

Comprehensive, Systemic School Improvement Components

TRUSTING, RESPECTFULCLIMATE

Valentine, 2002

Organizational Organizational MissionMission

“What is our organization’s

purpose?”

Knowledge of Best PracticeKnowledge of Best Practice“Do we understand best educational practice and

systemic change?”

Organizational Organizational VisionVision

“What do we want our organization to look like over the next few years?”

Assess School Assess School Action PlanAction Plan

“How much of the plan have we

accomplished?”

Baseline Data About Baseline Data About Current PracticeCurrent Practice“What do we look

like as we begin the process?”

Organizational GoalsOrganizational Goals“How can we

accomplish our organization’s vision?”

Design StrategiesDesign Strategies“What objectives, tasks,

responsibilities, and timelines are necessary

to accomplish our goals?”

Implement School Implement School Action PlanAction Plan“How do we collectively

implement our action plan?”

Our Beliefs as a Our Beliefs as a FacultyFaculty

“What do we think makes a

difference for studetns?”

Our Values as A Our Values as A FacultyFaculty

“What do we hold dear about education?”

Our Commitment Our Commitment to Best Practicesto Best Practices“How much, and to what, are we committed?”

Valentine, 2002

The Necessity and Urgency for Change in Our Schools…The Knowledge-Implementation Gap

Society and Our Students’ Needs Change Rapidly

Expert Knowledge of Best Educational

Practices

Our Knowledge of Best Educational

Practices

Our Implementation if W

e Maintain Knowledge of BEP

Our Implementation w/ Moderate Knowledge of BEP

Our Implementation with No New Knowledge Our Implementation if Negativity Prevails

Lewin’s Simple Explanation of Organizational Change Has Become a Classic Perspective:

Freeze/Unfreeze/Transition/RefreezeKurt Lewin

Pioneer in organizational psychologyBorn in PolandStudied in GermanyEmigrated to US as Hitler moved into powerWorked at Cornell, Iowa U. MIT and Harvard

Mountain Stream Ice Flow: Freezes, Thaws, Reshapes, Refreezes with the Environmental Factors of Sun-Shade-

Current 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

Current State Unfreeze Transition Freeze

Lewin’s Stages of Change:

Sustained building-wide data collection/analysis, dialogue, and problem solvingJob-embedded professional development

Unf

reez

e

Refr

eeze

Group Performance

Level

Significant change is introduced

Hawthorne Effect (assuming the group has collective commitment

to change)

Implementation Dip

Significant change is

institutionalized

T R A N S I T I O N

And the process repeats….

Awareness/Urgency for Change

Hackmann and Valentine 2009

Comfort-Discomfort-Comfort Cycle: Staff Anxiety During Collaboratively Developed Change

Comfortable with current conditions

Realization of needed change

Realization of urgency for change

Collaborative problem solving and design

Optimism about decision to change

Challenges of implementi

ng the change

Commitment and persistence

Comfort with new conditions

TIME S

TA

FF

AN

XIE

TY

L

ow

H

igh

Valentine, 2010

Comfort-Discomfort-Comfort Cycle: Staff Anxiety During Mandated, Authoritative Change

Comfortable with current conditions

Realization of needed change

Realization of urgency for change

Collaborative problem solving and design

Optimism about decision to change

Challenges of implementi

ng the change

Commitment and persistence

Comfort with new conditions

TIME S

TA

FF

AN

XIE

TY

L

ow

H

igh

Valentine, 2010

Mandated Change

Little Commitme

ntor Comfort

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 productivityImproves collegiality, collaboration,

communication and problem-solving practicesPromotes innovation and school improvementBuilds commitment and kindles motivationAmplifies the energy and vitality of school

staff, students, and communityFocuses 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 SaleFaculty 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

Peterson and Deal

NOT FOR SALE …need now

MUSEUM…served us well in past, given place of honor

FOR SALE ...of some value, but not to us

GARBAGE/TRASH…no longer of use

TOXIC WASTE… dispose carefully

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 bonfireTake pictures

around school of the symbols of past failures then make a small bonfire and burn them.

Peterson and Deal

Display positive symbols like banners, posters, wall hangings and artifacts with great messages… drown out the negativity of the past.

Peterson and Deal

How might we address the negative aspects of our culture?

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 cultureleading us in studying the datapointing 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

Society and Our Students’ Needs Change Rapidly

Expert Knowledge of Collaborative School

Culture

Our Knowledge of Collaborative School

Culture

Our Effectiveness in a Highly Collaborative Culture

Our Effectiveness in a Moderately Collaborative Culture

Our Effectiveness without a Collaborative Culture

Our Effectiveness in a Toxic 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 A Caring

Collaborative School Collaborative School Culture is one of the Culture is one of the basic components of basic components of a highly successful a highly successful

school!school! Study it and shape it.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 Culture35 Items

Teacher Efficacy Scale (Quinn 2008)10 Items

Collaborative LeadershipSchool 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 CollaborationTeachers 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 DevelopmentTeachers 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 PurposeTeachers work toward a common mission for the school. Teachers understand, support, and

perform in accordance with that mission.

Collegial SupportTeachers 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 PartnershipTeachers, 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 DataSchool 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 ResponsesDistribute; responses returned to a boxDistribute; responses to secretary (envelope)Distribute, responses to a teacher (envelope)Distribute and complete during a faculty meeting or PD session (envelope)

Analyzing the SCS DataSchool Culture Team…

Enters Data into SpreadsheetCopies Charts/tables as neededDetermines date/time/agenda for

studying the data

Strategies for Faculty Study of SCS DataRandomly Mix faculty into groups of 5-6 per tableDistribute Survey, Data Sheet, and Factor Definitions with

Item NumbersSmall 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 (Gruenert 2005)

SCS FactorElementary

SchoolsMiddle

SchoolsHigh

SchoolsCollaborative Leadership

3.56 3.35 3.29

Teacher Collaboration

3.12 2.88 2.73

Professional Development

3.99 3.71 3.59

Unity ofPurpose

4.02 3.67 3.68

CollegialSupport

3.95 3.65 3.64

Learning Partnership

3.52 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 ItemsReverse 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 ValentineProfessor Emeritus

University of MissouriValentineJ@Missouri.edu

The following slide applies only if the school does the School Culture Typology Activity.

School Culture Typology ActivityRandomly 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 ExamplesBack 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.