Culture re boot reinvigorating school culture to improve student outcomes

Copyright © 2013 by Corwin All rights reserved When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher Printed in the United States of America A catalog record of this book is available from the Library of Congress ISBN 9781452217321 This book is printed on acid-free paper 13 14 15 16 17 10 4 FOR INFORMATION: Corwin A SAGE Company 2455 Teller Road Thousand Oaks, California 91320 (800) 233-9936 www.corwin.com SAGE Publications Ltd Oliver’s Yard 55 City Road London EC1Y 1SP United Kingdom SAGE Publications India Pvt Ltd B 1/I Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India SAGE Publications Asia-Pacific Pte Ltd Church Street #10-04 Samsung Hub Singapore 049483 Acquisitions Editor: Dan Alpert Associate Editor: Megan Bedell Editorial Assistant: Heidi Arndt Production Editor: Amy Schroller Copy Editor: Pam Schroeder Typesetter: C&M Digitals (P) Ltd Proofreader: Theresa Kay Indexer: Maria Sosnowski Cover Designer: Anupama Krishnan Permissions Editor: Karen Ehrmann Contents Preface What Is School Culture Re-Boot? Features of Culture Re-Boot: Reinvigorating School Culture to Improve Student Outcomes Working Within a School District A Word About Facilitating Re-Boot Activities Chapter Organization Acknowledgments About the Authors Chapter 1: School Culture and Change as Learning Focus Questions Why 40 Years of School Reform Has Not Worked (and Why Culture Re-Boot Will) What Is Culture Re-Boot? What Is School Culture? Schools as Complex Organizations How School Culture Shapes the Organization How School Cultures Develop Why the Traditional Public School Culture No Longer Works Three Levels of School Culture School Culture Re-Boot 1.1 Using Levels of Culture to Understand Your School Culture Components of Positive School Cultures Positive School Culture Characteristics Change as Organizational Learning Conceptual Models That Boost Organizational Learning Characteristics of a Learning Organization School Culture Re-Boot 1.2 Making Our School a Learning Organization The Three-Step Change Model School Culture Re-Boot 1.3 Using the Three-Step Change Model The Single- and Double-Loop Learning Model School Culture Re-Boot 1.4 Using Single- and Double-Loop Learning The Multiple Frames Model School Culture Re-Boot 1.5 Using Multiple Frames in School Improvement Understanding Your School’s Culture Making Your School Culture Explicit School Culture Re-Boot 1.6 Profiling Your School’s Culture Where We Go From Here Research: The Impact of School Culture on Student Achievement Resources School Culture Re-Boot 1.7 Faculty Activity to Identify Aspects of Your School’s Culture School Culture Surveys Faculty Change Orientation Scale The Organizational Health Inventory Chapter 2: School Leadership as Culture Building Focus Questions Leadership as Culture Building Leadership as Culture Creation School Culture Re-Boot 2.1 Identifying Your School’s Cultural Symbols The Principal as a Transformational Leader Leadership and Management How Principal Leaders Transform Their Schools Principal Leadership Increases Student Achievement Principals’ Five Key Responsibilities Shaping a Vision of Academic Success for All Students Establishing a Schoolwide Vision Characteristics of a Schoolwide Vision How Vision Affects the School How Leaders Articulate a Vision School Culture Re-Boot 2.2 Developing Symbols That Support a School Vision How Leaders Implement a Vision Creating a Culture That Supports Education Cultivating Leadership in Others Improving Instruction Managing People, Data, and Processes Understanding the Dynamics and Resources for Culture Re-Boot The Culture Re-Boot Process Mutually Supportive Domains How Principals Can Prepare for Culture Re-Boot Prepare Yourself Cognitively and Emotionally Create a School Leadership Team Help the School Leadership Team Learn Help the Team Design the Organizational Learning Process Be Alert to Obstacles Research: Principal Leadership and Student Achievement Resources School Culture Re-Boot 2.3 Creating a School Touchstone Chapter 3: School Culture, Ethical Behavior, and Relational Trust Focus Questions School Culture and Ethical Behavior Ethics Are About Relationships Schooling Is an Ethical Endeavor With a Moral Purpose School Culture Re-Boot 3.1 Assessing Yourselves as a Moral School School Culture and Relational Trust Trust in Successful Schools Foundations of Relational Trust Relational Trust Supports Culture Re-Boot Relational Trust and Student Learning Developing Relational Trust Features That Make One Willing to Trust Others Features That Make Others Trustworthy Additional Factors That Influence the Inclination to Trust Starting, Sustaining, and Repairing Relational Trust How Principals Initiate Trust How Teachers Initiate Trust Sustaining Trust Betraying Trust School Culture Re-Boot 3.2 Reflecting on Incidents of Betrayal in Your School Getting Even Repairing Trust Building Relational Trust With Parents Research: Trust and Student Achievement Resources School Culture Re-Boot 3.3 High-Trust and Low-Trust School Cultures School Culture Re-Boot 3.4 Assessing and Getting Feedback on Trust-Ability The Omnibus T-Scale The Organizational Climate Description Questionnaires Organizational Health Inventory Chapter 4: Developing Professional Capacity for Shared Influence Focus Questions Why Schools Should Develop Professional Capacity Why Principals Build Their Schools’ Professional Capacity Capacity Building and Improved School Outcomes School Culture Factors That Nurture Professional Capacity Building Teachers’ Instructional Capacity Teaching Quality and Student Achievement Teaching 21st-Century Skills Meeting 21st-Century Teaching Standards School Culture Re-Boot 4.1 Assessing Your Capacity for 21st-Century Teaching Professional Learning Communities What Professional Learning Communities Do Why Professional Learning Communities Work School Culture Supports for Professional Learning Communities Getting Professional Learning Communities Started School Culture Re-Boot 4.2 Identifying Areas for Instructional Improvements Building Teachers’ Leadership Capacities Areas for Teacher Leadership Identifying and Developing Teacher Leaders School Culture Re-Boot 4.3 Identifying Potential Teacher Leaders in Your School Developing Teachers’ Leadership Capacities Conversations Coaching Mentoring New Teacher Induction Additional Means Research: How Building Teachers’ Capacity Improves School Outcomes Resources Survey of Core Indicators That Support Professional Capacity Collective Efficacy Scale 10 Index Pages followed by f, t, or n indicate figures, tables, and notes Absenteeism, 201–204, 211–213 Academic press, 154–158 Academic supports, 154, 158–161, 165–167 Achievement gaps, 46, 139–140 See also Student achievement Action plan development overview, 208–209, 233–234 baseline data collection, 211–213 preparation for, 209–214 time frame for, 207–208 year one, 214–221, 225–234 year two, 221–224 years three through five, 224–225, 234 Action strategies, 23 African Americans, 138–140, 163, 164f Anxiety, reducing via common assumptions, 11–12 Apologies, 91–92 Appreciation, positive school culture needing, 13 Argyris, Chris, 22–25, 23f Artifacts, 9, 10f Asset model, 179, 181 Assumptions challenging as anxiety producing, 11–12 defined, 9, 10f identification of, 28 power of, See also Expectations Attendance, 201–204, 211–213 Audiences, vision articulation and, 49 Authentic intellectual work, 156 Barth, Roland, 105 Behavior standards, 6, 49–50 Benevolence, 82, 85, 86 Bill & Melinda Gates Foundation, 114 216 Blind trust, 92 Blockers, 61n Bolman, Lee G., 25–27 Brill, Steven, 176–177 Capacity See Instructional capacity; Leadership capacity Capacity building, 105, 131 See also Instructional capacity; Leadership capacity; Professional capacity Career development, 198–199 Celebrations, 220–221, 223, 225 Ceremonies, 39 CE-Scale (Collective Efficacy Scale), 135 Change, defined, 15 Change facilitators, xix, 12, 63 Change process, 15–16, 42, 47 Choices, 159–160, 188 Chronic absenteeism, 201–204, 211–213 Civic order damage, 88 Classroom observations, 55 Class Warfare: Inside the Fight to Fix America’s Schools (Brill), 176–177 Coaching, 130 Coleman Report, 162 Collaboration families and, 179–180, 184–185 management and, 55–56 positive culture and, 13 professional capacity and, 109–110 safety and, 53 school-home, 192–197, 193–194t trust and, 78 vision and, 52 See also Professional learning communities (PLCs) Collective efficacy, 135 Collective Efficacy Scale (CE-Scale), 135 Collective inquiry, 120 Commitment, 6, 65, 78 Common Core State Standards, 114, 140–141 Communication action plan development, 214 capacity building and, 130 with families, 188 217 PLCs and, 122 positive school culture needing, 13 trust and, 77, 85–86 Communities of practice See Professional learning communities (PLCs) Community, defined, 197 Community expectations, 151 Community involvement balancing flexibility with, 200–201 increasing attending with, 201–204 PLCs, support for, 218 positive outcomes from, 199–200 purpose of, 197–199 Community resources, 180, 189 Competence, 76, 82–83, 86 Confidence, 82 Consequences, 23 Consistency, 85, 151 Consortium on Chicago School Research, 114 Critics, 61–62, 61n Cultural asset model, 179, 181 Cultural competence, 186–191 Cultural diversity See Diversity Culture See School culture Curriculum, 149, 159 Data baseline collection, 211–213 enhancing use of, 55–56 year one, 221 year two, 223 years three through five, 224 Deal, Terrence E., 25–27 Deficit model, 179 Democracy, 72 Demographics, 138–140 Demonstration classrooms, 217, 222–223 Discipline, 169, 212 Distributed leadership See Instructional capacity; Leadership capacity Distrust, 80–81 See also Relational trust Diversity 218 cultural competence, 186–191 human differences as desirable, 148 population changes in, 138–140 professional capacity and, 110 trust and, 84 Dominant cultures, 15 Double-loop learning model, 22–25, 23f, 216 Dropouts, 162, 201 Early education, 181–182 Education Trust, 165 Effective Schools Movement, 164–165 Enculturation, 72 Epstein, Joyce, 176, 192–193, 193–194t Ethical behavior, 69–71, 228–229 Ethical dilemmas, 71 Expectations of community, 151 consensus important in, 151 positive school culture needing, 12 principles to increase, 148–152 school characteristics and, 152–154 shortchanging students by lowering, 154 Facilitators, xix, 12, 63, 114 Factory model, 8–9 Faculty Change Orientation Scale (FCOS), 35 Families action plan and, 232–233 barriers to involvement of, 182–184, 183t broadly defining, 181–182 collaboration, parental view of, 184–185 increasing involvement of, 191–197, 193–194t PLCs, support for, 218 student achievement and involvement of, 176–180 trust and, 93–95, 185–186 Family social capital, 178–179 FCOS (Faculty Change Orientation Scale), 35 Feedback, trust and, 86 Feedback loops, 159 219 The Fifth Discipline (Senge), 17–18 Flexibility, 150 Formative feedback, 55 Fullan, Michael, 95 Funds of knowledge, 181 Gay, Geneva, 163–164 Globalization, 112 Goodlad, John, 72 Governing variables, 22 Grade point averages, 163, 164f Growth mind-set, 148 Habits, refreezing and, 21 Hargreaves, Andrew, 64–65 Honesty, trust and, 83, 86 Hopkins, D., 103 Hoy, Wayne, 82, 100 Human resource frames, 26 Identity, culture as providing, Identity-based trust, 81 Identity damage, 88 Impersonal barriers to family involvement, 182–183, 183t Incentives, 198 Inclusive language, 49 Inductions, 131 Industrial age, 8–9 Influence sharing See Leadership capacity Innovation, 12 Inquiry facilitators, 114 Institutional barriers to family involvement, 182, 183t Instructional capacity action plan and, 229–230 changing environment creating need for, 110 InTASC Standards and, 115–118 PLCs, support for, 218 PLCs for, 119–125 top down mandates and, 104 21st century skills and, 111–115 220 InTASC (Interstate New Teacher Assessment and Support Consortium) Standards, 115–118 Integrity, 76–77, 85 Interdependence, 82 Internships, 198–199 Interstate New Teacher Assessment and Support Consortium (InTASC) Standards, 115–118 Jacobson, L., 146–147 Javius, Edwin Lou, 148 Job shadowing, 198–199 Job skills, 37–38, 112–113 Jones, Jim, 81n Knowledge, knowing compared, Knowledge base, positive school culture needing, 13 Knowledge-based trust, 81 Latinos, 138–140, 163, 164f Leadership as culture creation, 38–40 defined, 41 instructional leadership as insufficient, 105–106 management and, 43–44 positive school culture needing, 12 purpose of, 103 transformational, 41–43 Leadership capacity action plans and, 221–222, 224, 227–228, 229–230 areas for, 126–127 benefits of, 125–126, 131–132 collective efficacy and, 135 defined, 131 development of, 129–131 identification of, 127–129 PLCs, support for, 218 principal responsibility for, 53–54 survey of indicators for, 133–135 Leadership teams confidentiality of, 225–226 designing of organizational learning process, 63–64 learning by, 62–63 221 monthly meetings for, 216 obstacles, 64–65 orientation of, 214–215, 225 selection of, 60–62, 210–211 Leithwood, Kenneth, 103 Lewin, Kurt, 19–22, 20f Management, leadership and, 43–44 Maps See Vision Mental models, 17 Mentoring, 130 Minorities, 138–140, 163–164, 164f Morals, 71–74 See also Ethical behavior Motivation, 20, 78, 149 Movement stage, 20–21 Multiple frames model, 25–27, 216 New teacher inductions, 131 Nondiscussables, 78n Oakes, Jeannie, 146–147 Ogbu, John, 163 OHI (Organizational Health Inventory), 35, 101–102 Omnibus T-Scale, 101 Online learning, 160 Openness, trust and, 83, 86 Oppositional culture theory, 163 Organizational citizenship, 79 Organizational Climate Description Questionnaires, 101 Organizational culture See School culture Organizational Health Inventory (OHI), 35, 101–102 Organizational learning action plan development, 215 change as, 15–16 characteristics of, 17–19 design of process for, 63–64 Parents See Families Pedagogy, 72, 111 Peer influence 222 PLCs and, 121 for students, 162–165, 164f trust as group norm, 76 Performance coaching, 130 Personal barriers to family involvement, 183–184, 183t Personal integrity, 76–77, 85 Personalization See Student-centered learning culture Personal mastery, 17 Personal regard, 76 Plans See Action plan development PLCs See Professional learning communities (PLCs) Political frames, 26 Press, academic, 154–158 Principals authenticity and teacher trust, 75 behavior standards, 49–50 cultural competence, 186–191 importance of, 38 obstacles to change and, 65 parental trust in, 185–186 PLCs, support for, 123 re-boot preparation, 59–60 school leadership team creation, 60–62 student achievement and, 44–45 as transformation leaders, 41–43 trust initiation by, 85–86 21st century skills and, 118–119 See also Leadership Principals’ key responsibilities overview, 45–46 climate creation, 52–53 instructional improvement, 54–55 leadership cultivation in others, 53–54 management of people, data, and processes, 55–56 vision creation and sharing, 46–52 Professional capacity action plans and, 229–230 defined, 105 effects on teachers of, 107 improved school outcomes from, 107–108, 108f 223 need for, 105–106 school culture factors to nurture, 109–110 survey of indicators for, 133–135 See also Instructional capacity; Leadership capacity Professional development action plans and, 213–214, 222 classroom observations for, 55 cultural competence, 189 leadership capacity and, 131 Professional learning communities (PLCs) overview, 119–125 in action plan, 217–219, 222 defined, 119 instructional improvement identification, 123–125 reasons for, 106 Provisional trust, 81 Pygmalion in the Classroom (Rosenthal & Jacobson), 146–147 Re-boots defined, xvi, obstacles, 64–65 principal preparation for, 59–60 process of, 56–59, 58f school leadership team creation, 60–62 Recognition, positive school culture needing, 13 Reflection, 150 Reframing Organizations: Artistry, Choice, and Leadership (Bolman & Deal), 25–27 Refreezing stage, 21 Relational trust action plans and, 228–229 assessment of, 96–98, 97–98t betrayals of, 88–90 defined, 56, 74 development of, 81–83 ethical environment and, 73 ethics as foundation of, 70 factors for, 82–84 feedback on, 99–100 as foundation for change, 52–53 foundations of, 76–77 224 initiating, 85–87 levels of, 81 Omnibus T-Scale for, 101 optimal levels of, 81–82, 92 Organizational Climate Description Questionnaires for, 101 Organizational Health Inventory for, 101–102 parents and, 93–95, 180, 185–186 positive school culture needing, 13 professional capacity and, 109 repairing, 90–92 revenge behaviors, 90 school leadership teams developing, 63 student learning and, 75, 79, 80–81, 93 successful schools as having, 75–76 as supporting re-boot, 77–80 sustaining, 87–88 Reliability, 77, 82 Religious institutions, 199 Reputations, 87–88 Resilience building, 170–171 Respect cultural competence and, 188 ethical behavior and, 71 for parents, 94 professional capacity and, 109 trust and, 76–78 Restorative practices, 169 Risk-taking, 12, 78, 80–81 Rituals, traditions, and ceremonies, 39 Role models, 180 Rosenthal, R., 146–147 Rules, 79 Safety, 52–53, 142–145, 163–164 Schein, Edgar, 38 Schön, Donald, 23f Schön, Donald, 22–25 School climate, 143n See also School culture School culture action plans and, 226–227 225 defined, xv–xvi, 2, development of, effect on organization of, 6–7 identification of, 33–34 levels of, 9–12, 10f making explicit, 28–31 as necessary for school improvement, pervasiveness of, 5–6 positive, characteristics of, 12–15, 14–15t process of re-boot, 56–59, 58f profiling of, 29–31 strength of, 14 surveys for, 34–35 toxic, characteristics of, 14, 14–15t School culture re-boot, defined, School improvement plans See Action plan development School leadership teams See Leadership teams School personnel, 169–170 School reform, principal leadership and, 44–45 Schools, 4–6, 71–74 School social capital, 178–179 School touchstones, 67–68 Senge, P M., 17–18 Shared values, 84 Single-loop learning model, 22–25, 23f, 216 Site visits, 212 Skeptics, 61–62, 61n Social capital, 178–179 Social control, Social supports, 154–155, 161–167, 164f Socioeconomic status intellectual rigor and, 155–156 peer support and, 162 school-home collaboration and, 185 student achievement and, 177 trust and, 93 See also Expectations Software, 212 Staff, 169–170 Standardized tests, 158 226 Steele, Claude, 163 Steering committees, 60–62 Stengel, Casey, 104 Stereotype threat theory, 163 Stewardship, 72 Strategic plans See Action plan development Structural frames, 25 Student achievement academic press and, 154–158 baseline data collection, 201–204 capacity building and, 107–108, 108f expectations influencing, 146–148 family involvement role in, 176–180 influence sharing and, 54 principal leadership and, 44–45 relationship with teachers and, 168 safety and, 143 school culture and, 39 teacher quality and, 111 trust and, 75, 79, 93 Student-centered learning culture overview, 138 academic press, 154–158 academic supports, 154, 158–161, 165–167 action plans and, 231–232 common core standards and, 140–141 defined, 141–142 demographic changes and, 138–140 learning outcomes and, 150 obstacles, 173 PLCs, support for, 218 relationships important to, 167–173 safe and orderly environment for, 142–145 social supports, 154–155, 161–167, 164f See also Expectations Students absenteeism, 201–204 baseline data collection on behavior of, 211–213 choices good for, 159–160 dropouts, 162, 201 227 GPA, 163, 164f incentives for, 198 job skills needed by, 37–38, 112–113 resilience building, 170–171 social support from other students, 162–165, 164f Study groups, 217–219, 222, 224 Subcultures, 15 Superintendents, xviii–xix, 123, 209 Surveys, 34–35 Symbolic frames, 26 Symbols, 39–40, 49, 51 Systems thinking, 18 Tangible support, positive school culture needing, 13 Teacher leaders See Instructional capacity; Leadership capacity; Leadership teams Teacher quality, 111 Teacher retention, 56, 65 Teachers capacity building, effects on, 107 cultural competence, 186–191 group efficacy, 43 as inquiry facilitators, 114 moral responsibility of, 71–74 new teacher inductions, 131 parental participation issues, 175 parental trust in, 185–186 perceptions of school, 220 principal leadership and, 45 as social supports, 161–162 student relationships with, 167–169 trust initiation by, 86–87 See also Expectations; Instructional capacity; Leadership capacity Team learning, 18 Technology, 112, 160 Three-step change model, 19–22, 20f, 215 Time, 55, 160–161, 207–208 Tomlinson, Carol Ann, 148 Touchstones, 67–68 Tracking, 139–140 Traditions, 39 228 Transformational leadership, 41–43 Trust See Relational trust Tschannen-Moran, Megan, 82 21st century skills, 37–38, 111–118 Unfreezing stage, 20 Unity of purpose, 109 Values, 9, 10f, 47, 84 Virtual ed, 160 Vision achievement gaps and, 46 articulation of, 49–50 characteristics of, 47–48 defined, 46–47 effects of, 48 implementation of, 52 organizational learning and, 17–18 positive school culture needing, 12 Wallace Foundation, 45–46 Whites, 138–140, 163, 164f Zone of acceptance, 79 229 The Corwin logo—a raven striding across an open book—represents the union of courage and learning Corwin is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK–12 education By providing practical, hands-on materials, Corwin continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.” 230 ... Permissions Editor: Karen Ehrmann Contents Preface What Is School Culture Re- Boot? Features of Culture Re- Boot: Reinvigorating School Culture to Improve Student Outcomes Working Within a School District... Public School Culture No Longer Works Three Levels of School Culture School Culture Re- Boot 1.1 Using Levels of Culture to Understand Your School Culture Components of Positive School Cultures Positive... shaping school culture for sustainable school improvement FEATURES OF CULTURE RE- BOOT: REINVIGORATING SCHOOL CULTURE TO IMPROVE STUDENT OUTCOMES This book offers special features to help principals