bam_session4_SchoolCultureTranformationalchange.pptx
- 1. Welcome! Online Administrator Mentor Roundtable #4 School Culture and Transformational Change Will begin in a few minutes!
- 2. Let’s Begin Administrator Mentor Roundtable 4 Welcome and Introductions Roll Call, Participants – Please put your full name and email in Chat Box
- 3. Oregon Grown Administrator Mentor Professional Learning Community Oregon Mentoring Program Format – In Person and Online Learning Roundtables Materials sent via email for today’s session Materials will be posted on the ODE Mentoring Professional Learning Website
- 4. Online Professional Learning Norms for Collaboration Honor Online Meeting Commitments Respectful Use of Electronics Equity of Voice Active Listening Respect for all Perspectives Safety and Confidentiality
- 5. Connector: Current Role Get ready to discuss the following with a partner: How does today’s topic, School Culture and Transformational Change, relate to what you are currently doing?
- 6. School Culture and Transformational Change
- 7. Prior Knowledge What do you know about school culture and its impact on staff, students, and/or parents?
- 8. Today’s Objectives Each participant will: • Examine the definition of school culture and types of school cultures. • Learn how to use and interpret the School Culture Typology Worksheet in order to reshape a culture. • Explore transformational coaching moves to address a school culture issue or dilemma.
- 9. Guiding Question #1 Why is it important to have a positive, healthy school culture?
- 10. Research/Literature • Research confirms that a collaborative school culture correlates positively with student achievement (Gruenert 2005, 2015) • Numerous studies of school change have identified the organizational culture as critical to the successful improvement of teaching and learning. (Fullan,1998, Rossman, Corbett, and Firestone, 1998) • A positive school culture is the underlying reason why the other components of successful schools are able to flourish (Habegger, 2008)
- 11. Guiding Question #2 How can we help beginning principals to be more intentional in reshaping school culture?
- 12. 3 Keys to Shaping a New Culture 1. Understand the concept of school culture 2. Learn the strengths and weaknesses of your specific school culture 3. Learn how to influence your school culture, or if necessary, how to transform it
- 13. Defining School Culture “School culture can be defined as the guiding beliefs and values evident in the way a school culture operates.” Fullan, 2007 “Culture is essentially a social indoctrination of unwritten rules that people learn as they try to fit in a particular group.” -Schein, 1992 “Members of a culture will help to shape one another, and the culture in turn will evolve into a unique group of individuals who share certain characteristics and take some pride in being set apart from those outside the group.” -Hofstede, 1997
- 14. Types of School Cultures 1. Collaborative 2. Comfortable-Collaborative 3. Contrived-Collegial 4. Balkanized 5. Fragmented 6. Toxic Fullan and Hargreaves (#1-5) Deal and Kennedy (#6)
- 15. School Culture Typology Worksheet Toxic Fragmented Balkanized Contrived Collegial Comfortable Collaborative Collaborative Row 1 Student Achievement Many teachers believe if students fail it is students’ fault Teachers usually don’t discuss issues related to student achievement Most teacher discussions related to student achievement are restricted to departments, cliques or close friends Teachers are given time to discuss student achievement and are expected to do that during this time Teachers are given time to discuss student achievement, most of this time is spent on giving advise or trick- trading Teachers are given time to discuss student achievement and this time is spent critically analyzing each others’ practice Row 2 Collegial Awareness Many teachers do not care about the effectiveness of other teachers Most of the teachers are unaware of what other teachers are teaching Most teachers are aware of only what their friends in the school are teaching The school leadership expects teachers to know what other teachers are teaching Teachers occasionally observe and discuss what other teachers are teaching Teachers seek out opportunities to observe and discuss what other teachers are teaching Row 3 Shared Values Values shared by many teachers are contradictory with student needs There is not much agreement among teachers concerning educational values There are small groups of teachers that share educational values The school leadership provides teachers a list of school values There is general agreement among teachers concerning educational values There is strong agreement among teachers concerning educational values Row 4 Decision Making Decisions are easily made because many teachers do not care Teachers are usually not interested in participating in decisions that concern students Small groups of teachers attempt to control the decisions made concerning students School leaders expect teachers to participate in all decisions concerning students Teachers occasionally show an interest in the decisions made concerning students There is an expectation among teachers to participate in decisions concerning students Row 5 Risk Taking Many teachers protect their teaching style from “innovation” Most teachers typically do not experiment with new ideas Innovations are usually initiated within a single grade or dept. School leaders mandate teachers to try new ideas Teachers occasionally like to experiment with new ideas Teachers are constantly looking for new ideas
- 16. What are our next steps? Think about how you might facilitate using this tool with your beginning administrator.
- 17. Guiding Question #3 Can people learn new ways of being, or are our personalities, dispositions, and interpersonal skills fixed?
- 18. Transformation and Triple-Loop Learning The process of transformation typically progresses through three stages: 1. We gain new knowledge, skills, or ways of acting, in incremental steps. 2. As we experience success with these new ways of doing things, we begin to change our way of thinking; we imagine a new context for these incremental changes; and we begin to reframe our sense of possibilities. 3. As our new knowledge, skills, and ways of acting become transparent to us - integral to who we are - and we see the world differently, our learning is full integrated. We are transformed. Blended Coaching, p. 85
- 19. Transformational Coaching One way the coach can facilitate this transformational process is through the construct of Triple-Loop Learning. In turn, the coachee can apply this process to reshaping culture.
- 20. School Culture Scenario Your new principal is excited about bringing some new changes to his school. However, the principal is following someone else who was at the school for several years and had created a culture that didn’t require much change or risk- taking. Portions of the staff are resistant to his new ideas and begin to express their discontent openly as well as talk behind his back. The principal is not sure how to proceed as student performance is showing a downward trend.
- 21. Summarize Today we took a deep dive into school culture, examining the definition of culture and various types of school cultures. We also learned how to use the School Culture Typology Worksheet, including next steps. Finally, we explored Triple-Loop Learning as a way of facilitating transformational change.
- 22. Reflect and Apply • Share any insights or ahas • Jot down your next step(s) to begin the process of examining school culture and transformational change with your mentee.
- 23. Additional Resources Books Gruenert, Steve and Whitaker, Todd (2015). School Culture Rewired: How to Define, Assess, and Transform It. Hargreaves, Andy and Fullan, Michael (2012). Professional Capital: Transforming Teaching in Every School. Article Habegger, S. (2008). The Principal’s Role in Successful Schools: Creating a Positive School Culture.
- 24. Final Thought! “ Schools need transformational leaders at every level. These leaders are determined to lead people to better behavior. They do not stop at criticizing current behavior. Rather, they use their resources and influence to help people improve.” -Muhammad and Hollie, The Will to Lead, The Skill to Teach: Transforming Schools at Every Level (2011)
- 25. Closure & Appreciation Please help us improve… Evaluate the content and online format: We appreciate all you do and truly value your feedback. Thank you for joining us today! 💐
Editor's Notes
- #2: Slide can be up before starting.
- #5: Share norms on slide. Share online etiquette, accessing chat box, mute, raising hand, and availability throughout session. Additional explanation: Overview: While everyone has varying levels of comfort and ease with using technology, online professional learning requires some of the same collaborative norms as in-person learning. It also requires some norms specific to our online environment. Honor online meeting commitments Arrive on time and participate fully until meeting is over. Respectful Use of Electronics Make an effort to learn to use the technology for online collaboration, and ask for help if needed. Use computer/tablet for note taking, if you like, but please disconnect from email so you can better connect with colleagues and content during our meeting. Equity of Voice Hear all voices. Provide opportunities for others to speak. Active Listening Truly listen to what people are saying, rather than thinking about how you will respond. Fully engage in online conversations, practice active listening, and respond verbally and/or in the chat box when asked. Respect for all perspectives We all have different experiences and come with different perspectives Safety and Confidentiality Our purpose is to learn how to support each other and maintain professionalism. This sets a context of safety to share ideas and grow. Confidentiality honors those who are in the room.
- #6: We will move into break out rooms for a quick connector, about 5 minutes. Each person in the dyad introduces self and shares why they are attending and how it relates to current work with mentoring. I.e., for example, your mentee may me experiencing a school culture issue. You are hoping to gain some strategies. (5 minutes in breakout rooms)
- #7: Why we chose topic – input from group members (spring) Setting the context- School culture and iceberg metaphor The external, or conscious, part of culture is what we see and is the tip. This includes behaviors and some beliefs (artifacts, symbols, etc). The internal, or subconscious, part of culture below the surface includes some beliefs and the values and thought patterns that underlie the behaviors; reason for being Values and beliefs work together in this way: Values are simply the things we believe to be most important. i.e., Putting the child first. Values provide a system of beliefs i.e., We believe all students can learn. Beliefs can be hard to explain and often concrete examples such as artifacts, stories or symbols represent beliefs. A culture is built around values. A change in behaviors might be attributable to a change in the culture if it is a behavior that persists over time and if it occurs regardless of who is watching.
- #8: Think for a minute about this prompt. Connect with your background knowledge as a principal or mentor. Locate your chat box and jot down one or two important ideas that relate to the development of school culture. Thank group for sharing ideas. Today, we are going to dive into the topic of school culture more deeply as well as how to transform it.
- #9: We are attempting to marry two deep content areas: school culture and transformational change. While we have these outcomes, our processes and discussions in helping one another as a PLC is paramount.
- #10: We will be posing some guiding questions today, to prime the pump. Get your pencil and agenda ready! Take a moment and consider to yourself. Jot down idea or two on your participant agenda.
- #11: Perhaps one of your ideas is reflected in this slide. Take a moment and read these three quotes that address the “why” aspect of our session today. Participants read. Follow up statements. First quote- “Collaborative culture” denotes all the good things schools should be doing such as help, support, trust, openness, collective reflection, and collective efficacy. Gruenert noted this in 2005 work on school culture and again in is book published 2015. This body of research is still relevant. Second quote- In study after study, where the culture did not support and encourage reform, the improvement did not occur. Third quote from researcher who did a small study of three principals at high performing schools of low socioeconomic status who were achieving great academic success despite society’s obstacles.( Other components such as designing instruction for academic success) These 3 principals knew that school culture was the heart of improvement and growth. Included her article in Additional Resources The Principal’s Role in Successful Schools: Creating a Positive School Culture.
- #12: Take a moment to consider. We recognize that this is a complex question. So jot down on agenda whatever comes to mind without being too analytical. (1 min quick write) Thanks for taking the time to reflect.
- #13: While there are several approaches to transforming or shaping school culture, today we are going to look at the work of Gruenert and Whitaker in School Culture Rewired. Raise your hand if you are familiar with this body of work. Fig. 1.1 p 3 Help BAM to understand 3 keys Let’s walk through the keys as coaches to develop this framework as a BAM PLC
- #14: Let’s define “culture” so we share a common understanding. Experts define culture as… (p.6 Culture Rewired) Site earlier examples brainstormed by participants and note similarities in definition above. One way to look at difference between culture and climate (p.10 Culture Rewired) School culture is its personality; School climate is its attitude The biggest difference between the two is that an attitude is far easier to change than a personality. Snow day analogy – The promise of a snow day doesn’t change the school’s personality (culture) but the collective shift in attitude (climate) allows the school to reveal what it values.
- #15: Get 6 Types of Cultures Handout as we review this slide. Culture Rewired authors share 6 types of cultures introduced in the mid-late 90”s. First five introduced by Fullan and Hargreaves and sixth by Deal and Kennedy. Collaborative culture is #1 as it is the goal, the nirvana of school culture. #6 Toxic is the least desirable. Chances are that an school fits one or more of the school-culture types, though one type is likely to predominate. P.63 Culture Rewired The work of these experts is the foundation for the School Culture Typology Worksheet/Activity.
- #16: Ask participants to get out their School Culture Typology worksheet. This is an activity you could use with your mentee to help assess the school’s culture. Explain the goal and structure of the worksheet /activity. Goal – Determine type of culture your mentee’s school has and how far it is from the most desirable-Collaborative (or the one he/she wants). This is really intended to be a “conversation starter” with your mentee. Structure- First column are the 12 aspects of school culture (only 5 listed on slide); The other 6 columns are the Types of School Culture discussed in last slide. Our directions are abbreviated from the original worksheet (You may have 1 or 2 pager-same content, different font size) Step 1-Circle the statement that best describes your school in each row. After completing: Step 2- Look across rows and pick 1- 2 areas you think are a relative strength and 1-2 for potential growth. Collaborative culture is the goal (provides the setting for ideal student learning). Model/think aloud as you demonstrate Step 1 --how to respond for each row. Ask participants to try it on their own. (approx. 3-5) to complete Rows 2 and 3. Remind that after doing this, complete Step 2. Take a couple of minutes to answer any clarifying questions on this activity. Additional/detailed instructions in School Culture Rewired or online.
- #17: Gave you an instructional piece- the tool. Now we want you to think about potential entry point and/or facilitative coaching strategies. Jot down in your Participant Agenda. If time, can share out one or two ideas. Additional idea… Use of CDG to guide next steps for transforming culture. Transition to Guiding Question 3
- #18: Refer to p.84 in Blended Coaching According to Blended Coaching authors, yes! “Effective coaches believe firmly that people are capable of making fundamental internal changes.” Research is consistent with common sense; Studies on nature/nurture theory. Genetics plays a role (nature) as does environment and experience (nurture).
- #19: Authors of Blended Coaching share one model or strategy for facilitating transformational change and new ways of being. Refer to pg. 85 in Blended Coaching (homework) This is Triple Loop Learning – Read slide silently or aloud.
- #20: Technical (tool) + adaptive (way of being, Triple Loop Learning) Blended Coaching, Chapter 12 Transformational Coaching p. 85-87 Great examples of triple-loop learning as it might apply to school principals. How this might look for the School Culture Typology activity: Loop 1- Coach uses typology activity to help the principal understand the culture. Loop 2- Coach and principal strategize next steps; could go on for months Loop 3- Principal begins to shape more positive school culture through increased use of collaborative activities.
- #21: In break outs (dyads or triads); scenario is written out on Participant Agenda. Determine how you might approach this scenario as the coach. Think about how you might incorporate the School Culture Typology Activity and move towards reframing or strategizing with the coachee. Check out row 5 on Risk-Taking. (15 min) After returning- Hope this was helpful to use the “collective wisdom” in your break out session. We hope this will better prepare you to try out some new facilitative moves for reshaping school culture with your coachee.
- #22: Recap our learning for the session…
- #23: Take out participant agenda once again to reflect and apply. (1 min.)
- #24: Books- School Culture Rewired has lots strategies for starting the conversation and reshaping culture. Professional Capital ((Human capital + social capital + decisional capital); keys in on the importance of collaborative culture, professional learning communities, and how to enact change. Light, positive article mentioned earlier under literature.
- #26: 1) Before we close today, we are asking that each of you complete the online evaluation We are grateful for all of you and need your help evaluating today’s session – both the content and the online format. Please take a couple minutes to complete the We truly appreciate and value all you do. Materials for this session will be posted on the ODE Mentoring website. This concludes our Roundtable for today.