- 1 School Culture Definition
- 2 What Makes a Good School Culture?
- 3 Five Characteristics of Effective School Culture
- 4 School Culture and Climate –
- 5 A Principal’s Perspective: The Importance of School Culture
- 6 A Place Where Every Child Is A Leader
- 7 School Culture
- 8 Leadership, Students, and Educators
- 9 School Culture and Climate
- 10 School Culture: The Essential Element of Successful Schools
- 11 What Is School Culture?
- 12 The Power of Productive Cultures
- 13 The Impact of Toxic Cultures
- 14 The Impact of Status Quo Cultures
- 15 Diagnosing Culture
- 16 Beyond Diagnosis to Action
- 17 5 Tips for Creating a Positive School Culture
- 17.1 Learn how to create a positive school culture by following these 5 tips
- 18 Shaping School Culture: How to Build Positive School Culture
- 19 What Is School Culture
- 20 The Importance of School Culture
- 21 The Elements of School Culture
- 22 The Steps to Shaping a Positive School Culture
- 23 Recognizing a Toxic School Culture
- 24 Rethinking High School Education
School Culture Definition
While school culture refers to the beliefs, perceptions, interpersonal relationships, attitudes and written and unwritten rules that shape and influence every aspect of how a school functions, the term also encompasses more concrete issues such as the physical and emotional safety of students, the orderliness of classrooms and public spaces, and the degree to which a school embraces and celebrates racial, ethnic, linguistic and cultural diversity.
A school’s culture, like the larger social culture, is the result of both conscious and unconscious perspectives, values, interactions, and practices, and it is heavily influenced by the institution’s particular institutional history, as is the case with any culture.
Students, parents, teachers, administrators, and other members of the school’s staff are all involved in shaping the culture of their school.
A large number of academics, educators, and authors have sought to describe the key characteristics of both good and negative school cultures, and an abundance of papers, articles, and books on the subject are now accessible to read and learn from.
Overall, healthy school cultures promote professional satisfaction, morale, and effectiveness while also promoting student learning, fulfillment, and overall well-being in a wide range of contexts.
They are as follows:
- There is recognition and celebration for the individual achievements of instructors and students Communication and interaction are characterized by the following characteristics: transparency, trust, respect, and appreciation. Collegial, collaborative, and fruitful working relationships exist among staff members, and all employees of the organization are held to the highest professional standards. It is important for students and staff members to feel comfortable emotionally and physically, and the school’s rules and facilities help to ensure this. Positive, healthy behaviors are modeled by school leaders, teachers, and other staff members for students. Mistakes are not treated as failures, but rather as chances for both students and educators to learn and grow as a result of their mistakes. A high level of academic expectation is continuously placed on pupils, and the vast majority of students achieve or surpass those goals. Important leadership choices are made jointly, with participation from staff members, students, and parents, among other stakeholders. When criticism is expressed, it should be constructive and well-intentioned, rather than aggressive or self-serving. Those from all backgrounds, including minorities and students with disabilities, have equitable access to educational resources and learning opportunities. All students have access to the academic help and resources that they may require in order to be successful.
School culture has emerged as a major notion in many initiatives to enhance educational outcomes by changing how schools function and by changing how students learn. However, while a school’s culture is highly affected by the institution’s past, culture also generates social patterns, habits, and dynamics that influence future actions, which may constitute an impediment to reform and development efforts. Consider the following scenario: If an institution’s faculty culture is generally dysfunctional — that is, if interpersonal tensions and distrust exist frequently, problems are rarely addressed or resolved, and staff members tend to argue more than they collaborate or engage in productive professional discussions — it is likely that these cultural factors will significantly complicate or hinder any attempt to change how the institution operates.
This straightforward illustration demonstrates why school culture has been the subject of so many research studies and reform efforts: without a school culture that is receptive to change, reform becomes exponentially more difficult.
A few illustrative examples of common ways in which schools may seek to enhance their culture are provided below, including:
- The establishment of professional learning communities that allow instructors to interact, exchange expertise, and collaborate more collegially and productively with one another
- Bullying prevention efforts include delivering lectures, seminars, and learning experiences that educate staff and students about bulling and help them recognize and avoid being bullied. Organizing events and educational experiences that recognize and celebrate the racial, ethnic, and linguistic diversity of the student body, such as hosting cultural events and festivals, displaying culturally relevant materials throughout the school, inviting local cultural leaders to speak to students, or making explicit connections between the diverse cultural backgrounds of students and what is being taught in history, social studies, and literature courses are all examples of ways to do this effectively. View the conversation on intercultural education and voice for more information. A program to link groups of students with an adult advisor to develop adult-student interactions and guarantee that pupils are well known and supported by at least one adult in the school is being implemented. conducting surveys of students, parents, and teachers on their school experiences, and arranging community forums in which people are invited to express their thoughts on and make recommendations for the school and its activities
- Putting together a leadership team an organization that manages and leads a school reform program
- A group of school administrators, teachers, students, parents, and community people
Due to the fact that the majority of members of a school community will benefit from a more positive culture, and because cultural factors tend to contribute significantly to emotional states such as happiness and unhappiness, fulfillment and dissatisfaction, the concept of a more positive school culture is rarely controversial in and of itself. Consequently, disputes tend to erupt in response to individual reform ideas rather than in response to the overall purpose of changing school culture (if they erupt at all).
It has been commonplace in recent years to point to problems with school culture as justifications for closing schools or firing a major part of the teaching staff.
It is critical to examine and acquire a knowledge of the underlying causes of any arguments, including any prior cultural factors that may be contributing to the debates, because every school culture is different.
What Makes a Good School Culture?
A recent session of the National Institute for Urban School Leadersat theHarvard Graduate School of Education featured a deep dive into the concept of “culture,” with Bridwell-Mitchell describing the fundamental building blocks of an organization’s character and, more importantly, how it feels to be a part of it.
Culture Is Connections
According to her, the strength or weakness of a company’s culture is determined by the interactions that take place amongst its employees. In an organization with a strong culture, there are many, overlapping, and coherent interactions amongst all personnel of the company. This results in widespread dissemination and reinforcement of information about the organization’s specific nature — as well as what it takes to succeed inside it. In a weak culture, few encounters make it difficult for individuals to learn about the organization’s culture, as a result of which the organization’s character is scarcely evident and devotion to it is scant or intermittent.
- When everyone communicates with everyone else, beliefs, values, and behaviors will spread the furthest and be most closely reinforced. Leadership in a good school culture is characterized by direct communication between leaders and teachers and administrators as well as counselors and families, who also interact directly with one another. The strength of a culture is diminished when communication channels are restricted and there are fewer links. For example, if certain instructors never hear from their principal directly, if an administrator is consistently excluded from contacts, or if any groups of staff members operate in isolation from one another, it will be difficult for messages about common views and commitments to circulate.
Culture Is Core Beliefs and Behaviors
When everyone communicates with everyone else, beliefs, values, and behaviors will go the furthest and be most strongly reinforced. A strong school culture is characterized by leaders communicating directly with teachers, administrators, counselors, and families, all of whom interact directly with one another. Communications are limited and there are fewer links, which results in a weaker culture. For example, if certain teachers never receive direct communication from their principal, if an administrator is consistently excluded from communications, or if any groups of staff members operate in isolation from one another, it will be difficult for messages about shared beliefs and commitments to spread.
- Fundamental beliefs and assumptions, or the things that people at your school believe to be true, are the things that you should know about. “All kids have the ability to achieve,” or “Teaching is a team sport,” are examples of affirmations. People at your school’s shared values, or the judgements they make about those beliefs and assumptions — whether they are correct or incorrect, good or terrible, just or unjust — are referred to as shared values. For example: “It is unfair that some of our kindergarteners may not have the same chance to graduate from a four-year college,” or “It is appropriate for our instructors to collaborate with colleagues at every stage of the learning process.” norms, which refer to how members believe they should act and behave, or what they believe others expect of them Consider the following example: “We should speak with parents of young kids frequently and early about what it will take for their children to attend college.” “We should all be there and active in our weekly grade-level meetings,” says the principal. • Patterns and behaviors, or the actual actions and behaviors of people in your school Consider the following: There are regularly organized parent engagement nights at various locations across the campus
- There is active involvement at weekly team curriculum meetings. (However, in a weak culture, these patterns and actions may diverge from the accepted standards.)
- Tangible evidence, which includes the physical, visual, aural, and other sensory signals that illustrate the actions of the individuals in your school
- And For example, prominently placed posters advertising the district’s college enrollment, or a fully occupied parking lot an hour before school begins on mornings when curriculum teams meet are all examples.
According to Bridwell-Mitchell, each of these components impacts and drives the others, resulting in a circle of mutually reinforcing ideas and behaviors. Strong ties among every member of the school community strengthen the circle at every point, she adds.
Five Characteristics of Effective School Culture
In Creating Cultures of Thinking, David Garrick, Dean of the Graduate School, explains how to create a culture of thinking. Ron Ritchhart offers the previously unknown weapon for reforming our educational institutions: culture. Every school has its own organizational culture, which is distinct from the others. High-quality teaching and learning are supported by the most effective school cultures. They provide instructors with the tools they need to communicate, collaborate, reflect, investigate, and innovate.
- In our more than 40 years of refining and expanding our programs, we’ve discovered that a school’s culture is the most important factor in determining the success of a school.
- I believe it is critical that we encourage present and prospective teachers to become stewards of strong school cultures as well as real champions for them.
- The success of students and employees is directly influenced by the culture of the institution.
- You must shape it, and we all have a responsibility to play in creating great cultures.
- An successful and healthy school culture exhibits the following five traits.
- According to author and researcher Samuel Casey Carter, while pupils do learn in the classroom, there is also a great deal that is learnt implicitly, outside of the classroom, during the course of a typical school day.
- The traditions, habits, expectations, and interactions that take place inside a school’s culture are what make it what it is.
Having a common vision and having high expectations go a long way toward attaining the goals of a school.
The recognition that culture has a significant impact on outcomes and that stewarding culture is a shared responsibility of all members of the community is critical to making a positive and long-lasting difference in the community.
It is important to support and challenge individuals in a nurturing environment because it not only promotes growth, but it also ensures that community members are involved.
Teachers and administrators who actively seek out opportunities to expand the abilities, objectives, and talents of their whole community – including kids, teachers, and parents – demonstrate a dedication to a safe, supportive environment.
According to Almitra Berry-Jones, a nationally acclaimed speaker and author, adopting a student-first perspective and recognizing the influence of culture allows teachers to make strides toward academic parity in their classrooms.
In a research conducted by Cardwell, it was discovered that students who reported high levels of teacher support also reported higher levels of engagement, confirming the relevance of engagement.
Schools with positive school cultures that encourage student and staff engagement demonstrate a greater sense of optimism and investment in the institution and its surrounding community.
4 A dedication to continuing education throughout one’s life When learning is actively occurring at every level, beliefs, values, and behaviors spread the furthest and most effectively.
Teachers who demonstrate inquiry, curiosity, and even doubt in their own classrooms help pupils comprehend that what they have not yet understood may be learnt.
Effective school cultures are characterized by a clearly defined, sound vision, as well as actions that serve as models for learning.
It is more probable for a school to have a successful culture if it regularly considers the needs of its students and employees.
Selecting or training future leaders necessitates the development of a forward-looking strategy and organizational culture.
The ties that instructors, staff, families, students, and administrators form with one another are embodied by the term “cultural.” Schools that encourage actual cooperation, rather than merely division of labor, invite participation from all members of their communities to contribute to their success.
We assist instructors in developing a deeper grasp of school culture as well as deepening the practices and ideas that promote student achievement at the University of Central Florida College for School Culture.
Together, we are improving and shaping the way schools provide assistance to students and employees. We are revolutionizing the learning experience for everyone in our larger academic community.
School Culture and Climate –
Generally speaking, the term “school culture” refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions. However, the term also encompasses more concrete issues such as the physical and emotional safety of students, the orderliness of classrooms and public spaces, or the degree to which a school embraces and celebrates racial, ethnic, linguistic, or cultural diversity. At Oakland Schools, we believe that thinking and learning should be the primary emphasis, and that any and all impediments to achieving this goal should be purposefully eliminated from the way.
Support for School and Classroom Culture at Oakland Schools
Oakland Schools believes that learning takes place in the context of the district, building, and classroom culture; the culture teaches, and the culture matters in the learning process. A wide range of consultants are accessible for advice, resources, and professional development opportunities. In addition, Oakland Schools contributes to a wide range of connected initiatives. What is Mental Health in Schools and How Does It Affect Students? Learning is built on the basis of good mental health.
As many as one in every five adult Americans is presently facing mental health challenges, and an estimated four million children and adolescents are coping with major mental health problems, as well as more modest adjustment issues, according to recent reports.
A recent study found that just 20 percent of children who require mental health services actually receive them in a given year, according to estimates.
The unfortunate reality is that mental health disorders are frequently misinterpreted by the individual who is experiencing them and/or by those who are involved in their lives (family, community, school etc.).
Support for Mental Health at Oakland Schools
Oakland Schools, in collaboration with a wide range of community partners, is driven by a sense of urgency to better understand the mental health needs of our community and to assist our students, families, schools, and community in this critical area. The Oakland Schools offer a wide range of services, assistance, and resources, which are offered in a number of different departments. These services include anything from fundamental education through curriculum development, preventative initiatives, data analysis, and direct consulting and referral.
Oakland Schools places a high value on providing a diverse range of tools to assist in addressing minor to complicated difficulties that adolescents and families in our community are facing.
A Principal’s Perspective: The Importance of School Culture
As a school administrator, your number one priority is to increase student learning. As a result, improving instructional practices among your employees should be at the top of your priority list. But, before you start digging through data and adjusting your school’s requirements, bear in mind that fostering a healthy school culture may have a significant influence on the overall performance of your institution. Creating a Culture of Achievement in Your School and Classroom, published by the Association for Supervision and Curriculum Development, describes how a positive school culture encourages greater effort and productivity, improves collegial collaboration, supports successful change and improvement efforts, fosters the identification of students and teachers with your school, and amplifies the energy and motivation of faculty and students.
In addition, what CEO wouldn’t desire a more energised and engaged workforce?
My top five strategies and examples are presented in the next section.
1. Plan a Bridge Program for New Students and Staff
At one point or another, we were all complete novices. Plan intensive programs that will assist incoming students in becoming acclimated to the school’s culture. Students at University Park Campus School in Worcester, Massachusetts, begin studying about the culture curriculum before the first day of school, according to the school. It is mandatory for every new middle school student to attend a three-week academy in order to meet his or her instructors and peers, as well as to participate in a learning experience.
On the first day of school, new staff and kids benefit from these immersive experiences, which help them feel a feeling of belonging.
2. Make School-Wide Goals Visible
What is the location where you post the goals for your school? There is a good chance that they are hidden away on a website or in a staff room. Post school-wide objectives in a prominent location so that the entire school community can feel a sense of shared purpose. On a daily basis, you can also recite your mission statement over the public address system and provide an example of a student or classroom that is accomplishing it. Shelly Habegger’s article “The Principal’s Role in Successful Schools” demonstrates that even schools with a disproportionately high number of underqualified teachers and students from disadvantaged backgrounds achieve greater academic success when a positive school culture is established.
3. Keep a Loyal Opposition
How do school leaders advance the school in a positive direction when there are a lot of loud voices speaking out against them? According to Thomas Sergiovanni in his book The Principalship, it is as follows: According to the Reflective Practice perspective, maintaining a committed opposition fosters trust. For example, at the International School of Beijing, before introducing any new project to the faculty, the school’s leadership always sought feedback from individuals who were opposed to the idea.
Creating a poll in which staff members are asked to rate their commitment to completing each school-wide effort is another method of doing this. Invite them to mention any additional assistance they may require to achieve each goal.
4. Establish Collaborative Networks
Once you have identified the most significant impediments to attaining your school-wide objectives, you should seek the assistance of an educational consultant to assist you in overcoming these difficulties. The principle of Public School 330Q in Queens, LaShawnna Harris, collaborated with Morrison Healthcare to enhance the culture of her school through employee appreciation days and team-building exercises. The number of teachers who agreed that the principal’s vision was clear increased by 22 percentage points, while the number of teachers who felt supported increased by 43 percentage points at the school.
5. Hold School-Wide Rallies and Assemblies
How frequently does your entire school get together? While many schools hold a few of assemblies during the year, it is less customary for students to congregate every morning. At Quest College Preparatory School in McCallen, Texas, students and faculty get together on a regular basis to celebrate accomplishments and to reinforce standards for conduct and character development. These festivities typically feature a school hymn, announcements by students about forthcoming activities, and, on occasion, a quick display of student work on a stage or stage set.
Principals may make these jobs doable and rewarding by concentrating on building a healthy school culture among their students.
Your strategies are welcome to be shared in the comments section below.
A Place Where Every Child Is A Leader
School culture, often known as a school’s atmosphere, is equally as essential as the curriculum in a learning environment. But what exactly do educators mean when they talk about “school culture”? A positive school culture is conducive to professional satisfaction, morale, and effectiveness, as well as student learning, fulfillment, and well-being. According to The Glossary for Education Reform (), the term “school culture” generally refers to the beliefs, perceptions, relationships, attitudes and written and unwritten rules that shape and influence every aspect of how a school functions; a negative school culture is detrimental to these factors.
What is the best place to begin?
Considering that school culture is defined as the ideas, perceptions, connections, attitudes, and values that form and affect the way a school runs, what exactly does a positive school culture look like? It may be defined in the same way as it sounds.
School culture that is focused on providing a safe and caring atmosphere for children as well as instructors is what we are talking about here. These are some of the traits that are most generally linked with a positive school culture, and they are listed in no particular order.
- There is recognition and celebration for the individual achievements of instructors and students Openness, trust, respect, and appreciation are characteristics of relationships and exchanges. Collegial, collaborative, and fruitful working relationships exist among employees, and all employees are held to the highest levels of professional integrity. It is important for students and staff members to feel comfortable emotionally and physically, and the school’s rules and facilities help to ensure this. Teachers, staff members, and non-certified staff members serve as role models for kids in terms of positive, healthy habits. Instead of being considered failures, mistakes are recognized as chances to learn and improve, which is beneficial for both students and instructors
- Students are held to high academic standards and are continually interested in their studies. Important leadership choices are made jointly, with participation from staff members, students, and parents, among other stakeholders. When criticism is expressed, it should be constructive and well-intentioned, rather than aggressive or self-serving. Those from all backgrounds, including minorities and students with disabilities, have equitable access to educational resources and learning opportunities. The academic help and resources that all students may require to be successful are readily available.
Leadership, Students, and Educators
When we put these features together, we have a paradigm in the making. This paradigm is significant because it alters the concept of what constitutes “school culture.” It begins to place students in command of their own education, and it places educators in a position to nurture children in a good and secure learning environment. Students can learn leadership qualities in this setting, which is conducive to their success. But what exactly do we mean by “leadership” here? We believe that leadership is more than simply developing CEOs; it is also about assisting kids in discovering their own unique skills and abilities, and then creating chances for them to use these qualities to make a difference in the lives of others both inside and outside of the school community.
- Every youngster have unique abilities and capabilities.
- Betsy Wierda is a fictional character created by author Betsy Wierda.
- Certainly, completing lessons and exams is vital, but so are soft skills that help our children to adapt to whatever problem they may encounter in the future.
- Instead, consider every kid to be capable of creating objectives and taking the initiative in implementing them.
School Culture and Climate
School climate refers to the overall feeling of the school (the school’s attitude), as well as the behaviors and points of view that students, teachers, and other stakeholders show and experience.
- With their words, school climate is “the heart and soul of the school,” the feeling that either inspires teachers and students to engage in, enjoy, and want to be a part of the school, or that pushes them to reject the school and detach from it (Freiberg and Stein, 1999). There are several factors that contribute to this outcome: the school’s norms and values, the way individuals at the school relate to and interact with one another, and the way systems and procedures show themselves. A school’s climate, according to the National School Climate Center, is comprised of “key sectors of school life such as safety
- And learning
- And the environment, as well as bigger organizational patterns (for example, from fragmented to shared
- Healthy or ill).” In addition to influencing student attitudes about school, “these wider group tendencies influence learning and student development,” according to the National School Climate Center (2013).
As the personality of a school, school culture is defined as the way things are done in a school (the way things are done in a school), as well as the underlying norms and values that form patterns of behavior, attitudes, and expectations among stakeholders in the school.
- In schools, school culture refers to the way things are done in the school (its “personality”), the underlying norms and values that shape patterns of behavior, attitudes and expectations between stakeholders in the school, and the values that underpin those patterns of behavior, attitudes and expectations.
School Culture: The Essential Element of Successful Schools
The authors of Working with Difficult and Resistant Staff discuss the significance of addressing problems and the people who are producing those difficulties in order to foster a healthy school culture. We also discuss techniques for bolstering the positive individuals in the school so that they can maintain their composure in the face of challenging colleagues and situations. In other words, what exactly is this element referred to as school culture, and what exactly does it have to do with the overall success of the school?
What Is School Culture?
The “soul of the school” has been referred to as the “culture of the school.” When it comes to the day-to-day functioning of the school, it is a trait that influences how well the school implements changes, and eventually influences how well the students do in their studies.
School Climate versus School Culture
The terms “school atmosphere” and “school culture” are sometimes used interchangeably and presented as the same thing. Despite the fact that they are connected, they are distinct and require separate approaches to be handled. Here’s a quick rundown of what each phrase means.
- School Climate: The vibe, the tone, and the attitude of a school are all described as “school climate.” Climate is unpredictable and can shift dramatically in a short period of time. School climate may be thought of as a subset or building block of school culture. School Culture: Institution culture is defined as the personality of the school, the manner in which individuals conduct themselves in business, and the semipermanent state of the school. Because it is the summation of a variety of climatic variables, it may be altered via the implementation of long-term and sustained policies and activities.
The Power of Productive Cultures
It is the emotion, the tone, and the attitude of the school that constitutes its climate. A changing climate can occur in a short period of time and is very changeable. In the context of school culture, climate is a subset or a building block. Education:School culture is defined as the personality of the school, the manner in which people conduct themselves in business, and the semipermanent condition that exists within the institution. Because it is the summation of a variety of climatic variables, it may be altered via the implementation of long-term and sustained policies and activities.
The Impact of Toxic Cultures
When the conditions in a school are so unfavorable that they become toxic to the professional and emotional lives of people who work there, they are said to have toxic school cultures. It is possible that the faculty has become so poisoned that they are actively working to undermine one another. It is common for new ideas and inventions to be squashed before they have a chance to get off the ground. Educators rapidly learn that they should not “stick their necks out,” discuss new ideas, or raise concerns about how the school performs or functioning.
The Impact of Status Quo Cultures
There is a third sort of culture that slowly and gradually saps the life force from its inhabitants. That sort of culture is referred to as astatus quo culture. People that live in a status quo culture do not see the problems, they create excuses for their difficulties, and they do not accept responsibility for the faults of the institution. People may get lulled to sleep as a result of the steady deterioration of status quo societies, failing to perceive that the culture has lapsed into its current position.
Because of their isolation or lack of proper observation and feedback, it may be difficult for individuals to recognize and address their own problems.
Identifying and understanding exactly what is going on in a school is the first step in addressing its culture. However, while there are several formal instruments available, culture may also be identified informally by the leader or by a leadership team, utilizing qualitative or descriptive methodologies that are more qualitative in nature.
Based on the work of Edgar Schein, we have created an instrument for diagnosing school culture that analyses the culture from three perspectives. The tool is called the School Culture Diagnostic Instrument (2010).
The Three Attributes of School Culture (based on the work of Schein, 2010)
- In the school, artifacts are the visible, observable, tactile, and touchable signals, behaviors, and goods that are shown or visible to the public, as well as the products themselves. Many more “products” of culture may be seen in the corridors and on the walls of the school, such as student projects or work that has been displayed, the design and layout of the school’s main door, how students move throughout the school, and many other “products.” Leaders may gain an understanding of what the organization considers to be essential or critical by finding and studying these artifacts. It is possible to get insight into a culture through studying artifacts
- However, this is more difficult. Member Reports on Organizational Beliefs and Values: Members of the organizationayorreport on what they consider to be significant to the organization’s espoused beliefs and values. This might be quite different from what they really doorproduce (artifacts) or what they truly think (underlying assumptions). Individuals and organizations can be asked to express their views and values, written policies can be reviewed, informal talks can be held, and actions can be observed to gain information about the proclaimed ideas and values. When paired with an examination of a culture’s artifacts, understanding its stated ideas and values can give further information about the culture in question. Underlying Assumptions: In order to get to the heart of a culture, leaders must first identify and examine the assumptions that underpin that culture. The underlying assumptions are what individuals of a culture truly think or believe, and they serve as a guide for their behaviors and decisions. In addition to unwritten rules and procedures that everyone knows and follows, underlying assumptions might include persons or actions that no one challenges, as well as other basic or deep-rooted ideas that influence or define the school culture. In times of turmoil and stress, they can be recognized by closely observing interactions, asking individuals to identify unspoken norms, or examining what “drives” the company during those times. If information gathered from artifacts, proclaimed ideas, and values is combined, leaders can gain a more complete “image” or knowledge of the culture.
In order to complete the diagnosis, the leader must take the information from the three qualities of culture and combine it, looking for patterns and generalizations that can be drawn from the information. In the case of student success, for example, if people state (in their stated beliefs and values) that they are committed to it, but there is little student work uploaded, the two parts are out of sync. It is possible for a leader to believe that they do not place a high importance on student performance.
Beyond Diagnosis to Action
Once the leader (or leadership team) has evaluated and assessed the organization’s culture, it is time to establish a strategy to begin to influence it. The plan will vary depending on the strength of the current culture, the length of time the current culture has been in place, the amount of time and resources available to deal with the cultural change, the strength of the leader, and the amount of support available to the leader. The plan will be developed in consultation with the leader. As long as all of the required aspects (such as decision-making processes) are in place, efforts to improve organizational culture can be fruitful.
- The ability to comprehend the current culture can aid leaders in developing a strategy for successfully attempting to shift it in a more positive or productive direction.
- F., and Eller, S.
- are cited as references (2011).
- Organizational Culture and Leadership, 4th Edition is a textbook on organizational culture and leadership.
- San Francisco, California
John F. Eller
Professor John F. Eller, PhD, has worked as a doctorate program director at St. Cloud State University since 2007. He has served as a principal, head of a principal’s training center, and assistant superintendent in his previous positions.
Sheila A. Eller
Her professional title is middle school principal for Mounds View Public Schools in Minnesota. Sheila A. Eller, EdD, is a Minnesota native. As a former principal and university professor, she has also taught special education and mathematics in Title I schools, as well as in general education.
5 Tips for Creating a Positive School Culture
Interested in learning more about how to create a healthy learning environment for kids and school personnel? Are you thinking about the present culture of your current school? What are the feelings of kids and staff members while they are in the school building? It is your responsibility as a school administrator to foster a healthy school climate since it will influence whether or not children feel comfortable in the classroom and will therefore influence their progress. Having a healthy workplace culture has an influence on the work experience, just as it does in any other employment or professional setting.
Having a venue that recognizes their contributions while also acknowledging their diversity benefits the whole student population, as well as the faculty and administrative staff.
The educational environment offers assistance via the development of connections and the promotion of open and honest dialogue between adults and pupils.
→ Download the FREE PBIS and Culture Playbook“6 Steps To A Positive School Culture”
School culture refers to the attitudes, norms, traditions, and beliefs held by faculty and students that are recognized as being a part of the educational experience at the school. It is the responsibility of school leaders to lead these efforts, and they are supported by procedures and programs that place a strong emphasis on student achievement. It is easier for educators to offer teaching in a pleasant atmosphere when there is a defined school culture routine with clear norms, practices, feedback loops, and data strategies in place.
In order to design rules and procedures that support student learning while also creating a good and secure school environment, school leaders must first establish connections with teachers and staff, then involve student voices in the process.
In order to create a healthy school atmosphere, it is necessary to prioritize equality while also recognizing and celebrating diversity and inclusion among students and staff members.
According to the research and information gathered from students’ school experiences, there are some promising signs when it comes to measuring school culture.
- Staff and kids have excellent, supportive interactions, which encourages pupils to learn about social and emotional issues. Staff, students, and instructors work together to provide input into school systems, procedures, and educational opportunities. Individuals who are committed to the norms, traditions, and value system that has been clearly established will be those who are participating. There are clear guidelines that include a feedback process or rewards systems that avoid negative messaging while promoting praise and incentive plans
- There are also clear guidelines that involve a feedback process or rewards systems that avoid negative messaging while promoting praise and incentive plans. A secure and pleasant learning environment for kids is a goal, and this is fostered by instructors who are also involved and feel supported in their efforts.
Consider the following descriptions while thinking about your school. Can you describe the elements that make up a positive school climate? Students, mechanisms for classroom culture, and school-wide goals for a healthy culture are all possible items to add on your list. Consider how you may give positive feedback or assistance to kids as they learn to interact with others in a pleasant and productive manner. As a teacher develops good relationships with kids, a school’s administration must develop robust data systems to support them.
Ultimately, this information may be utilized to change the emphasis of the building’s attention away from negative school behaviors and toward positive school behaviors.
Learn how to create a positive school culture by following these 5 tips
- It is critical for planning and execution to understand what the school data says about the culture of the school. Student surveys that evaluate the climate and views that students have can be used to assist design a strategy for the following stages. During your time as a school leader, spend time in the classroom and pay close attention to the students’ conduct and teaching techniques, and utilize this knowledge in order to decide the data that needs to be collected. Step-by-step instructions on how to put a school culture audit into action are provided by Kickboard. This will assist school administrators to gain a better understanding of the existing environment, future goals, and chances to make those goals a reality.
- By communicating with school employees about the school climate and academic standards, you may help them come up with a shared vision, such as respecting culture and instruction. School leaders give assistance to educators in the form of professional development and support, for example. This is beneficial when planning the rollout and ensuring that staff members have the necessary skills to keep the school culture work going long term. By utilizing charts or plans that clearly identify and describe the behavior, you can ensure that your responses to both bad and excellent conduct are consistent. A matrix can also assist in determining what the most acceptable reactions to a particular conduct should be.
Advocate for Parental Involvement
- Ensure that you have clear and open communication with your children’s parents and guardians. If there were activities that were employed throughout the period of virtual learning, continue to encourage instructors to apply such practices and to call home or send handwritten messages to parents to let them know about it. Students benefit from establishing a connection between their school experience and their home environment. Others are involved in reinforcing classroom and learning standards
- Encourage family engagement in their child’s education by keeping them informed of school rules and procedures. This also involves their participation in decision-making processes and the integration of students into the school culture. The engagement of parents provides an additional layer of support from the external school community. It promotes student growth and social-emotional learning, and it helps to establish strong ties between the school’s leadership and the students’ families.
- It is important to maintain positive relationships with children and their families in order for them to have a sense of belonging to the school community. When kids are engaged, they form relationships with other students that help them feel protected and welcome them into a learning environment that wants them to succeed. Additionally, they have a stronger sense of focus in school and achieve greater success
- They are open to new ideas (and are willing to take chances)
- And they respect and cherish the student voice. Students have opinions about what constitutes a conducive learning environment and how to build one. Taking use of student ideas to develop programs that foster a healthy school culture
- Being in a position of leadership delivers positive experiences as a result of recognition and reward. The use of incentive programs allows instructors, staff, and students to recognize and reinforce excellent behaviors through the use of praise. “Well done!” is something that every learner enjoys hearing. They derive authenticity from their interactions with professors.
Set Clear Expectations
- Establish good school and classroom regulations that are consistent with the aims and culture of the school. These norms and expectations should be reaffirmed orally, and they should be communicated to the child’s parents. Additionally, students will be required to adhere to these guidelines in order to foster a healthy learning environment, and they will be rewarded or recognized when they do so successfully. Good reinforcements aid in the promotion of consistent positive conduct
- Establish suitable penalties for inappropriate bad behavior. To gather data on the usage of these consequences, what behaviors they are related with, and whether or not there is a pattern or trend in the data collected, a tracking system should be implemented
- Teachers and school officials should also be provided with clear standards to follow when collecting data on student conduct and when imposing a penalty or incentive. This promotes fairness and, as a result, helps to the development of a healthy school culture
Knowing what improvements can be done in your school’s environment and culture is the first step in the process of changing it. The application of a data-driven strategy can give some strategic guidance in the development of a healthy school culture. It also demonstrates how much students and their families are valued when they are included in the process of transforming the culture. Any school leader may benefit from assistance, but establishing a clear vision for the school community to follow makes the process easier for everyone involved.
The plan for changing the culture of a school may differ from one school to the next, but the suggestions above are applicable to every educational setting.
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Remember to be patient, because great school cultures are built over time. – It is possible to bring about change at the school with a plan that instructors can implement in the classroom, the gym, and the cafeteria as well as clear expectations for conduct from students and staff. It is important for everyone engaged to have a great experience. It is advantageous to understand how to develop a healthy school culture since it may assist students, instructors, and administrators in creating an atmosphere that fosters learning and engagement for all.
Shaping School Culture: How to Build Positive School Culture
Image courtesy of Elite Academic In the schools and workplaces we attend or work in, there is something impalpable and unexplainable about them — a pervading sense that we carry with us and that we remember most vividly about them. The term “school culture” refers to an all-pervasive, yet illusive, sense of community that exists in schools. The way a school makes its students, teachers, leaders, and everyone else in its broader community feel is a critical — yet often overlooked — characteristic that has a direct impact on the institution’s overall success as an educational institution, according to the National Center for Education Statistics.
A high school is more than simply a collection of bricks and cement; it is a conglomeration of its pupils, its faculty, and the surrounding neighborhood.
Education is now the most important civil rights problem in the United States, and in order for change to occur in our country’s high school system, everyone must embrace their respective responsibilities and make contributions to the cause.
What Is School Culture
Credit:Clevelend The norms, regulations, beliefs, traditions, values, standards, and rituals that the school has developed throughout the course of its history as a result of collaborating, facing challenges, and solving problems are all included in the definition of school culture. It is a set of mutually understood expectations shared by all stakeholders, which defines the way in which people conduct in the school as well as the way in which they think and feel about the school. As a result, culture influences how students and instructors are expected to behave and dress, as well as the connections that exist between teachers and students, and it has an impact on the attitudes that students have about learning and education The school’s stance on cultural, social, linguistic, ethnic, and racial diversity is determined by how orderly the school’s facilities are.
A distinct climate and culture exist in every school.
A school’s culture can be broadly classified as either positive or negative, depending on the circumstances.
A healthy school culture encourages professional growth and job satisfaction, boosts morale, and creates an environment favorable to student learning, as well as taking responsibility for it.
Positive school culture, on the other hand, will be distinguished by a lack of desire and ambition for both teaching and learning, a lack of peer cooperation, and a general unwillingness to welcome change and innovation.
- Individual accomplishments of pupils and staff members are recognized and rewarded. Maintains open and respectful connections at all levels of the school’s organizational structure
- It facilitates the development of collegial and collaborative staff relationships. Encourages school leaders to serve as role models for appropriate behavior and attitude
- Instead than concentrating on the flaws and limitations of students, it creates learning opportunities. Enhances equity among students by taking their social, economical, racial, and cultural backgrounds into consideration
- Promotes high academic standards and expectations that can be met by the vast majority of pupils
- And The school’s aims are furthered when students and members of the community participate in making the school a better place.
- Its members lack a feeling of unity and a shared vision
- It is disorganized. Causes employees to become inactive, docile, and complacent, as well as resigned to established habits and entrenched in their ways of working
- Accuses pupils of being responsible for their poor academic performance and “blames” them for it
- Employees are discouraged from collaborating
- The environment does not encourage lifelong learning and development. It encourages workers to be hostile and competitive with one another. Creates a change-resistant environment that makes a mockery of the instructors who are concerned about the growth of their pupils and who endeavor to bring fresh ideas and teaching approaches to the table
- Students become disinterested in high school and see it as an unnecessary evil, increasing their likelihood of dropping out.
The Importance of School Culture
The development of a positive school culture is the cornerstone for the advancement and success of any school. Positive culture at a high school encourages teachers to do their jobs well and with enthusiasm, students to excel academically as well as as persons, and the community to be richer as a result of knowing that its young is having a good start in adulthood. Maintaining a healthy school culture is important for a variety of reasons, including the following:
- Morale is raised, and compliance is increased as a result of organizational culture. They are more likely to put their all into their job if they feel supported by the school’s administration and work in a nice setting with colleagues with whom they get along. They will also be more willing to assist the school achieve greater success. The same can be true for students: if they look forward to going to school and are pleased with their progress, they will have fewer disciplinary difficulties and will have a more positive attitude about education as a whole
- Culture encourages higher academic performance. Following the same line of reasoning as the preceding point, students who are motivated to come to school because they feel comfortable being there are more likely to participate in classes, give and receive feedback, demonstrate an interest in and a better understanding of the subject matter, and ultimately achieve better academic results
- Culture focuses on educational design and goal-setting. A collaborative effort amongst school leaders who share a same vision and set of core values will result in the achievement of the school’s instructional objectives. The school’s instructional framework will be effectively shaped by them as well, as they will devise an effective curriculum that will better prepare students for college, job, and life
- Culture drives educators and enhances teaching techniques. Teaching staff that work in a positive school environment are more receptive to growing in their jobs and introducing new teaching approaches to help students’ learning
- A positive school culture fosters a sense of belonging and a sense of purpose among students. Faculty members who are united by a same aim will be more effective in their collaborative efforts to overcome challenges, address crucial issues, and make choices that are in the best interests of the school and its students.
The Elements of School Culture
ICEF monitorDeal and Peterson say in their book ” Shaping School Culture” that “school culture encourages improvement, collaborative decision-making, professional growth, as well as the learning of staff and students.” School culture is unquestionably important for teacher motivation, student achievement, and the overall success of the school on a variety of levels. Although it is a difficult concept to explain and define, it is nonetheless present. Often, because of its intangible character, the development of school culture is overlooked in favor of obtaining more tangible objectives, such as high graduation exam scores and other academic test scores.
To have a deeper understanding of the complexity of school culture, we must first examine the components that make it up:
- Relationships and interactions
- Fundamental ideas and behaviors
- The vision and mission of the school
- Actions and cultural changes are required. History and symbols are important.
Connections and Interactions
Communication within an organization helps to ensure that its members are aware of the goals that have been set, the tools and resources that are available, and the techniques that will be used to attain those goals. At a collaborative effort, all stakeholders in a school will be aligned to the same goal and will have a comparable approach to problem-solving while working together. Schools with a strong culture have their administrators and teachers connecting directly with other members of the school community, including instructors, administrators, students, and parents, who all communicate with one another.
Core Beliefs and Behaviors
School leaders, counselors, administrators, and instructors must convey clearly what the institution’s basic principles are and how all members are required to develop these values in their students. In order to behave in line with those basic ideas, it is necessary for the entire community to be aware of and share them. This includes the faculty, students, their families, and the broader community.
School Vision and Mission
The purpose and vision statements of the institution are two of the most important aspects of its culture. Many times, leaders have their own aims and ideals for the school and attempt to push them on the rest of the students with little success. The school’s purpose and vision statements should be developed with input from all levels of the school’s structure, including the faculty and members of the local community.
As a result, all stakeholders will be personally involved in the achievement of the school’s objectives, resulting in the development of a strong, positive, and collaborative school culture.
Actions and Cultural Changes
Everyone in the organization must be encouraged to not only execute the cultural changes advocated by the leadership, but also to take steps and create changes on their own initiative. It is impossible to gain new talents or improve on existing ones at a school with a poor culture because members do not collaborate to learn new abilities or improve on existing ones through peer review. As a result, they are unfamiliar with the organization’s objectives and are unlikely to take action to help them achieve their objectives.
History and Symbols
The more the members of the school collaborate, the greater the amount of history they will have among themselves. And the more success they have, the more tradition they will establish. Schools leaders have a responsibility that extends beyond instilling hope and supporting change; they are also tasked with highlighting and stressing accomplishments as well as the symbols that reflect them. The symbols, no matter what they are – honors, plaques, sports trophies, the school’s new emblem, or a whole new uniform design — will foster a feeling of a good, collaborative culture within the school’s microcosm.
The Steps to Shaping a Positive School Culture
Image courtesy of In Perspective The significance and importance of positive school culture may be crystal clear to you; but, how to instill this culture in your school’s community may be a mystery to you. The following are some of the actions that we identified as being critical in building a welcome and fulfilling environment at educational institutions:
- Recognizing the dual responsibilities of the school’s principal
- The process of formulating a vision and mission statement
- Encouraging a positive attitude toward advancement
- Creating rituals and customs
- Establishing a culture.
The Role of the Principal
One of the most important aspects of maintaining a healthy school culture is acknowledging the impact the principle possesses – after all, they are the person who everyone goes to for instruction, role modeling, and evaluation. In essence, the principal must perform a “bifocal job” — that is, he or she must oversee day-to-day school operations while also assuming a symbolic leadership position. In the role of “change agents,” headmasters should be concerned with establishing, instilling, and implementing the school’s ideals via their own actions and example.
Writing the Vision and Mission Statements
We’ve previously established that the school’s vision and purpose are critical to the development of its entire culture. These are the public statements that outline the institution’s long-term objectives as well as the activities that the institution is taking to accomplish those objectives. The preparation of these documents is a time-consuming and labor-intensive process. They must be succinct enough to be remembered while still being precise enough to cover all of the key principles that the school is committed to promoting as a whole.
Developing the school’s goal and vision should be a collaborative effort involving members of the whole community.
Various members of the community will submit varying levels of input in order to assist enhance the message that will be presented to them. As a result, the community will be more involved in the achievement of the school’s objectives since they had an important role in their formulation.
A Positive Attitude to Progress
Another effective approach for cultivating a healthy school culture is to give credit where credit is due to those who deserve it. It is the responsibility of school administrators to acknowledge the individual successes of staff and students, to provide public acclaim, and to establish a reward system for truly remarkable achievements and efforts. The school’s ability to recognize and promote improvement will demonstrate that it has a strong support structure. This type of positive atmosphere serves as an excellent motivator not just for kids and their continued academic success, but also for school workers, as it has been proved to enhance their retention rates in recent years.
Rituals and Traditions
You must relate your school’s cultural vision with something tangible in order for it to be more effectively enforced. Inviting students and faculty to brainstorm methods to make the school’s goal visible both within and beyond the boundaries of the building is a good idea. Consider the following:
- Symbolic school relics
- Special rituals and celebrations
- And other such things. The design of the interior
- A monthly newsletter or a blog for the school
Recognizing a Toxic School Culture
While every school administrator works to create a pleasant learning environment, poisonous factors can occasionally surface in unexpected places, making it difficult to maintain control. A toxic school culture generally manifests itself in the form of the following signs and symptoms, which are usually the first to appear:
- Staff that is fragmented and detached and lacks a sense of belonging On the level of school employees, there is a lack of teamwork and advancement. The conflict that exists between teachers and parents
- The student’s failure to learn is emphasized rather than the teacher’s failure to instruct
- Disputes among employees
- There is a high prevalence of negative remarks, with a large focus placed on failures rather than successes
- Instead of taking place in faculty meetings, the majority of the communication amongst school members takes place during leisure time away from work.
To repair a poisonous culture and prevent its ramifications from spreading further, school administrators must first identify the critical areas that require modification. However, in addressing these issues, a major focus must be placed on the measures for inspiring a good, healthy school culture, which are outlined above in further detail. It is also necessary for leaders to make use of all available resources that might assist in addressing the harmful attitudes. In order to have a better understanding of the factors that might contribute to a toxic school culture and how to remedy it, the following resources can be used:
|Additional Resources||Why They Matter|
|Why Do Good Teachers Leave?||An innovative and interesting explanation of why teacher retention is a real issue|
|Preparing Students for the Workplaces of the Future||The need for an educational reform explained|
|Equity in the 21st Century||Educational experts talk about why it is essential that equity drives decision-making on the school and district levels|
|School Mission and Culture||A detailed account on why every school needs a clear-cut mission|
|School Mission and Culture Expert Series||A podcast in which education innovators speak about the importance of having a clear mission and how it promotes a healthy school culture|
Rethinking High School Education
Schools across the United States have stayed mostly the same in terms of content and structure over the previous 100 years, whereas professional options and the needs of the global labor market have changed several times during the same time period. Studies have shown that adolescence is a vital period for cognitive growth, and that it is also the time of life when pupils are at their most creative — when they take a special interest in the world around them and provide constructive suggestions on how to make it better.
That transformation begins with the establishment of a healthy school culture that encourages creativity and a forward-thinking approach to education.
Join us in our mission and help us RethinkHighSchool as a group.
Tell us what it is that makes your school such a resounding success, and we will include your story on our website and in our blog. Inspire others to follow your example and work with us to transform the face of the American educational system! Contribute your time and talents.