By Christopher Wagner
and Penelope Masden-Copas
Journal of Staff Development, Summer 2002 (Vol. 23, No. 3)
Copyright, National Staff Development Council, 2002. All rights reserved.
Questions for School Leaders:
- Does this school need to independently and continuously diagnose school culture issues (monitor the current condition)?
- Does the school need an in-depth analysis for the extensive development of a strong and healthy school culture (critical care)?
The assessment tools available in a related PDF file will help answer these questions.
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As a pair of facilitators entered a North Carolina middle school, three 7th graders met them at the door. "What are you doing here?" one student asked. "We're looking for the best middle school in North Carolina," a facilitator answered. "You found it!" the student exclaimed, and the others heartily agreed. This chance encounter provided the facilitators just one of many clues in assessing the school's culture.
Schools have tried various improvements to create more effective schools, but many educators and researchers are discovering a "missing link" (Wagner & Hall-O'Phalen, 1998). That missing link has more to do with the school's culture than with elaborate curriculum alignment projects, scrimmage tests, and the latest buzzword reform efforts. Researchers agree that school culture is an important, but often overlooked, component of school improvement (Levine & Lezotte, 1995; Sizer, 1988; Phillips, 1996; Peterson & Deal, 1998; Frieberg, 1998).
Culture is the bracing for the bridge from previous to future achievement. If the braces are firm and strong, the chances of improving are high. Getting the culture right should always precede "programs" in efforts to raise student achievement. Schools with top-down, "do it or else" staff development plans rarely improve, while schools sensitive to their cultures are successful in improving student learning. As Sheila Patterson, a teacher at South Stokes High School in Walnut Cove, N.C., recently said (personal communication, Oct. 10, 2001), "It's an attitude, not a program."
Without a healthy school culture, staff may not be open or receptive to professional learning opportunities. Traditionally, school improvement efforts emphasized an individual teacher learning new skills. The theory was, "If people don't improve, programs never will." This belief also promoted the notion of individual professional development as the primary means to school improvement. However, in reality, negative cultures, colleagues, and environments often overwhelm the best teachers.
The theory of individual professional growth has given way to a culture-centered approach toward professional learning aimed at collegial teams--learning and practicing together. Acknowledging that "unless teams of teachers improve together, schools never will" stresses the culture approach toward improvement and change. The goal of professional development is the inculturation of a continuous improvement philosophy among teams of professionals rather than individual teachers. This can only occur in a healthy school culture designed to promote higher levels of professional collaboration, collegiality, and self-determination.
Determining the quality and health of the school culture is essential for all schools as they strive to improve. Yet most have not assessed their culture. Educators are more likely to dwell on raising scores and meeting state requirements than to examine a holistic view of the school and the relationships among the people who work, learn, and relate there.
References
Frieberg, H.J. (1998). Measuring school climate: Let me count the ways. Educational Leadership, 56(1), 22-26.
Levine, D.U. & Lezotte, L.W. (1995). Effective schools research. Information Analysis. (ERIC Document Reproduction No. ED 382 724).
Peterson, K.D. & Deal, T.E. (1998). How leaders influence culture of schools. Educational Leadership, 56(1), 28-30.
Phillips, G. (1993). The school-classroom culture audit. Vancouver, BC: Educserv, British Columbia School Trustees Publishing.
Phillips, G. (1996). Classroom rituals for at-risk learners. Vancouver, BC: Educserv, British Columbia School Trustees Publishing.
Sizer, T.R. (1988). A visit to an "essential" school. School Administrator, 45(10), 18-19.
Wagner, C.R. & Hall-O'Phalen, M. (1998, November). Improving schools through the administration and analysis of school culture audits. Paper presented at the Mid-South Educational Research Association, New Orleans, La.
What is school culture?
Wagner (2000) describes school culture as shared experiences both in and out of school (traditions and celebrations), a sense of community, of family and team.
- Staff stability and common goals permeate the school.
- Curricular and instructional components, as well as order and discipline, are established through consensus.
- Open and honest communication is encouraged and staff demonstrate humor and trust.
- Stakeholders are recognized in schoolwide celebrations.
- The school's leaders and district leaders provide tangible support.
SOURCE: Wagner, C. (2000, October 20). School culture analysis. Address conducted at the meeting of the Manitoba Association of Resource Teachers (MART), Winnipeg, Manitoba, Canada.
More information about school culture and school culture audits can be obtained from:
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About the Authors
Christopher Wagner is an associate professor of educational administration at Western Kentucky University. You can contact him at The Center for Improving School Culture, P.O. Box 51632, Bowling Green, KY 42104-6632, (270) 796-3905, e-mail: cwrider@aol.com.
Penelope Masden-Copas is an assistant professor of education at Austin Peay State University. You can contact her at The Center for Improving School Culture, P.O. Box 51632, Bowling Green, KY
42104-6632, (931) 221-7512, e-mail: masdenp@apsu.edu.
