Blog 7.1 Response to Sadieoberle’s Response to Seabreeze and Avisha

The post can be found here.

Hi Sadie! Thank you for articulating issues you see occurring in your organization. I know from learning with you in the summer that you have a heart for reform in your staff, and you raise some interesting points. For example, you note the correlation between staff who often use the most sick days are also the ones who least contribute to school events and activities. You write “The teachers or staff who refuse to help are also the ones who have poor attendance and take many sick days” (sadieoberle, 2018). Harris (2014) states there is a “simple but profound idea that organizational outcomes improve if professionals collaborate in a purposeful and disciplined way” (p. 13), and when we define professionals as having “a commitment to exemplary practice… professionals don’t need anyone to check on them, to push them… they are compelled from within” (Sergiovanni, 2007, p. x, italics added), it is obvious this issue affects the whole school community. You rightly note, “This causes conflict and a divide on our staff which in turn causes an unhealthy work environment” (sadieoberle, 2018).

You also note “The difficult part of this situation is that these kinds of things can’t really be any one person’s responsibility. These activities take place outside of working hours and outside of paid hours… This becomes even more difficult because all of these activities, committees or responsibilities are still expected. They are what give our school it’s identity” (sadieoberle, 2018). I totally agree. These events are expected by any parent and student community, and they truly are the memories that are generated for so many students. My staff struggles as well with the extra events, and they often question why we do things. As a new leader, I find it imperative to draw on the teachers’ passion for student success and the calling they have for teaching. Barth (2006) states, “The nature of relationships among the adults within a school has a greater influence on the character and quality of that school and on student accomplishments than anything else” (p. 9).  If I go down into the “pit” of rationalizing with teachers about the need for them to step up, it becomes a battle of wills and it usually ends with a “pulling rank” solution, neither of which promotes positive working relationships. With so much weight placed on relationships, what helps to build a positive culture? I was reminded of a past assignment where I listed characteristics. Here is what I found from these sources (Barth (2002); Barth (2006); Harris (2014); (Hord (2013); Sergiovanni (2007); Serrat (2009)): CHARACTERISTICS OF A HEALTHY SCHOOL CULTURE:

1.     Members are willing to discuss the “non-discussables”

2.     Members have clear personal and collective vision

3.     There are healthy cultural norms: collegiality, experimentation, high expectations, trust and confidence, tangible support, reaching out to the knowledge bases, appreciation and recognition, caring celebration and humor, involvement in decision making, protection of what is important, traditions, and honest and open communication

4.     Members support rather than subvert the school’s purposes

5.     Formal administration has a visioning process to generate mutually developed goals

6.     Members put student learning first and work with relevant data to modify practices

7.     Members value collaborative problem solving, dialogue, and reflection

8.     Official and unofficial information are similar and reinforce each other

FACTORS THAT LEAD TO THE IMPROVEMENT OF A SCHOOL CULTURE:

1.     Having an awareness of the true school culture, by asking about ‘the way we do things around here’

2.     Having the courage and skill to address toxic elements

3.     Questioning how policies and practices might exclude certain student populations

4.     Fostering norms, purposes, values, professional socialization, collegiality, and natural interdependence

5.     Willingness to uncouple learning and punishment

6.     Becoming open to the strengths and expertise of others

7.     Allowing transparency and shared decision making

8.     Establishing trust in sharing ideas and improving instruction without fear of retribution

9.     Setting up conditions that allow others to establish goals

10.  Willingness to enhance personal credibility

Barth (2002) tells us “A school’s culture is a complex pattern of norms, attitudes, beliefs, behaviors, values, ceremonies, traditions, and myths that are deeply ingrained in the very core of the organization” (p. 7).  The leadership must be committed to establishing the norms that will build instead of breaking down trust. Sergiovanni (2007) explains “Leadership by binding and bonding are the keys to an effective long-term leadership strategy for schools because they have the power to help schools transcend competence for excellence by inspiring extraordinary commitment and performance” (p. 68). It is so easy to fall into the ‘blame game’ and transactional relationships. I agree that with your assertion, “I truly believe that maybe the teachers who get the least recognition because it appears that they do not go above and beyond are the teachers that need it the most because it would encourage them to do more” (sadieoberle, 2018). As you follow your instincts in your leadership journey, you have more and more opportunities to implement changes in your school. Blessings as you transform your school community one step at a time!

References:

Barth, R. (2002). The culture builder. Education Leadership 59(8), 6-11.

Barth, R. (2006). Relationships within the schoolhouse. Education Leadership, 63(6), 9-13.

Dufour, R. and Fullan, M. (2013). Cultures built to last: Systemic PLCs at work. Bloomington, IN: Solution Tree Press.

Harris, A. (2014). Distributed leadership matters. Thousand Oaks: CA; Corwin.

Lepsinger, R. (2010). Closing the execution gap. San Francisco: Jossey-Bass.

sadioberle. (2018). Blog 7.1 Response to Seabreeze ‘s response to Avisha’s 7.1 [Web log post]. Retrieved from https://create.twu.ca/ldrs501/2018/11/16/5634/

Seabreeze. (2018, November). Blog 7.1 Response to Avisha Advancing Organization by Conflict Resolution [Web log post]. Retrieved November 12, 2018, fromhttps://create.twu.ca/seabreeze/2018/11/16/blog-7-1-response-to-avisha-advancing-organization-by-conflict-resolution/

Sergiovanni, T. (2007). Rethinking leadership: a collection of articles. Thousand Oaks, CA: Corwin Press.

Serrat, O. (2009). Building trust in the workplace. Retrieved from http://www.adb.org/ publications/building-trust-workplace