1

2

EXPLORING OUR SCHOOL EXPLORING OUR SCHOOL CULTURECULTURE• What is school culture?What is school culture?

• What does school culture look like?What does school culture look like?• Do schools have different cultures? Do schools have different cultures? • Effective vs Ineffective – Improving vs Declining Effective vs Ineffective – Improving vs Declining

School cultures. 4 typologies of schoolsSchool cultures. 4 typologies of schools– Moving schoolsMoving schools– Cruising schoolsCruising schools– Strolling schoolsStrolling schools– Struggling schoolsStruggling schools– Sinking schools.Sinking schools.

• 4 Existing Teaching Cultures (A. Hargreaves; 4 Existing Teaching Cultures (A. Hargreaves; 1994)1994)– IndividualismIndividualism– Collaboration Collaboration – Contrived collegialityContrived collegiality– BalkanisationBalkanisation

3

• Exploring our school cultureExploring our school culture– the direct methods of diagnosisthe direct methods of diagnosis– the indirect methods of diagnosisthe indirect methods of diagnosis

• The 4 types of School Culture (Handy and Aitken (1986)The 4 types of School Culture (Handy and Aitken (1986)– The Club cultureThe Club culture– The Role cultureThe Role culture– The Task cultureThe Task culture– The person cultureThe person culture

• Social Cohesion vs Social Control in schoolsSocial Cohesion vs Social Control in schools– The ‘formal’ school cultureThe ‘formal’ school culture– The ‘welfarist’ school cultureThe ‘welfarist’ school culture– The ‘hothouse’ school cultureThe ‘hothouse’ school culture– The ‘survivaist’ school cultureThe ‘survivaist’ school culture

• Changing our school CultureChanging our school Culture

4

WHAT IS SCHOOL WHAT IS SCHOOL CULTURE?CULTURE?

• Language and ritualsLanguage and rituals• Norms that evolve in working groupsNorms that evolve in working groups• Dominant values espoused by an organisationDominant values espoused by an organisation• Philosophy that guides an organisation’s policyPhilosophy that guides an organisation’s policy• Rules of the game of getting along within the Rules of the game of getting along within the

organisationorganisation• The climate conveyed in an organisation The climate conveyed in an organisation

(Schein 1995)(Schein 1995)• These frames reflect the organisation’s culture These frames reflect the organisation’s culture

but they are not its “but they are not its “basic assumptionsbasic assumptions”.”.

5

Basic Assumptions and Basic Assumptions and Beliefs:Beliefs:

• the deeper level within an organisation the deeper level within an organisation • that are shared by membersthat are shared by members• that operate unconsciouslythat operate unconsciously• define in a basic “taken-for-granted” define in a basic “taken-for-granted”

fashion an organisation’s view of itself fashion an organisation’s view of itself and its environment.and its environment.

• These are the heart of school culture These are the heart of school culture and what makes it so hard to grasp and and what makes it so hard to grasp and change.change.

“ “The way we do things around here” The way we do things around here” (Deal (Deal and Kennedy ,1983)and Kennedy ,1983)

6

• Each school has its own mindset of Each school has its own mindset of school life in relation to what occurs school life in relation to what occurs in its external environment. in its external environment.

• A school’s culture is shaped by:A school’s culture is shaped by:– Its historyIts history– Its contextIts context (parents, Ed. Devision, (parents, Ed. Devision,

Political and economic forces, NMC, Political and economic forces, NMC, MUT, external context. MUT, external context.

– The people in itThe people in it (the potential for (the potential for clashes of values between the adults clashes of values between the adults and students in a school is considerable and students in a school is considerable (Hargreaves et al., 1996)(Hargreaves et al., 1996)

7

What does School Culture What does School Culture look like?look like?

• School Culture is expressed through School Culture is expressed through 3 inter-related dimensions:3 inter-related dimensions:

• Professional relationshipsProfessional relationships: the way : the way people relate to and work together.people relate to and work together.

• Organisational arrangementsOrganisational arrangements: the : the management of schools’ structures, management of schools’ structures, systems and physical environment.systems and physical environment.

• Opportunities for learningOpportunities for learning: the extent : the extent of the learning focus for both of the learning focus for both students and adults – learning students and adults – learning enriched and learning impoverished enriched and learning impoverished schools. schools.

8

• Several cultures within a school:Several cultures within a school:– Pupil culture, Pupil culture, teacher cultureteacher culture, leadership culture, , leadership culture,

support staff culture, parent culture…support staff culture, parent culture…

• 4 existing teacher cultures:4 existing teacher cultures:1.1. IndividualismIndividualism; classrooms as egg-crates ; classrooms as egg-crates

where autonomy, isolation and insulation where autonomy, isolation and insulation prevailsprevails

2.2. CollaborationCollaboration; teachers choose, ; teachers choose, spontaneously and voluntarily to work spontaneously and voluntarily to work together without an external control agenda.together without an external control agenda.

3.3. Contrived collegialityContrived collegiality; collaborative working ; collaborative working relationships are compulsorily imposed, with relationships are compulsorily imposed, with fixed times and places set for collaboration.fixed times and places set for collaboration.

4.4. BalkanisationBalkanisation; where teachers are neither ; where teachers are neither isolated nor work as a whole group. (A. isolated nor work as a whole group. (A. Hargreaves, 1994)Hargreaves, 1994)

9

Do Schools have different Do Schools have different Cultures?Cultures?

MovingMoving CruisingCruising

StrugglingStruggling SinkingSinkingStrolling

DecliningDecliningImprovingImproving

IneffectiveIneffective

EffectiveEffective

‘‘The rapidly accelerating pace of change make The rapidly accelerating pace of change make standing still impossible. Schools either get better standing still impossible. Schools either get better or worse’.or worse’.

10

4 typologies of schools4 typologies of schools• Moving schoolsMoving schools; effective, broad range of pupil learning ; effective, broad range of pupil learning

outcomes, people within actively work together to outcomes, people within actively work together to respond to the changing context, know where they are respond to the changing context, know where they are going, have systems and the will and the skill.going, have systems and the will and the skill.

• Cruising schoolsCruising schools; league tables and other rankings ; league tables and other rankings based on exam results rather than ‘value added’, their based on exam results rather than ‘value added’, their students achieve in spite of their teaching qualities, students achieve in spite of their teaching qualities, possess underpinning norms of contentment, goal possess underpinning norms of contentment, goal diffusion, top-down leadership, reactive, conformist, diffusion, top-down leadership, reactive, conformist,

• Strolling schoolsStrolling schools; moving towards some kind of school ; moving towards some kind of school improvement at an inadequate rate compared with the improvement at an inadequate rate compared with the pace of change, neither effective nor ineffective; pace of change, neither effective nor ineffective;

• Struggling schoolsStruggling schools; ineffective, in spite of their ; ineffective, in spite of their unproductive results they struggle hard and invest unproductive results they struggle hard and invest considerable energy to improve, they have the will considerable energy to improve, they have the will despite lacking the skills.despite lacking the skills.

• Sinking schoolsSinking schools; ineffective, staff out of apathy not ; ineffective, staff out of apathy not prepared or able to undergo change, isolation, blame prepared or able to undergo change, isolation, blame and loss of faith dominate, failure is blamed on and loss of faith dominate, failure is blamed on inadequate parenting or unprepared children, common inadequate parenting or unprepared children, common in deprived areas.in deprived areas.

11

Exploring our School CultureExploring our School Culture• Who is to be involved in making the Who is to be involved in making the

diagnosisdiagnosis– Involve as many people as possible so as to Involve as many people as possible so as to

uncover very different perceptions of aspects uncover very different perceptions of aspects of the school’s culture – head, teachers, of the school’s culture – head, teachers, students, parents, advisers, consultants…students, parents, advisers, consultants…

– The involvement of people in the diagnosis The involvement of people in the diagnosis may motivate them to engage later in the may motivate them to engage later in the change process within the school.change process within the school.

A.A. Direct methods of diagnosisDirect methods of diagnosis

B.B. Indirect methods of diagnosisIndirect methods of diagnosis• school’s internal review, views of school’s internal review, views of

students/parents, evidence that comes to students/parents, evidence that comes to you as feedbackyou as feedback

12

Handy and Aitken (1986): 4 types Handy and Aitken (1986): 4 types of school Cultureof school Culture

• The Club CultureThe Club Culture (a spider’s web) (a spider’s web)– the school as an informal club of like-minded the school as an informal club of like-minded

people whose task is t achieve the mission of people whose task is t achieve the mission of the head who is at the centre of things.the head who is at the centre of things.

• The Role CultureThe Role Culture (a pyramid) (a pyramid)– The school as a set of job-boxes co-ordinated to The school as a set of job-boxes co-ordinated to

execute the work of the organization, which execute the work of the organization, which the head manages through a formal system.the head manages through a formal system.

• The Task CultureThe Task Culture (a grid) (a grid)– The school as a friendly matrix of teams which The school as a friendly matrix of teams which

achieve a range of planned tasks to solve achieve a range of planned tasks to solve organizational problems.organizational problems.

• The Person CultureThe Person Culture (a cluster) (a cluster)– The school as a minimally organised resource The school as a minimally organised resource

for the development of its members’ talents for the development of its members’ talents and exercise of the9ir skills.and exercise of the9ir skills.

13

• In practice participants will rarely In practice participants will rarely identify the school with a single type identify the school with a single type and will be influenced by the labels.and will be influenced by the labels.

• Large schools (secondary) display a Large schools (secondary) display a degree of balkanization and degree of balkanization and collaboration and individualism may collaboration and individualism may characterize different parts of the school characterize different parts of the school or different aspects of life in school.or different aspects of life in school.

• Successful schools get ‘the right mix at Successful schools get ‘the right mix at the right time’, an appropriately the right time’, an appropriately dynamic model of how school cultures dynamic model of how school cultures work, but difficult to capture in a work, but difficult to capture in a written diagnostic instrument (Handy written diagnostic instrument (Handy and Aitken, 1986).and Aitken, 1986).

14

HOTHOUSEHOTHOUSE WELFARISTWELFARIST

FORMALFORMAL SURVIVALISSURVIVALISTT

SOCIALSOCIAL CONTROLCONTROL

HIGHHIGH LOWLOW

SOCIAL SOCIAL COHESIOCOHESIO

NN

HIGHHIGH

LOWLOW

15

• Schools require social control over Schools require social control over teachers and students so that they teachers and students so that they work together in orderly ways, work together in orderly ways, concentrate on teaching and concentrate on teaching and learning and avoid the possibility of learning and avoid the possibility of distraction and delaydistraction and delay

• At the same time schools have to At the same time schools have to maintain social cohesion, social maintain social cohesion, social relationships that are satisfying, relationships that are satisfying, supportive and sociable.supportive and sociable.

16

4 types of school cultures according to 4 types of school cultures according to whether the social control and social whether the social control and social cohesion dimensions are high or low.cohesion dimensions are high or low.

A.A. The formal school culture; The formal school culture; (high social (high social control, low social cohesion)control, low social cohesion)

– puts pressure on students to achieve learning puts pressure on students to achieve learning goals but weak with regards social cohesion goals but weak with regards social cohesion between staff and students.between staff and students.

– school life is orderly, scheduled, disciplined school life is orderly, scheduled, disciplined with a strong work ethic.with a strong work ethic.

– academic expectations are high, with a low academic expectations are high, with a low tolerance for those who don’t live up to themtolerance for those who don’t live up to them

– for students staff are relatively strict, though for students staff are relatively strict, though institutional loyalty is valued. The school is institutional loyalty is valued. The school is often a ‘tight ship’ fostering ‘traditional often a ‘tight ship’ fostering ‘traditional values’.values’.

17

B.B. The ‘welfarist’ school culture;The ‘welfarist’ school culture; (high (high social cohesion, low social control)social cohesion, low social control)

• the focus is on individual students the focus is on individual students development within a nurturing development within a nurturing environment and child – centred environment and child – centred educational philosophyeducational philosophy

• work pressure is low; so academic work pressure is low; so academic goals get a lower priority then social goals get a lower priority then social cohesion goals of social adjustment. cohesion goals of social adjustment. The ‘caring’ school with a strong The ‘caring’ school with a strong pastoral system.pastoral system.

18

C.C. The ‘hot house’ school culture’;The ‘hot house’ school culture’; (high social cohesion, high social (high social cohesion, high social control)control)

• all are under pressure to all are under pressure to participate actively in the full range participate actively in the full range of school life.of school life.

• expectations of work, personal expectations of work, personal development and team spirit are development and team spirit are high.high.

• teachers are enthusiastic and teachers are enthusiastic and committed and want the students committed and want the students to be the same.to be the same.

19

D.D. The ‘survivalist’ school culture;The ‘survivalist’ school culture; (low (low social cohesion, low social control)social cohesion, low social control)

• failing school – social relations are failing school – social relations are poor, teachers striving to maintain poor, teachers striving to maintain basic control and allowing students to basic control and allowing students to avoid academic work. avoid academic work.

• lessons move at a leisurely pace.lessons move at a leisurely pace.• students under-achieve.students under-achieve.• teachers feel unsupported by senior teachers feel unsupported by senior

colleagues and enjoy little professional colleagues and enjoy little professional satisfaction.satisfaction.

• the ethos is often one of insecurity and the ethos is often one of insecurity and low moral.low moral.

20

RECULTURINGRECULTURING• A challenge of transforming mind-sets, A challenge of transforming mind-sets,

paradigms, images, metaphors, beliefs, and paradigms, images, metaphors, beliefs, and shared meanings that sustain existing….realities shared meanings that sustain existing….realities and of creating a detailed language and code of and of creating a detailed language and code of behaviour through which the desired new reality behaviour through which the desired new reality can be lived on a daily basis…. It is about can be lived on a daily basis…. It is about inventing what amounts to a new way of life. inventing what amounts to a new way of life. (Morgan 1997)(Morgan 1997)

• ‘‘the process of developing new values, beliefs the process of developing new values, beliefs and norms. For systemitic reform it involves and norms. For systemitic reform it involves building new conceptions about instruction….. building new conceptions about instruction….. And new forms of professinalism for teachers….. And new forms of professinalism for teachers….. (Fullan, 1996)(Fullan, 1996)

• This is no task for the faint hearted.This is no task for the faint hearted.

21

• If schools are to become professional If schools are to become professional communities and to continue to be effective in communities and to continue to be effective in the future, they will need to build structures the future, they will need to build structures which promote: which promote: InterrelationshipsInterrelationships and and InterconnectionsInterconnections

• Develop cultures that promote: Develop cultures that promote: CollegialityCollegiality and and IndividualityIndividuality..

• Not only must school’s culture promote group Not only must school’s culture promote group learning but it must honour individuals, learning but it must honour individuals, because creativity and novelty will be required because creativity and novelty will be required to deal with an unknowable future. Cultures to deal with an unknowable future. Cultures and counter-cultures will need to interact to and counter-cultures will need to interact to find innovative solutions to complex and find innovative solutions to complex and unpredictable circumstances. (Fink and Stoll unpredictable circumstances. (Fink and Stoll 1998) 1998)

22

• The orientation of these cultures is The orientation of these cultures is one of continuous learning and one of continuous learning and improvement.improvement.

• They are characterised by;They are characterised by;– collaborationcollaboration– opportunism, opportunism, – adaptabilityadaptability– partnerships, partnerships, – alliancesalliances

• Membership of groups overlaps and Membership of groups overlaps and shifts over time to meet the needs shifts over time to meet the needs of the circumstance and context.of the circumstance and context.

23

““Changing schools is not just about Changing schools is not just about changing curricula, teaching and learning changing curricula, teaching and learning strategies, assessment, structures, and roles strategies, assessment, structures, and roles and responsibilities. It does not just happen and responsibilities. It does not just happen by producing plans as a result of external by producing plans as a result of external inspections or by setting targets because inspections or by setting targets because data, even valid and sensitively analysed data, even valid and sensitively analysed data, suggests that all pupils or certain data, suggests that all pupils or certain groups of pupils could be doing better. groups of pupils could be doing better.

It requires an understanding of and respect It requires an understanding of and respect for the different meanings and for the different meanings and interpretations people bring to educational interpretations people bring to educational initiatives, and the nurturing of the garden initiatives, and the nurturing of the garden within which new ideas can bloom” within which new ideas can bloom” (Stoll, (Stoll, 1999).1999).