Changing school culture

Educators in our schools, both state and non-state, are currently experiencing a moment of great tension, on either side of the scale. Quite a few of our teachers and school administrators are perhaps feeling excited and their enthusiasm is bubbling...

On the other hand, many more are experiencing a deep sense of frustration, feeling that the system is in continuous flux. To name a few: the slow but steady introduction of autonomy in schools, the introduction of school development planning, PMP (Performance Management Programme) for all educators, external school audit and lately, networking in state schools at primary and secondary level together with the restructuring of the Education Division.

In a way things cannot be different because change hits at the heart of any organisation. All these reforms cause a deep-rooted paradigm shift. As expressed in For All Children to Succeed - A Network Organisation for Quality Education in Malta, published by the Education Ministry (June 28, 2005, p. xi ) - "Over the past 50 years we have been delivering education for all: Malta's strong educational roots now seek a new space, freedom, and the tools to ensure quality education for all in the coming years."

Consequently such changes and reforms have to deal with a radical change in an educational culture that for the past 50 years or so nourished our educational set-up. This is a challenge that I would like to address here.

The basis for improvements is already moving from an emphasis on 'informed prescription' towards 'informed professionalism'. But who will inform and challenge the professionals to adapt?

The power of school culture

Strategies alone do not ensure improvement and radical change that hit at the core of educational culture. Concurrently, schools need to address internal conditions that can maintain and support improvement and major changes.

These conditions need to be in place for real improvement and change in terms of pupils' outcome. The readiness for change and capacity to take ownership are vital to school improvement but harder to achieve in some schools than others. This major obstacle to change lies deeply in what is termed as the school culture.

Schools are either getting better or worse, because the rapidly accelerating pace of change makes standing still impossible. This concept allows us to look at school cultures on two dimensions: effectiveness/ineffectiveness, improving/declining

School culture plays a powerful role in changing our schools. While a school effectiveness orientation programme concentrates on formal, organisational structures of schooling, it tends to neglect its cultural and informal dimension.

School 'improvers' have focused more closely on processes that a school goes through in its search for effectiveness. They too, however, have devoted inadequate attention to these areas. Herein a fundamental problem is evident because "...the school as a workplace proves extraordinarily powerful. Without denying differences in individuals' skills, interests, commitment, curiosity or persistence, the prevailing patterns of interactions and interpretations in each building demonstrably creates certain possibilities and sets certain limits." (Little 1982). Put more bluntly, "when culture works against you, it's nearly impossible to get anything done" (Deal & Kennedy, 1983).

Typically, those who introduce educational reforms or restructure educational systems pay scant attention to the social organisation and context in which these changes are introduced. "Any attempt to improve a school, however that does not address the underlying organisational conditions can be viewed as 'doomed' to tinkering" (Fullan, 1988). Understanding school culture is a vital part of school improvement.

What is school culture and what does it do?

In educational jargon, we frequently come across terms like 'ethos', 'climate' and school 'culture'. It is not uncommon to notice that these three terms are used interchangeably, as if they carry the same meaning. In my view, although very closely interrelated, these concepts are clearly separate.

Culture is a difficult concept to define. Schein (1985) notes various interpretations in his definition of culture: observed behavioural regularities, including language and rituals; norms that evolve in working groups; dominant values espoused by an organisation; the philosophy that guides an organisation's policies and programmes; the rules of the game for getting along in the organisation; the feeling climate conveys. He argues that the essence of a school culture is: "...the deeper level of basic assumptions and beliefs that are shared by members of an organisation, that operate unconsciously, and that define in a basic 'taken-for-granted' fashion an organisation's view of itself and its environment".

It is elusive and hard to capture because it is largely implicit and we only see surface aspects. Very often we only begin to know a school's culture when we break one of its unspoken rules. Organisations are different.

What we experience as the 'way things are' in an organisation, the written and unwritten rules that regulate behaviour, the stories and the 'myths' of what an organisation has achieved, the standards and values set for and by its members - these and many other aspects of an organisation differ.

It is very clear that individuals and their relations are a very important determinant of what constitutes a 'school culture'. It therefore becomes critical to influence culture both at individual and group levels if we wish to finally attempt to change it.

Why is it important to be concerned about norms and values or the concept of culture? First, because the present school culture should be able to meet the challenges of modern society. Second, we should know what parts of school culture may hinder meaningful and desirable changes.

What are the implications?

It is very clear that culture is extremely subtle and yet powerful in the way it permeates school life. So how do you go about trying to change school culture?

Practical guidance is offered by Deal & Kennedy (1983), who propose three steps for schools that take into account their individual nature: First it is essential to get to know the prevailing culture - ask teachers, pupils, parents, non-teaching staff and other involved participants what the school really stands for; note how people spend their time; find out who are the heroes/heroines, non-players and other roles in the culture network and reflect on the values they represent.

Then one has to consider how the school culture encourages or inhibits pupil progress, development, and the accomplishment of school goals. It is urgent to examine people's values to see whether they are the same or whether there is a mismatch between groups.

Finally, opportunities have to be created, where people can discuss and re-examine their values. Structures can be adapted, but without concurrent discussion about values, change is likely to be superficial.

Fullan (1991, p. 117) argues that "educational change depends on what teachers do and think - it is as simple and as complex as that".

What they do and think is fundamentally influenced by their beliefs, assumptions and values, which in turn shape norms. In terms of change, underlying values are much more difficult to reach than surface behaviours, and yet it is vital to understand them and discover ways and means how to motivate norms and actions.

This is particularly important in that norms, beliefs and values also influence teachers' perceptions and definitions of what it means to be effective. Culture, therefore, defines effectiveness. The leadership of the principal in shaping culture is highly significant.

For the school to change in the way it functions, it has to change its culture. Changes in the culture of an organisation start with people: the way we think, and act, alone and together. Two parallel strategies need to be worked on simultaneously: changes at the individual level, by helping the individual teacher overcome those aspects of the school culture that hinder the teacher's personal growth and learning and changes at group and inter-group levels to enable individuals to function together, within operational work units.

Where do we start?

We can clearly see that the challenges schools face today probably assume fairly basic changes in school culture. Since we know that these changes of values and norms will have implications for nearly all aspects of school life, the task is challenging and comprehensive.

Schools soon discover that development implementation illustrates a number of basic issues related to school culture, issues that relate to individual behaviour in the classroom and in groups, relationships, structures, strategies and the environment.

Consequently, in this development process, the school needs to work with the more basic issues related to school culture:

• How values and norms can be internalised

• How relationships can be improved

• How conflicts can be dealt with

• How leadership can better respond to needs

• How the school can better deal with demands from parents and interest groups outside the school

• Whether basic communication is built on trust/openness and whether productive communication lines are both horizontal and vertical.

Schools, therefore, besides having the responsibility of development planning and implementation, are also responsible for developing a productive school climate which in turn will lay the foundation for the desired culture changes.

It is simply strategically impossible to separate the two issues. Facets of their climate may need attention very early on before people feel able to participate actively in improvement efforts and concentrate on the real agenda... this is what we shall call 'climate setting'.

Climate setting

Most schools appear to be unable to focus on teaching and learning issues until they have dealt with underlying climate issues and have adequate maintenance systems in place. More successful schools devote considerable time to establish trust and openness between staff, pupils and the community before embarking on substantive changes.

A school's readiness for change depends to a large extent on individual teachers. Their psychological state might have an impact - Reynolds & Packer (1992). Maintaining neglect of interpersonal and psychological processes may lead teachers to behave defensively to protect themselves from innovations that might expose their inadequacies and stick to the 'status quo'. The valuing of individuals as people and their contribution to others enhances teachers' self-esteem and builds trust.

Addressing such issues as improvements to the physical environment, school behaviour policy development and establishment of communication lines and decision-making procedures are also climate setting features. Developing a positive school image and building closer links with parents and community are also important.

The point is, without attention to these prerequisites at the earliest opportunity, real lasting changes that will improve teaching and learning at classroom level are highly unlikely.

Invitational leadership

Good leadership is one of the key features of successful schools. This has been emphasised time and again. There is no shortage of similar statements extolling the need for quality leadership for today's schools and even more, those of the future.

Do good leaders attend primarily to forces of continuity or forces of change? Are good leaders effective managers, change agents, leaders of the educational progamme, policy makers, facilitators, supervisors, administrators, moral authorities? Do good leaders share leadership with others?

My personal experience in attempting to bring about change at school level suggests that effective leadership is a key determinant in deciding whether anything positive happens in a school. A leader can create a context in which a person is inclined to act in preferred ways, even though it is a fact that an individual cannot be coerced to change, any more than one can oblige him/her to love.

For each and every individual, the most important perception he develops is the perception of self. We develop this concept based on the myriad of positive and negative interactions we have with significant others over time.

Since change in organisations is about change in people and attention to their perceptions of reality, particularly their sense of self is a key issue for a successful 'change agent'. A fundamental process that may be catalytic and a prime mover in the management of change is the setting of a healthy climate.

In any organisation, no real deeprooted cultural shifts can occur without the prior creation of the right climate. Here is where educational leadership is most effective or otherwise.

Purkey & Novak (1990) use the metaphor of an invitation or disinvitation to describe the positive and negative interactions which shape one's concept of self. People, they contend, behave in ways consistent with their concept of self, regardless of whether it is helpful or hurtful to themselves or others.

Invitations, therefore, are messages, communicated to people informing them that they are able, responsible and worthwhile. Disinvitations are messages to people, intentional or unintentional, that are uncaring, demeaning, devaluing, intolerant or discriminatory, and hurtful.

Not only are invitations and disinvitations communicated through interpersonal interaction but also through institutional policies, programmes, practices and physical environments.

Leadership is about communicating invitational messages to individuals and groups with whom leaders interact in order to build an act on a shared and evolving vision of enhanced educational experience for pupils.

Invitational leadership is built on four basic premises: 1. Optimism... people have untapped potential for growth and development. People need to be affirmed of their present worth and, under the right circumstances, can realise their potential. 2. Respect... leaders' respect to the individuality of each human being. This respect is manifested in such behaviour as civility, politeness, courtesy and caring. Respect manifests itself in the encouragement of vigorous discussion and dissent; trust... since humans are interdependent, trust becomes "the highest form of human motivation" (Covey 1989; 178)

If one accepts that behaviour is based on individual choices and people are able, worthwhile and responsible, then invitational leaders trust others to behave in concert with these preconceptions. In turn, invitational leaders, through their relationships, policies and practices behave with integrity.

3. Intentionally supportive... invitational leaders operate from a purposeful invitational stance. Their actions are intentionally supportive, caring and encouraging. Their support, care and encouragement are not instruments to convince, coerce or manipulate. Their support policies, practices, programmes and structures are based on the intentional belief to create an environment and provide opportunities for all to function fully as persons.

Education is fundamentally an imaginative act of hope. This hope generates an educational vision and suggests creative means of attainment. Without this, educators become mere technicians and functionaries to a bureaucratic system. Worse yet, they become cynics, going through lifeless emotions.

In a democratic social order, there is hope that the educative process can enable all involved to participate in the process of continual self-realisation and in the self rule of their society. For this to happen, we clearly need a hopeful, action-based approach to education.

I firmly believe that educational leaders can create and maintain schools that cordially summon all involved in the educative process to value themselves and their abilities, to think more fully and deeply about issues of personal and social concern, and to act imaginatively and caringly in addressing matters of human worth. Adopting an invitational approach in an educational organisation is positively instrumental in changing its 'chemistry'.

Everyone and everything in schools should invite the realisation of educational goals. This involves people (teachers, administrators etc); places (classrooms, offices etc); policies (rules, codes etc); programmes (curricular and extra-curricular); and process (the spirit or flavour of the way things are done).

Invitational education points to an approach that provides practical ways to make schools "the most inviting places in town". Invitational practitioners work towards developing daring behaviours, nurturing environments, person-centreed policies, engaging programmes and democratic processes.

Characteristics

Six characteristics summarily describe an invitational approach that will make all the difference and create a climate that will enthusiastically respond to changes in school culture:

• Respect for individual uniqueness: each member of the school community is seen as unique and is treated as such. Where grades are concerned, every effort is made to ensure that the marking system is used for the welfare of the student involved and not as a labelling exercise.

All students are encouraged to have confidence in their ability to learn, trust their feelings and celebrate their personal uniqueness.

• Co-operative spirit: everyone is entitled to participate in the decision-making process. A related feature of the inviting family school is that competition is minimised in favour of mutual support. School activities are based on co-operation, collaboration and mutual concern.

• Sense of belonging: an inviting family school cherishes community warmth and togetherness. Students and teachers think in terms of our school, our work, and us all together. Every effort is made to encourage feelings of school pride and of being a member of a learning and caring community.

• Pleasing habitat: the landscape, upkeep, and general appearance of the school are given careful attention. Teachers, staff and students take shred responsibilities with custodians to create and maintain an aesthetic pleasing physical environment.

• Positive expectations: efforts are made to encourage positive and realistic student self-concept. Students are taught that each person has relatively untapped capacities for learning and that this learning is something that happens with their consent and involvement - not something done to them.

• The inviting school encourages many and varied democratic interactions between and among members of the school and the community. Older students work with younger students, community members may help with drama productions, parent volunteers are seen as vital to school successes and partnership with local businesses and community organisations are prompted.

Infrastructure

It is comforting for educators to note that the state has opted to embark on quite hefty investment of more and more funds for the building of the infrastructure for the further improvement of educational standards, namely refurbishing and constructing new schools with state-of-the-art equipment and other amenities.

This is certainly a breath of fresh air, since this area has been left dormant for ages. Simultaneously, radical reforms introduced in the educational system aim to provide our present generation of students and those of the future with more opportunities to further their personal and educational development.

However we may be tempted to believe that this strategy will by itself achieve the goals it is spelled out to meet. It is time to address with full vigour the issue of educational leadership in our schools.

Buildings, no matter how high their standards are, need competent and effective educational leaders who are fully equipped and familiar with those skills that are so essential to create a healthy climate in educational organisations.

This in turn will lay the ground for changes in culture that in today's world are abundant and necessary in order to improve the quality education that each and every student has the right to recieve.

Our educational set-up, is already having some inherent difficulty to fill vacancies left by retiring heads of school. This situation at times may force the possibility of having schools managed by leaders who lack the desired competences. At the same time heads of school are continuously being asked to shoulder more and more of the burden, without the provision of adequate support and continuous retraining for self-development.

The yellow light seems to indicate that this issue needs urgent attention. To complement the progress made in the infrastructural sphere, a considerable portion of the heavy investment allotted badly needs to be diverted towards attracting the best elements of our educators to manage our schools and towards continuous training and development of our present and future educational leaders.

This will ensure that all present and future innovations will reach their essential objective: students' outcomes

Mr Chetcuti, BA (Rel. St.), S.Th.Dip., Dip. Ed. Mgt), who is now retired, spent the last 16 years of his career as educator and administrator in various state schools. Before his retirement, he occupied the posts of assistant head and head of school at Lorenzo Gafà Boys' Secondary School, Vittoriosa, and G. Despott Boys' Junior Lyceum, Verdala, Cospicua. He was a member on the committee of the Code of Behaviour and Discipline for Schools, appointed by the Minister of Education, to publish the Good Behaviour and Discipline Policy for Schools in February 2002, and also formed part of the School Development Guidelines committee set up by the Department of Operations within the Education Division, responsible for the publication of Knowing Our Schools, published in May 2004.