| The School as a Cultural Institution . determine he ciferent stages incest ghia lb dares a ceca Introduction Every school is unique in their own way and their uniqueness commonly originates on how they impose different cultures inside and outside their school premises. Selznick (1957) claimed that culture is the distinctive identity of a school from the other schools. But some school cultures are common across schools and some are unique and embedded ina particular school’s history and location. ‘As an educator, one should be knowledgeable not only on the content or what to teach and the pedagogy or how to teach but also the culture or where to teach. The latter is given much importance simply because students will earn best if they are set in a positive school culture. Chapter 3: The School as @ Cultural Institution. Bee —————E—————————__Ssi ll ication wi This chapter presents the most common yet the most unseen meant ee 's viewing the school as a cultural Institution, It Is most common be D iodions hhas thelr own set of culture but still the most unseen because teachers te! its. Most By 7 the Importance of culture in developing optimum potential of their ee : worst 7 Students do not know the school’s vision, mission, and history but it sie of ce ' know everyone will agree if even teachers do not know the main foun er School culture, ing and learni Truly, changing the school cultures is more than changing aaa onsiblitee strategies, assessment, curricula, building and structures, and roles an PK Ss. This chapter will lead you in turning toxic school culture into a positive one. Definition of Culture Nowadays, due to knowledge explosion, several definitions of school culture have emerged. Every teacher has his or her own definition of what school culture is. But before we define what school culture \s, let us first define what culture is. AS a result of anthropological Investigation of people, culture evolved in the twentieth century. Theorists began to define culture and redefine how culture impacts life (Raymer, 2006). The first modern definition of culture can be rooted with the definition of Edward Tyler, a well-known anthropologist who defined culture as a complex whole which includes knowledge, belief, arts, morals, law, custom, and any other capabilities and habits acquired by man as a member of society. ~~ In addition, Deal and Peterson (2002) claimed that the term culture best denotes the complex elements of values, traditions, language, and Purpose ina given setting. Moreover, Wincek (1995) further stated that culture is Comprise ‘of intertwining of assumptions, values, and beliefs from which a roup’s norms, practices, rituals, while Clifford Geertz, another anthropologist refurbished the defini fabric of meaning in terms of which human beings interpret their their actions; culture is an ordered system of meaning and of symt social interaction takes place (Tharp, 2009). and meaning emerge ition of culture to the experience and guide ibols in terms of which In simple way, Bower (1966) defined culture as the wat whereas Schein (1985) provides a comprehensive definition, calling it as a Pattern of basic assumptions—invented, discovered, or developed by a given group as it learns to cope with problems... that worked well enough to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those roblems. . —7 ~~ y we do things around heremore widely Geertz’ definition of culture Is being used ever, Deal and Peterson (2009) argued that from ‘Among the given definitions, today according to Tharp (2009), how’ the many different conceptions of culture, definition. none Is universally accepted as the one best Definition of School Culture | School culture is characterized by deeply rooted traditions, values, and beliefs, some =| ‘of which are common across schools and some of which are unique and embedded in a particular school’s history and location. Culture informs the ways in which “things get done around here” and, just as important, frames how change efforts are perceived. Based \ in accumulated experiences, a school’s rules and regulations, policies, and procedures, whether written or informal, are the lasting artifacts of old organizational lessons (Kruse & Louis, 2009). Likewise, Schein (1985) defined school culture as complex webs of traditions and rituals that have built up over time as teachers, students, parents, and administrators work together and deal with crises and accomplishments. The use of the term culture in the schogl context refers to the basic assumptions, beliefs, and practices that are shared by the members of a school community. These assumptions, beliefs, and practices mould how a school views itself and its environment. They shape its operations and how it functions. School culture affects the way people ina school think, perform, and learn (Starrat, 1993). Furthermore, Waller (1932) opined that schools have a culture that is definitely their own. There are, in the school, complex rituals of personal relationships, a set of folkways, mores, and irrational sanctions, a moral code based upon them. There are games, which are sublimated wars, teams, and an elaborate set of ceremonies concerning them. There are traditions, and traditionalists waging their world-old battle against innovators. School culture, therefore, is most clearly seen in the ways people relate to and work together; the management of the school’s structures, systems, and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus (Stoll & Fink, 1998) or simply the distinctive identity of the school: (Selznick, 1957).Let us test how creative you are. Define school culture by oid of an adjective that starts with each letter of the term. Write your answe, below. stakeholders in a school including students, parents, administrators experience school, teacher cultures ha teachers, staff members, and school School culture, But among the different cultures existing ina ve received most, attention in relati Hargreaves (1994) highlights the four. existing teaching cultures: 1. Individualism -refersto. classroomsas “ €8-crates” or “castles”, Autonomy, isolation and insulation Prevail, and blar 2. Collaboration ~ refers to the teacher Voluntarily, to work together, without “comfortable” activities sharing idea: including mutual observation and foci extemal control agenda. This include: 's and materials—and rigorous forms, used reflective enquiry. 3 Contrived collegiality ~ refers to the teacher's collaborative working ‘elationships which are compulsorily imposed, with xed iMes and places Set for collaboration, for example planning Meetings during preparatig, time. 46 | Te school andthe community, schol Care, and Orpiatora endo ~ eeed nor work jther isolat _ refers to the teachers who are nee fe ne pole school. smaller " taborative groups form fOr OTe and cond ow school departments, betwee? senior and juni lary sch : og resource support teachers: - school takes time: iculat with the culture of 2 parti h indication include the following, (starrat, 199: Balkanization secont class teachers a! some tangible things that may give an! «school’s statement of Purpose rent plan school managem* as the student welfare policy «school policies such «school’s prospectus «school’s motto ‘on booklet for casual teachers . informatic ction booklet for newly appointed staff information] indu + school’s newsletter «interactions between teachers and students at influencins Lastly, Foster and Bates (1984) proposed th: the agenda of the leader. in positive or negative orientation depending on Typology of School Cultures Given the different contextui school’s cultures vary. What is interesting, characteristics have different mindsets. Over recent years, ty| g school culture could result fal influences described earlier, it is not surprising that however, is that schools with similar contextual pologies that describe and label different idealized types of school culture have been created. While such typologies cannot capture subtle nuances of individual schools and possible sub-cultures within schools, they are useful as discussion starters to help teachers consider different facets of their school’s cultures Stoll (1998)- Stoll and Fink (1996) developed a model in determining the school culture. They focused on the school’s current effectiveness, but also argue that the rapidly accelerating pace of change makes standing still impossible and therefore schools are either getting, page or getting worse. These two concepts enable school cultures to be exal 0 dimensions, effectiveness-ineffectiveness, and improving-declining. lined onA Typology of school Cultures Declining improving 1. Moving refers on the following: + Boosting pupils’ progress and development + Working together to respond to changing context get there + Know where they are going and having the will and skill to + Possess norms of improving schools 2. Cruising focuses on the following: + Appear to be effective © Usually in more affluent areas + Pupils achieve in spite of teaching quality * Not preparing pupils for changing world * Possess powerful norms that inhibit change 3. Strolling highlights the following: + Neither particularly effective nor ineffective * Moving at inadequate rate to cope with pace of change * Meandering into future to pupils’ detriment * _Iibdefined and sometimes conflicting aims inhibit improvement 48 | The School andthe Community, Schoo Culture, and Organzatio nal Leadersh ip> Activity 2: Time to look around. Answer the following questions. struggling centers on the following: Ineffective and they know it + Expend considerable energy to improve © Unproductive ‘thrashing about’ + Willultimately succeed because have the will f not the skill «© Often indentified as ‘falling’, which Is demotivational Sinking refers on the following: «ineffective: norms of isolation, blame, self reliance, and loss of faith powerfully inhibit improvement + Staff unable to change a 3 Often in deprived areas where they blame parenting or unprepared children Need dramatic action and significant support What different subcultures do you observe in your school? Doesit employ positive or negative effects? ‘Among the four given teaching cultures, which is the most appropriate ‘to your school? Why? How do structures in your school affect school culture? How does school culture affect the structures?School Mission, Vision, and Values | The foundation of school culture’s elements lays at the mission and vision of the school. Underlying the mission and vision statements are the values the school holds which determine what philosophies and standards the individuals will assimilate and incorporate into his or her everyday teaching and learning (Rhodes, Stevens, and Hemmings, 2011). Every school crafts their mission and vision statements to draw the directions of the institution. The mission and vision mirror what the school wishes and hopes to eventually become and accomplish (Peterson & Deal, 2009). Even though these are called statements, they are embodied by all of the values, beliefs, norms, and assumptions that school holds (Confeld, 2016). The Department of Education created their vision and mission that every public school should reinforce. Below are DepEd’s vision, mission, and core values. THE DEPED VISION We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. THE DEPED MISSION To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen. ° Family, community, and other stakeholders are actively engaged and share responsibility for developing life- long learners. Asa learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders. DEPED CORE VALUES Maka-Diyos Maka-tao Makakalikasan Makabansa\ our school? Examine your Schogp, y' 4 ision and mission of t vision and mi > Activity 4: Do you know the visior recting the coples of the past v! ISSlon, vision and mission by collect them on the present vision any are hool. Try to. comps low. stents oie your observations on te space bel mission and ther a In addition to the mission and vision statements, assumptions, and norms that guide and control the behavior of the individuals involved. ‘Values are expressed asthe way the school communicates what it represents and ushers decision-making and priorities. Moreover, according to Ott (1989), values are the core of ‘What the school considers important. Values are the standards set for what ig 00d, what Guality means, what defines excellence in other words, what is valued, Beliefs are understandings about the world around u: held, cognitive views about truth and reality (Ott, 1989). In we understand the world and people around us while assum, perceptions, and values that guide behavior. Collectively, a school has values, beliefs, s. They are consciously addition, beliefs are how iPtions are a set of beliefs the term norms encapsulate '52_| The School and the Community, School Culture, and Organizational Leadersall of these aspects. Norms are unspoken expectations and rules that staff and students are supposed to follow based on the beliefs, values, and assumptions of the school (Peterson & Deal, 2009). Norms are the unspoken rules for what is regarded as customary or acceptable behavior and action within the school (Stoll, 1998). Sarason (1996) shared that norms shape reactions to internally or externally proposed or imposed improvements. It is, therefore, important for those working in schools and outsiders supporting them to understand their norms because acceptance of improvement projects by a school depends on the fit between the norms embedded in the changes and those within the school’s own culture. Stoll and Fink (1996) determined ten cultural norms that influence school improvement. Because norms are frequently unspoken, catchphrases articulate their core messages. The ten cultural norms of improving schools are: 1. Shared goals ~ “we know where we're going” 2. Responsibility for success - “we must succeed” 3. Collegiality ~ “we're working on this together” 4. Continuous improvement - “we can get better” 5. _ Lifelong learning - “learning is for everyone” 6. Risk taking - “we learn by trying something new” 7. Support ~“‘there’s always someone there to help” 8. Mutual respect - “everyone has something to offer” 9. Openness - “we can discuss our differences” 10. Celebration and humor - “we feel good about ourselves” The norms are interconnected and feed off each other. They do not just represent a snapshot of an effective school but also focus on fundamental issues of how people relate to and value each other (Stoll, 1998). School Rituals, Traditions, and Ceremonies A life devoid of ritual and ceremony would be one without richness and zest. The small daily rituals of our lives provide time for reflection, connection, and meaningful experience (Peterson and Deal, 2009). There are set of rituals, traditions, and ceremonies in every school. These make a school unique from other schools and make the school active and alive. Joining rituals, celebrating traditions, and conducting ceremonies are reat opportunities to convene as one while integrating the vision, mission, values, and Boals of the school (Confeld, 2016). Chapter 3: The School as a Cultural Institution 3dures OF rOutines ituals as proce defined ae has hundreds of routines that ws . Every j ncounter them along her as students ef : ie aie ‘and observing the honoring Best ry q mon experience jn, : to transform cor oF “prgnananc, gesire, nee) ae aresigifcant events tt HAVE Spgs on : ents. Moreover, school tra monies, they need not histor ad meng and occur yearn and ear out nl ies ‘of school traditions large communal events (Peterson & Deal, 2009). Some on ie to the graduating batch, conducting freshman orientation, holding recollection activ and arranging school camping. Peterson and Deal (2009) are infused with deeper significanc on become rituals such as greeting t corridor, conducting flag ceremonies evel ents that provi Finally, school ceremonies are elaborated as culturally sanctioned ev‘ Providg a welcome spiritual boost. Most schools have formal ceremonies that mee cpa in the school year. These periodic communal events bind people to each of ; shape Unwritten cultural values (Peterson & Deal, 009). Some examples of school ceremonie, areholding the annual graduation ites, joining some local cultural activities and celebrating Christmas ‘through Christmas Parties, > Activity 5: Do you join extracurricular activities? Complete the table below by determining five school rituals, traditions, and ceremonies and explain their purposes. Sail Wi anmield fh Schoo! Rituals Purpose 54 | The Schoo! and the Community, Schoo! Culture, and Organizational Leadership _School Traditions Purpose Es School Ceremonies Purpose School History and Stories Aschool’s mission, vision, values, rituals, traditions, and ceremonies are all elements of the culture that are current and happening in the present. When discussing the history and stories of an organization, the past is being represented (Confeld, 2016). Peterson and Deal (2009) shared that learning from past mistakes and successes is vital to creating and maintaining a positive school culture. The retelling of the past can bring some necessary initiatives into action, revive traditions and rituals that have shriveled away, and assist staff in surrendering previous obsolete memories. But let us always remember that the culture of a school is built up over time as people work together, play together, fight together, and laugh together.——— = jul and Influentiy, Tl 4 or teaching and the vay hat Is told has a dif now your schoo line citing spec! ———— > Activity 6: Do youreally k! ific milestones construct a timel Founding of Your school School Artifacts, Architecture, and Symbols Finally, these three-school artifacts, architecture, and symbols are the key to create and sustain a postive School culture. The artifacts and symbols are the tangible objects that represent the intangible values and beliefs of the school (Peterson & Deal, 2009), Moreover, these have variety of possibilities such as logos, Mascots, banners, wana ° flags, trophies, and the like. In addition, even school administrators May serve asa wali e symbols as he or she send messages through words, actions, and body language, School Culture, and Organizational LeadershipMoreover, Confeld (2016) claimed that physical environment of the school building and the ‘surrounding area are essential in influencing how individuals think and feel about what is valued. It is not necessary for schools to have an endless budget in order to maintain the physical environment. Displaying student’s colorful artwork, awards, and the values of the school can be enough to support individuals in feeling optimistic and happy about being at school (Peterson & Deal, 2009). > Activity 7: Are you a loyal student? Draw and explain the meaning of the logo of your school. Levels of School Culture Starratt (1993) crafted a diagram that might help us imagine the school as being comprised of layers resembling an onion. The outer layer represents the operational level of the school. This is the level of school life one experiences on walking into a school building, seeing children on their way to class, etc.ORGANIZATION. OPERATIONS, Underneath that layer is the organizational level of the school. This layer is made up of all those organizing structures of the school such as the weekly schedule of classes. The next layer is made up of the programs of the school. This includes various components of the academic program, as well as the extracurricular programs. Under program layer, is the policy layer. Its here that we find the policies by which the school is run. Beneath that layer, we find the goals and purposes level. Here we find the general goals of the school. The mission statement if there is one, sometimes even a philosophy statement. These statements tell what the school community is striving to do, or become, or achieve. Nearing the center or core of the onion, we find the level of beliefs and assumptions. Here would be what might be called the school’s tacit educational platform. We say tacit, because most of the beliefs and assumptions are rarely explicated. We assume that children come to school to learn, we believe that parents have the best intentions for their children, we assume that teachers want children to learn something in their classes, we assume people are rational, we believe that the state has the best interests of the children at heart in enforcing mandatory school attendance laws etc. The list of beliefs and assumptions is Potentially infinite, for they include beliefs about the most basic matters in life. 558 | the school and the Community, Schoo! Culture, and Organizational LeadershipAt the core of the diagram, sometimes flowing into the layer of beliefs and umptions, are the myths and meanings by which people make sense out of their lives, by which they define value, by which human striving Is to be judged, which help to place oneself in a definable order of things. The core is almost beyond articulation. Nevertheless, it is in that core of myth, meaning, and belief that leaders find the grounding for thelr vision of what the school might or ought to become. At the core we find myths of heroism, of human destiny and of the nature of human society. Those myths | are usually embodied in story, in poems, in highly symbolic literature. They shape our convictions, our beliefs, and our attitudes toward most things. Because of them, we can reach consensus on our beliefs and assumptions (Starrat, 1993). > Activity 8: Let us go round and round, Determine the levels of school culture within your school, Write one example for each level. Write your answer in the diagram. OPERATIONS ORGANIZATION POLICIES ORGANIZATION. OPERATIONS,Assessing School Culture Inassessing the culture within le Gruenert and Valentine (2015). The a and rate the degree to which he or sI the school Mi ivity i envi joreover, this acti ironment. anit but rather allowing individuals to tabulate the action: at the sc culture and six types of cultures. The teh ts of school cul There are twelve key aspect key aspects are: 1. Student Achievement the instrument develop, N ividual to re lows individual COgy, ure Typology oe in certain behaviors y.% serves i aa ging the culture of the sc, aM ‘hool. e 1 schoo}, you may US “a, 2. Collegial Awareness 3. Shared Values 4 Decision Making 5. Risk Taking 6 Trust 2. Openness 8 Parent Relations 9. Leadership 10. Communication 1. Socialization 12. Organization History Along with these are the six types of school cultures: 1. Toxic Fragmented Balkanized Contrived collegial Comfortable-Collaborative Collaborative aw ew+ =a a) — oe —squepms ‘squapmas re susp —squepris usr Bujuseduo> pew! uza2u0 eu) ue? 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Assess your school's ¢ statement for your school. The school celebrates succes! ames students for lack of accomplishment and c ses. ot 0 2. Theschool bl The school emphasizes The school discourages collabora! progress: collaboration. tion. | fosters commitment to staff and student learning, 3 4 © 5. Theschool 6 tility among the staff. The school breeds hos! iture but if you checked 2, 4, and 6, (ifyou checked 1, 3, and 5, your schoo! has positive cul there is a problem with your school culture.) ive School Culture ‘An obvious goal for school leaders is for schools to develop i — string cultures. School with string cultures will have effective leadership with eaceptional student performance (Jones, 2009). To create a new culture of change, school principals and teacher leaders must focus on an overall organizational transformation that includes the following successful practices: Creating a Po: * Defining the role of the school principal, teacher, and school community through ‘open communication and academic growth activities that can best serve the needs of a particular school community. | + Scheduling effective communication mechanisms, suchas stafflunchroom visits, | department forums, staff meeting pop-ins, and alldistrict personnel rallies. * Sharing successes through employee union newsletters, internal __ correspondence, and community relations that breed further successes for _ diverse student populations. * Visualizing school wide and classroom goals that support the goals of a school site and district to generate key results and offering staff development training that supports these results. Moreover, Deal (1985)identified eight attributes of effective schools with strong cultures: 1. Shared values and a consensus on “how we get things done around here.” 2. The principal as a hero or heroine who embodies core values, G6 | The School and the Community, School Culture, and Organizational Leadershi —IGE ELEC 1 [07,30-ne: | Distinctive rituals that embody widely shared beliefs. 3 4. Employees as situational heroes oF heroine. 5. _ Rituals of acculturation and cultural renewal. 6. _ Significant rituals to celebrate and transform core values: 7. Balance between innovation and tradition and between autonomy and control. 8. Widespread participation in cultural rituals. Which is your schoo'’s favorite? Choose only one among the eight (8) attributes of effective schools according to Deal (1985) that is the most prominent in your school? Elaborate your answer by giving examples. > Activity 11: Chapter 3: The School as a Cultural institution 67ing 13 possible chay In addition, Phillips and Wagner (2003) identified following 13 p acters for cultural improvement in schools: Col hi each other. ‘ llegiality ~ the way adults treat each ot! : Efficacy ~ the feeling of ownership or capacity to influence decisions, 2. Efficacy High Expectations - excellence is acknowledged; improvement is celebrat, . igh Exy 3. 4 Experimentation and Entrepreneurship - new ideas abound and inventions, + Exper 5+ Trust and Confidence ~ participants believe in the leaders and each other, 6. Tangible Support - efforts at improvement are Substantive with bundany resources made available by all. 7. Appreciation and Recognition Improvement - People feel special and act SPeciay, 8. Humor - caring is expressed through “kidding.” 3+ Shared Decision-Making by all Participants — anyone affected by a decision involved in making and implementing the decision, 10. Protect what is Important - participant keep the vision and avoid trivial tasks, Traditions - celebrations. Open and Honest Communication — information flows throu Organization in formal and informal chan ighout the inels. 13: Metaphors and Stories - ev idence of behavior being communicated and influenced by internal imagery > Activity 12: Pledge to be part of a Positive school culture. Write an essay about your little steps on how you u will impose positive culture within your school, 68 | The School and the Community, School Culture, and Organizational Leadership