Changing School Culture: How to Overcome Staff Division

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Changing School Culture: How to Overcome Staff Division Anthony Muhammad, Ph.D.

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The Task at Hand "If schools are to be changed into learning groups, instructors must be arranged most importantly to recognize that the conventional controlling model of training is no more drawn out applicable in a post-modern, information based society. Second, they should grasp thoughts and suspicions that are fundamentally unique in relation to those that have guided schools previously." DuFour & Eaker, Professional Learning Communities at Work ( 1998), p. 34

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Two Forms of Change Technical Cultural

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Technical Change Technical changes will be changes in learning devices/structure Collaborative time Common appraisals Norms and Protocol Educational innovation Support classes

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Common Misconceptions About Technical Changes Changing the structure will prompt to more elevated amounts of efficiency (Rearranging the seats on the Titanic) Technical changes can compensate for low limit or unprofessionalism Technical changes will "settle" children or schools that are broken (i.e., clothing standards, longer school day)

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Cultural Change "Basic change that is not bolstered by social change will in the end be overpowered by the way of life, for it is in the way of life that any association discovers importance and solidness." Schlechty, Shaking Up the Schoolhouse: How to Support and Sustain Educational Innovation (2001), p. 52

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School Culture "School culture is the arrangement of standards, qualities, and convictions, customs and functions, images and stories that make up the "persona" of the school" Peterson(2002), Is Your School Culture harmful or constructive? Training World (6)2

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"Solid" School Culture "Instructors have a faithful confidence in the capacity of the majority of their understudies to make progress, and they pass that conviction on to others in obvious and clandestine ways. Teachers make arrangements and methods and receive hones that bolster their faith in the capacity of each understudy." Peterson(2002), Is Your School Culture lethal or positive? Training World (6)2

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"Lethal" School Culture "Teachers trust that understudy achievement is based upon understudies' level of concern, mindfulness, earlier information, and eagerness to conform to the requests of the school, and they explain that faith in obvious and incognito ways. Instructors make strategies and systems and receive hones that bolster their faith in the inconceivability of all inclusive accomplishment." Peterson(2002), Is Your School Culture harmful or positive? Instruction World (6)2

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Good to Great , Jim Collins What do incredible partnerships/associations do any other way than great/normal associations? They look for and locate the "severe certainties" They get the right individuals on the "transport" and sit them in the "right seats"

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The Quandary

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Believers Objective: Success for Each Student

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The Believers Very inherently roused Flexibility with understudies (scholastically and behaviorally) Mission driven/association with school or group Willing to go up against contrary talk and demeanors towards youngsters Varied levels of educational ability

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Tweeners Objective: To Find Role Within the Organization

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The Tweeners Loosely-combined with the school mission Enthusiastic about the optimistic way of school, however have not exactly hit the tipping call attention to remain out of school and area governmental issues Follows guidelines as given by organization (considered "great" instructors) One outrageous experience (Moment of Truth) can swing them to be an adherent or a fundamentalist

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Survivors Objective: Survival

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Survivors Overwhelming nature of the occupation or life has brought on clinical discouragement (Burnout) No political or hierarchical desires Create subcontracts with understudy to facilitate a "truce" assention Little to no expert practice is clear All individuals from the association concur that they don't have a place in the calling Removal and treatment is the main conceivable cure

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Fundamentalists Objective: Maintain Status Quo (Leave Me Alone!)

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Apprenticeship of Observation Educators have been associated in their field since adolescence and embrace the standards The normal teacher was a decent understudy Educators subliminally ensure a framework that was of individual advantage Educators actualize rehearses that secure the framework (scholarly snag course) (Lortie, Schoolteacher: A Sociological Study, 1975)

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Fundamentalists Believe not all kids can learn (Social Darwinists) Believe that school change is an exercise in futility Believe in self-rule and scholastic opportunity Organize to oppose threat(s) to existing conditions Believe that holes in learning are exclusively due to outside powers (understudies, guardians, organization) Have fluctuated levels of academic aptitudes

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Methods: The Three "D's" Defamation Disruption Distraction

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Control of Language Believers Fundamentalists Focus on issue and critical thinking Pragmatic dialogs remain inside the locus of control Focus on individual effect of the issue and consistent, inwardly charged portrayal of the issue Emotional discourses lie outside of the locus of control

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The Real Difference Believers Fundamentalists Goal: Success for Every Student Accepts that change (the right change) is important to enhance understudy execution Student premium is more vital that individual premium (Public Servant) Goal: Maintain Status Quo Rejects any substantive change on the off chance that it conflicts with individual motivation Self-premium is more essential than understudy premium (Self Servant)

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The Current State of School Reform The Clash Stalemate

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The Problem of Our Time? "Cash alone won't alter our battling schools. The issue of grown-up brokenness, at each level, must be tended to and settled before we can really have another American state funded school." Arne Duncan, U.S. Secretary of Education Cody High School, Detroit, MI May 16, 2009

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A Call to Action "Instruction is excessively basic, making it impossible to our general public for pioneers to permit it to be commandeered by a gathering of people who decline to grasp substantive change, even notwithstanding convincing proof. School pioneers and Believers need to wind up more dynamic and vocal and meet this test of conquering fundamentalism head on." A. Muhammad, Transforming School Culture, 2009, pg. 81

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What's Next? Is Change Necessary? "Craziness is doing likewise again and again and expecting an alternate result?" – Albert Einstein

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Can Fundamentalism Be Reversed?

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Fundamentalist Change Is Not Easy "Drop Your Tools" Research People hold on when they are given no unmistakable motivation to change People persevere when they don't believe the individual who instructs them to change People endure when they see the option as all the more alarming To change may mean conceding disappointment (Maclean, Young Men and Fire, 1992 )

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How would we react? Level 1 – Make a reasonable case for change Level 2 – Develop connections, don't shun Level 3 – Increase limit and consider the setting Level 4 – Monitor Strongly

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Behavior not People! On the off chance that you addressed yes to any of the previously mentioned questions, you have carried on in a Fundamentalist way before. The center in changing society is on evolving conduct, not disposing of individuals. To "Change" is not the same as to "Advise"

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Leadership at Every Level

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Macro (Leadership) Creating Healthy Cultures: Everyone Has a Role Micro (Colleagues) Control the dialect of the casual culture Remove passionate tone from casual associations Focus peers on mission and critical thinking Develop and keep up solid hierarchical vision Develop and keep up sound strategies, practices, and methods Institutionalize authoritative wellbeing

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Hard Fact #1 Schools are organizations made with the end goal of instructing kids, not for grown-up work.

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Hard Fact #2 Educators are Public Servants , the same than cops or fire warriors.

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Hard Fact #3 If schools are going to enhance, the issue of Fundamentalism and extreme self-intrigue must be adequately tended to.

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Purpose "The best case for government funded instruction has dependably been that it is a typical decent. Everybody at last has a stake in the gauge of schools, and training is everybody's business." Michael Fullan , The Moral Imperative of School Leadership (2003)

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Let Us Not Forget! "We hold these truths to act naturally apparent, that all men are made equivalent, that they are supplied by their Creator with certain unalienable Rights, that among these are Life, Liberty and the quest for Happiness. That to secure these rights, Governments are established among Men, getting their fair powers from the assent of the administered, That at whatever point any Form of Government gets to be damaging of these finishes, it is the Right of the People to change or to cancel it, and to organize new Government" U.S. Assertion of Independence

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It's Not About Us! It's About Them!

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