(1991). In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . Dorfman, P. W. (Hoppe, 2004, p. 333), a set of shared values and preferred actions among members of a society that largely determines among other things, the boundaries within which leader development is possible. Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. Stier insists that the latter cannot be achieved by content competencies alone. Such an approach to cultural change is, of course, a key component of western approaches to educational leadership, and has been criticized for representing a fundamental misunderstanding of what culture is and can be. Hooijberg, R. Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). Washington Middle School located in La Habra, California - CA. Pupils, staff and school leaders have an on-going engagement with external stakeholders, from parents, to neighbors, to employers, to the media, and every one of those interactions conveys a message about the culture of the school and its underpinning values. Cross-cultural issues in development of leaders. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. & Ruiz-Quintanilla, A. Bennett Bajunid, I. Bell , Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. Complex and important concept School culture is one of the most complex and important concepts in education. Young Hallinger, P. However, Cardno (2007) argues that the dilemma created by the need to give negative feedback and to save face, for example in appraisal, often emphasized as a cultural context in Chinese societies, is in fact universal. Panel 4 A Typology of School Cultures. While these are different aims, they both involve intercultural fluency. Stoll, L. Lumby, J. Similarly, the selection of teaching staff provides at least an implicit and possibly an explicit mechanism of shaping a key cultural input into the school. London: Penguin. Discernment of the publicly espoused culture, the culture implicit in practice and the desired culture will inevitably comprise a kaleidoscope of differing opinions and wishes reflecting the perspectives of the individuals responsible for the design and delivery of development. PDF Professional Learning Communities: Developing a School-Level - ed If leaders believe that a dominant culture is identifiable or achievable, and that it is a single, stable and unifying phenomenon, then changing it becomes a matter of choice, but relatively straightforward and without any moral ramifications. Celikten, M. PDF Curriculum Policy and Reform Module Dr Orla McCormack March 2020 - ERASMUS & Collard, J. The design of curriculum and delivery is therefore to an extent a cultural guessing game requiring those responsible for preparation and development to hold a high level of cultural fluency themselves and to support the development of cultural fluency in others. International Journal of Leadership in Education, 8(3), 207221. Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. Gupta Bush, T. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) (2001). (2007). These may be through processes of exclusion or processes of inclusion, resulting in a relatively homogeneous or diverse student body, but in either case the outcome will be a pupil profile which reflects a particular set of cultural characteristics. , Foskett, N. Bajunid (1996, p. 52) argued over a decade ago that in Malaysia there is an urgent need to inspire, motivate and work with relevant and meaningful concepts that the locals are at home and familiar with and to free educational leadership and management from the intellectual domination of Greco-Roman, Christian, Western intellectual traditions (1996, p. 63). Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. Internationally leader preparation and development tends to focus on the principal. , The challenge for educational leaders is to recognize and conceptualize each of these cultural realms and understand how it impacts on and provides implications for their own school. Hoyle, E. , & (1998). (2007). Journal of Educational Administration, 34(5), 7497. , Consequently mid-forged manacles of Western generated categories hinder the development of leaders in Malaysia where Islam is deeply embedded in culture. The implications of these strategies for leadership training and development have been analyzed by DiPaola (2003) who outlines a number of key components of principal preparation programs. Inevitably therefore, design of the curriculum and its delivery will involve judgments not only about the relevant local culture and the degree of diversity, but also how far global or international cultural assumptions may be relevant. (Eds. The Leadership Quarterly, 7(2), 163187. Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. Chapter 3.docx - CHAPTER III The School as a Cultural Much of it has been misdirected and some of it wasteful. The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. Duke, D. L. Culture also impacts on delivery. Understanding Schools as Organisations Cambridge: Cambridge University Press. In However culture is often defined in broad general terms as, for example, the way we do things around here (Deal & Kennedy, 1982), obscuring complex and contested conceptualizations. (forthcoming) distinguish transmission models, where experts pass on theoretical knowledge (often indiscriminately, as discussed earlier), and process models which use more community based styles of learning. (1986). This suggests that they are prepared, appointed and developed to reflect a specific set of values and beliefs and are expected to simply transmit those imposed and inherited values to staff and to pupils within their institution. Javidan San Francisco, CA: Jossey-Bass. Leadership and Organization Development Journal, 14(1), 3035. DiTomaso, N. Culture is so rooted in all aspects of human activity that its all encompassing nature may limit its usefulness in practice to conceptualizing leadership and shaping the development of leaders. While there is extensive research on the implications of assessment modes on school learners, including the relationship of assessment to variables such as gender and ethnicity, no similar body of research informs how we understand the assessment of leaders. 143158). (Litvin, 1997, pp. Fernandez Hothouse culture exists where the pressure is to high academic achievement, typically in response to government or parental pressure to deliver high quality examination results. (2003). Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. E. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. Cultural influences on organizational leadership. The product will be a mosaic of sub-cultures, which may reinforce the cultural objectives of the whole school or, in some cases, appear as counter cultures that challenge the organizational hegemony. Bajunid, I. (1998). School Culture, School Effectiveness and School Improvement. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). As in the GLOBE project, subgroups within nations might be also identified for inclusion. & Just as there is an interplay between culture and modes of delivery, assessment may also be rendered more or less effective by the degree of cultural fit. & . Although researchers are just beginning to document the effectiveness of the PLC culture, early indications show that it has a significant positive effect on student learning (Lee & Smith, 1996; Louis & Marks, 1998; Stoll et al., 2006; Wiley, 2001). 330). Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. Fink, D. Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. (1998). For example, 86% of the worldwide variance on individualism-collectivism and 70% of variance across power-distance are found in Europe (Sparrow & Hiltrop, 1998, p. 73). Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? If alternatively, culture is viewed as multiple, unstable, persistently contested, reflecting the differing perspectives and power of individuals and groups, changing the culture of a school is a different kind of endeavor. In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. PDF "Head, Heart and Hands Learning" - A challenge for - CORE (Eds. and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. (1993). However, the findings which result from research in one location may lead to indiscriminate transfer of assumptions, such as the primary location of leadership in the principal. These can have negative or positive dimensions the media report of the schools excellent examination results will convey a different message about the schools culture than a local reputation for rowdy behavior by the schools pupils during lunchtime breaks. , This paper aims to explore how the formation of Palestinian teachers' professional identity was affected by their experiences during the violent conflict known as the Second Intifada (2000-2005) and its impact on the school social culture. & Lopez, G. R. Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. (1996). A number of summative frameworks for analyzing culture have therefore been developed which seek to reduce the complexity of culture to simplified types which can be labeled for ease of comprehension. While the former classroom and lecture based model is widespread, they suggest that the process model of problem solving, mentoring and internship holds more hope of reflecting indigenous cultures. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. They may also tackle the issue of how culture can be managed. Once the inputs are understood and the intended outputs identified, the major challenge for the school leader is then to organize and operationalize the processes within the school to enable pupils to travel from their cultural starting point to the output position the school seeks to achieve. Hallinger (2001) also points to the ubiquitous use of theories such as Learning Organization and School Based Management, which are firmly embedded in similar cultural norms. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. Gupta Hiltrop, J. Published 1996. In Washington Middle School - La Habra, California - CA | GreatSchools Rather, in leadership every person has a role to play (Bryant, 1998, p. 12) undertaking a leadership act as need and personal understanding or skill require. I am a member of the publication's editorial board and strongly support the publication, Authored by: However, his analysis of national culture has been abused to support stereotypical views and crude dichotomies, such as between Western cultures and those of Asia. The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. In In However, over a decade ago, Heck (1996) suggested that advances in statistical methods held some hope of achieving conceptual and metric equivalence in investigating theoretical models across nations and within organizations. While the analytical models described are helpful in conceptualizing the nature of culture, there are a number of key issues for leaders to recognize in reflecting on their own organizations. L. Stoll, D. Fink. (2001). Lakomski, G. Finally, we identify key issues and areas for future research. School Culture, School Effectiveness and School Improvement Here we shall consider three of these perspectives which we believe provide diverse insights reflections on the tangible components of culture and a number of models of those components in action; consideration of the organizational scales at which culture is important in educational contexts; and a systems view of culture which enables the areas of potential management influence of culture in schools to be identified. Walker, A. Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. Creating this culture of change by constantly challenging the status quo is a contact sport involving hard, labor-intensive work and a lot of time. Whittier Christian High School in La Habra, CA - Niche typology of school culture stoll and fink - caketasviri.com we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. (Eds. However House et al. PDF School culture - Educational Leaders In many countries the principal may indeed be key. 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. Paul, J. Bryant, M. Journal of Management Development, 15(5), 421. There have been strong responses to the lack of critical awareness of these processes. Teacher cultures have received most . Cross-cultural understandings of leadership: themes from Native American interviews. (1996). An international perspective on leadership preparation. (2004). (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) In (PDF) School culture - ResearchGate Two typologies are developed. Day Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. London: Sage. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). Unproductive, toxic schools have fragmented staffs, eroding goals, and negative, hopeless atmospheres. In It is probably for this reason that . Elmes Each of the cultures influences and is influenced by each of the others. (2005). School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). Dorfman (2003). Salaman Every school, for example, has a specific geographical and social location which will strongly shape its cultural context the inner city school serving a diverse multi-ethnic community will inherit a diversity of cultures that may be quite different to those of the suburban middle class school. Farrar, E. Adler, N. Archer (1996, p. 1) contends that the notion of culture remains inordinately vague to the extent that poverty of conceptualization leads to culture being grasped rather than analysed. Hanges Educational Change: Easier Said than Done | SpringerLink L. (1997). School Culture by Suzana Ayob - Issuu The Shopping Mall High School: Winners and Losers in the Educational Marketplace; National Association of Secondary School Principals (U.S.); National Association of Independent Schools. Introduction. The development of a professional school culture is an important approach for promoting teacher learning (Stoll & Kools, 2017). What we mean by the term culture is both argued to be generally understood (Lumby, Walker, Bryant, Bush & Bjork, forthcoming) and suggested not to be understood, misunderstood or so variously understood as to be verging on meaningless. PDF The Professional Learning Community - ed In the absence of a similarly complex or authoritative study of the cultural factors in educational leadership, the design of much preparation and development seems to adhere to an assumed commonality and to avoid detailed engagement with the culturally contingent (Lumby et al., forthcoming), resulting in an international curriculum for school leadership preparation (Bush & Jackson, 2002, pp. R. Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. Asia Pacific Journal of Education, Cardno, C. Cincinnati: South Western. a set of shared values and preferred actions among members of a society that largely determines among other things, the boundaries within which leader development is possible. Intercultural Education. None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. At the international scale, for example, the work of Hofstede (1991), has sought to provide a broad general analysis of national organizational cultures. T. Prosser (1998) has shown how culture is expressed at different levels within an organization, ranging from the individual classroom, to teams of teachers, to the whole school. School culture, school effectiveness and school improvement. School culture - Educational Leaders Tin, L. It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. Fostering collaborative teacher learning: A typology of school & & Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). Collard (2006), for example, contends that much of the global level educational development through programs of agencies such as UNESCO and the World Bank is based on an import model which he portrays as a tidal wave of western values, sweeping away existing cultural environments. Who. Our intent in this paper is to provide a retrospective of the past few years to provide some helpful insights into the change process in school systems. Mabey Typology-of-School-Culture-1.pdf - TYPOLOGY OF SCHOOL Educational leadership: an Islamic perspective. M. D. G. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. P. House, R. J. Sapre and Ranade (2001, p. 379) deplore the fact that there is very little in modern Indian education that is truly rooted in the culture, tradition and genius of its people.