If there is one thing that school leaders need to get right, it is school culture. When they do, children learn more and colleagues have a stronger sense of purpose - they are more motivated and ultimately more fulfilled. Creating a strong culture and a positive climate requires an understanding of the complexity of school life and this begins by building knowledge. This book supports leaders to do just that.
Drawing on ideas from different domains, this insightful book reveals the role of concepts such as autonomy and trust in school improvement. Each chapter sets out the specific knowledge and expertise required by school leaders for great cultural leadership and offers practical examples and case studies to show how they can be applied in different school contexts.
Creating a Strong Culture and Positive Climate in Schools is an essential lens through which to examine the common problems faced by school leaders. It is invaluable reading for all those wanting to become more expert in school leadership and to better solve the everyday problems that arise from leading a school.
Author(s): Nick Hart
Publisher: Routledge/David Fulton
Year: 2022
Language: English
Pages: 161
City: London
Cover
Half Title
Title Page
Copyright Page
Table of Contents
Introduction: We All Strive for a Strong Culture and Positive Climate
Part 1 Why Do Leaders Need to Pay Attention to Culture and Climate?
1 What Is Culture and Why Is It Important?
Introduction
Culture Matters
School Culture Is a Persistent Problem of School Leadership
Culture and Climate Are Two Sides of the Same Coin
Robinson’s Theory of Action
Schein’s Three Levels of Culture
Cultural Artifacts
Artifact: Autonomy
Artifact: Mastery and Flow
Artifact: Purpose
Artifact: Psychological Safety
Artifact: Trust
What Colleagues Talk About
Underlying Assumptions
Why Assumptions Matter
How Beliefs, Values and Behaviours Spread
Culture and Climate Exist Whether Leaders Design Them Or Not
One School, Different Cultures and Climates
Understanding Your School Culture and Climate: Building Knowledge
Notice the Artifacts
Listen to the Espoused Values and Beliefs and Uncover the Underlying Beliefs
Chapter Summary
References
2 Extensive Domain-Specific Knowledge Is Required to Create a Strong Culture and Positive Climate
Introduction
An Emerging Model of School Leadership
Building Your Mental Models
The Term Domain-Specific Knowledge Is Misunderstood
Formal and Hidden Knowledge
What Leaders Know Determines the Culture They Establish
Scenario A
Scenario B
Expertise Is More Than Knowledge
Becoming More Expert: Building Your Knowledge of Culture and Climate
Chapter Summary
References
3 Setting Your School’s Strategic Direction
Introduction
Show Everyone Where They’re Going and Make It Easy to Get There
Extensive Knowledge Is Required for Setting Direction
Beware of Ambiguity
A Model for School Improvement
Start With Why – a Unifying Aim
What Makes a School Unique?
What Do You Need to Pay Attention to in Order to Improve?
Describe the Future
Strategies and Their Active Ingredients
Understanding Your School Culture and Climate: Building Knowledge of Self
Understanding Your School Culture and Climate: Building Knowledge of Others
Designing the Culture You Want
Chapter Summary
References
Part 2 What Do Leaders Need to Know About Culture and Climate?
Introduction
Learning From Other Domains Is Appealing
Generic Leadership Advice On Developing Culture and Climate Needs to Be Combined With Educational Domain-Specific Knowledge
All Domains Have People in Common
Beware the Superficial Features of Other Domains
Lessons in Cultural Leadership From Education and Beyond
Develop Your Leaders’ Cultural Leadership Expertise, Chapter By Chapter
4 What Do High Performing Teams Have in Common?
Introduction
Build Safety, Share Vulnerability and Establish Purpose
Teams Flourish When Colleagues Feel Psychologically Safe
Some Belonging Cues Need No Educational Context
Belonging Cues Bound Up in Education
Make Mixing Happen
Ask Questions to Draw Others Out
Celebrate the Humblest of Tasks
Narrate Others’ Role in the Future
Create Connections Between People
Good Leaders Are Vulnerable
Seek Feedback
Face Uncomfortable Situations Head On
Debrief Decision-Making
Narrate a Clear Purpose
Overcommunicate Vision, Values and Strategic Priorities
Narrate a Link Between the Present and a Future Ideal
Establish Vivid, Memorable Rules of Thumb
Distinguish Between Where Proficiency Is Needed and Where Creativity Is Needed
Read Energy Signals and Boost When a Lull Might Occur
Understanding Your School Culture and Climate: Building Knowledge of Self
Understanding Your School Culture and Climate: Building Knowledge of Others
Using Knowledge of High Performing Teams for Self-Improvement
Using Knowledge of High Performing Teams to Support Others to Improve
Amplify Anecdotes to Drive Others’ Behaviour
Chapter Summary
References
5 The Power of Expectations
Introduction
The Pygmalion Effect
Can Leaders Change Their Biases?
What If Leaders’ Expectations of Colleagues Affect Their Performance?
How Leaders Communicate Their Expectations
Raising Your Expectations
Amplify Others’ Successes
Learning About Your Own Biases
Leaders Are All Biased
Understanding Your School Culture and Climate: Building Knowledge of Self
How Attentive Am I?
How Do I Interact With Others?
What Do I Tend to Talk About With Others?
Seeking Feedback Does More Than Simply Generate Useful Information
How Attentive Do I Appear to Be?
How Do I Interact With Others?
What Do I Tend to Talk About With Others?
Find Out Others’ Preferences
Understanding Your School Culture and Climate: Building Knowledge of Others
How Attentive Are Leaders?
How Do Leaders Interact With Others?
What Do Leaders Tend to Talk About With Others?
Using Knowledge of Expectations for Self-Improvement
Using Knowledge of Expectations to Support Others to Improve
Amplify Anecdotes to Drive Others’ Behaviour
Chapter Summary
References
6 Harnessing the Drivers of Motivation
Introduction
Success Breeds Motivation
Autonomy
Autonomy Over Task
Autonomy Over Time
Autonomy Over Technique
Autonomy Over Team
Mastery
Purpose
Understanding Your School Culture and Climate: Building Knowledge of Self
Understanding Your School Culture and Climate: Building Knowledge of Others
Using the Knowledge of Motivation for Self-Improvement
Using Knowledge of Motivation to Support Others to Improve
Amplify Anecdotes About Motivation to Drive Others’ Behaviour
Chapter Summary
References
7 High Levels of Trust Are Required to Improve Outcomes for Children
Introduction
The Importance of Trust
Culture and Climate Are Two Sides of the Same Coin
Character and Competence
Sliding Doors Moments
Boss Competence
Four More Key Elements of Trust
Trust Requires Vulnerability
Admit Weaknesses and Mistakes
Accept Questions and Input About Areas of Responsibility
Healthy Conflict
Have Lively, Interesting Meetings
Extract and Exploit the Ideas of All Team Members
Value Dissenting Views
Commitment
Create Clarity Around Direction and Priorities
Involve Colleagues in Decision-Making
Improve Communication
Holding to Account
Openly Publicise Goals and Standards
Avoid Excessive Bureaucracy Around Performance Management
Understanding Your School Culture and Climate: Building Knowledge of Self
Understanding Your School Culture and Climate: Building Knowledge of Others
Character
Competence
Vulnerability
Healthy Conflict
Commitment
Holding to Account
The Need for Further Exploration
Character
Competence
Vulnerability
Healthy Conflict
Commitment
Holding to Account
Pattern Spotting
Using Knowledge of Trust for Self-Improvement
Using Knowledge of Trust to Support Others to Improve
Amplify Anecdotes to Drive Others’ Behaviour
Chapter Summary
References
Part 3 How Do Leaders Go About Culture Change?
Introduction
What Is Culture Influenced By?
Two Common Scenarios
Choosing the Right Goal
Both Scenarios Require Time and Unlearning
Both Scenarios Require the Prioritisation of Psychological Safety
Both Scenarios Benefit From Multiple Mechanisms Working in Harmony
Primary Mechanisms
Secondary Mechanisms
8 Influencing Culture as a New Leader
Introduction
New Leader Dynamics
Understand the Present
Choose the Right Problem to Focus On
Design the Future
Prioritise Aligning Beliefs and Values
Prioritise Psychological Safety
Teach Your School How to Perceive, Think, Feel and Behave
What to Pay Attention to
How to React to Critical Incidents
How to Allocate Resources
Deliberate Role Modelling, Teaching and Coaching
How to Allocate Rewards and Status
Recruitment, Promotion and Performance Management
The Secondary Mechanisms
Chapter Summary
9 Influencing Culture as an Established Leader
Introduction
Established Leader Dynamics
Create a Motivation for Change
Aligning Beliefs and Assumptions
Validating New Beliefs and Assumptions
Understand the Present
Choose the Right Problem
Design the Future
Prioritise Aligning Beliefs and Values
Prioritise Psychological Safety
Teach Your School How to Perceive, Think, Feel and Behave
What to Pay Attention to
How to React to Critical Incidents
How to Allocate Resources
Deliberate Role Modelling, Teaching and Coaching
How to Allocate Rewards and Status
Recruitment, Promotion and Performance Management
The Secondary Mechanisms
Organisational Design and Structure
School Systems and Procedures
Design of Physical Space and Buildings
Stories and Myths About Key People and Events
Formal Mission Statements, Charters and Ethical Code
Chapter Summary
10 Why Measuring Culture Is Futile and Evaluating It Is Not Much Better
Introduction
The Problem With Measurement and Evaluation
Avoid Using Numerical Indicators
Not Everything That Matters Is Measurable
The Vicious Circle Between Metrics and Trust
Not Everything That Can Be Measured Matters
The More a Metric Is Used to Make Decisions, the More It Will Be Gamed
The Flaw of Measuring Inputs Not Outcomes
Measurement Is Not an Alternative to Judgement
Can Culture and Climate Be Measured Or Evaluated?
Surely Leaders Can Tell If Culture Or Climate Is Not Good?
A Shift From Evaluating to Inquiring About Culture and Climate
How Can Leaders Inquire Into Culture?
Question Design
Scaling
Anonymity
Timing
Take Up
Knowing That What You’re Aiming for Is Good Enough
How Rubrics Fail
Chapter Summary
References
Index
