Read on Twitter
I’ve been thinking a lot about my doctoral research (even though I did the research in 2011-2012). I studied school culture—and it’s something we just don’t talk enough about.
I’ve been thinking about it as I see school leaders talk about how teachers shouldn’t complain
1/
I’ve been thinking about it as I see school leaders talk about how teachers shouldn’t complain
1/
And see parents demand for more and teachers tasked with doing 3 jobs at one time and told to make it work with 2 paper clips, a bungee cord, 2 batteries, and a pencil.
Teachers in the best of situations are demoralized and frustrated and exhausted.
2/
Teachers in the best of situations are demoralized and frustrated and exhausted.
2/
So culture. There are multiple cultures within a district
district culture
building level culture,
departmental culture,
classroom culture.
All of these cultures are intertwine but they are also limited and bound by the culture above them in the hierarchy.
3/
district culture
building level culture,
departmental culture,
classroom culture.
All of these cultures are intertwine but they are also limited and bound by the culture above them in the hierarchy.
3/
These forces often work in opposition to each other—classroom Ts want to implement a workshop model but one of the cultures above (or several) push against the attempted change using the cultural norms/expectations put in place—often to serve the head of the higher culture
4/
4/
The above example is from my research.
Teacher practice is limited and bound by the norms and expectations set by those above (often with different goals).
I see this daily in my own school. Decisions made that don’t serve students and don’t empower teachers.
5/
Teacher practice is limited and bound by the norms and expectations set by those above (often with different goals).
I see this daily in my own school. Decisions made that don’t serve students and don’t empower teachers.
5/
This type of model that limits a teachers power in their own domain (the classroom) impacts students the most me leads to poor outcomes.
Educator micromanagement is a common cultural norm/expectation in schools labeled “low-performing” (not my label).
6/
Educator micromanagement is a common cultural norm/expectation in schools labeled “low-performing” (not my label).
6/
These schools often serve high numbers of black and brown students as well as higher numbers of students/families living in poverty.
This cultural norm of micromanagement funnels down from the top through all levels of the district hierarchy all the way down to students
7/
This cultural norm of micromanagement funnels down from the top through all levels of the district hierarchy all the way down to students
7/
I saw this clearly in during my dissertation research, but then was lucky to teach at a school that trusted and empowered teachers. The cultural flow was not a hierarchy—everyone was treated the same. While the president was higher by title—he was an equal. Same with admins
8/
8/
The positive impact of the recognition of professionalism and expertise had a positive impact on staff (they wanted to come to work, they wanted to work hard, they were encouraged to try new things). There was no punitive consequences to trying and failing.
9/
9/
This is why oven decided to study administration. I have to be able to moved up the hierarchy to change the cultural norms and expectations.
There is no power to affect change from the classroom—the pressures of the negative cultural norms & expectations is too much
10/
There is no power to affect change from the classroom—the pressures of the negative cultural norms & expectations is too much
10/
So admins—think about your cultural expectations and norms you are implementing and those being implemented on you and how that impacts students and staff.
You can want change—but if you aren’t creating a cultural that is open to change—ain’t nothing changing
11/end
You can want change—but if you aren’t creating a cultural that is open to change—ain’t nothing changing
11/end
