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Sorry, I had a power outage earlier when I attempted to post the first time.

  

     At Lincoln Middle School #4 where I currently work, we are in the midst of tremendous change because we have not met the NCLB's AYP benchmark for 4 consecutive years; however, in 2005 we were able to reach Safe Harbor status.  Nevertheless, our consistently low scores have prompted the state to intervene and impose its remedies (CAPA Review) upon our school.  In addition, the district has voluntarily hired an independent consulting firm to offer recommendations to assist all of our schools in maintaining  or meeting the state benchmarks and improving school culture and climate. So there has been enormous upgrades and progress as evident in improvements made to the curriculum as well as meeting the requests of the review team, the parents and faculty by improving the environment with freshly painted walls, colorful bulletin boards displaying student work, challenging word walls, and the repetitious slogan communicated throughout the entire building with the expectancy of higher student achievement, summed up in 4 words: "Literacy is our Focus."

All of that and yet the climate of the school is still unstable. That could be attributed to the fact that our individual school is still in the process of developing and publishing our community goals and mission statement, although they have verbally been communicated to all.  Moreover, there is an undercurrent of negative attitudes and behaviors displayed by the sub-culture groups, of both professional and supportive staff that does not reflect the positive changes that are outwardly obvious.  Some of those attitudes are revealed in the way both teachers and support-staff communincate with students.  Another indicator is the murmuring and complaining, and sly remarks that can be heard in the faculty lounges and during impromptu hallway conversations.  Then there are those who are blatant and brag to their peers that they may avoid work on a particular day to avoid another professional development training. So, in recent days, I've seriously questioned whether or not the colorful displays within and outside of the classroom reflect what the students really know and are able to do. I guess an outsider would believe that the displays indicate that progress is being made. However, in my mind's eye, I think that it may only be a testament of the creativity of the staff, not necessarily an indication of work that the students actually remember and could recall if asked. For the real truth comes out during my strolls through the hallway and faculty lounge where it is clear that the values and ideals of some of the staff don't reflect the belief that students are capable of higher achievement.  Additionally, faculty conversations don't echo the optimism of the administration and a select few concerning the recent improvements or the quest to reach our school goals and meet the future challenges before us.  With that in mind, I firmly believe that the current school norms should be monitored, re-evaluated, and ultimately improved.

    As an administrator, the way I would monitor and re-evaluate the attitudes and ideals of the staff would be to conduct my own fact-finding mission through both formal and informal communication. I realize as an adminsitrator that I cannot impose school norms on my staff, but I can encourage positivism in the school climate through modeling, communication, and through the use of symbolism. Some of the methods I would use would be to communicate my expectations continuously during friendly, informal conversations with individual staff members, as well as during monthly departmental meetings and faculty/staff meetings.  Moreover, the procedures of the school would reflect the beliefs of higher academic achievement and respect toward all school community members.  Additionally, I would encourage staff through the weekly bulletin by using inspirational quotes and through attractive artwork that highlights positive slogans that would be posted throughout the school, including inside the faculty lounges and restrooms.  Some of the slogans I would post on a monthly basis would be: "Education begins with Respect of Self and Others," "All students are capable of learning," "Academic Excellence is our Goal!" As for staff members who are extremely resistant, I would also post a sign for their sake that would be posted near the daily attendance sheet in the main office that would read: "The Cheese is moving...Move with it or suffer starvation." A more direct method that I would utilize is to identify the informal leaders in each sub-group that share the school's philosophy and get them on board to influence those who are resistant.  Finally, I would put in place positive and negative sanctions to encourage compliance.  Personally, I prefer to start with positive rewards by acknowledging dedicated staff through a monthly achievement board and by awarding prime parking spaces near the building (the current parking situation is horrendous) to deserving staff. One negative sanction that may be necessary for those who continue to be resistant would be to transfer them to another building within the district.  It is my hope however that my primary initiatives would work and that there'd be no reason to transfer any staff member.  Finally, I would network with other successful schools to observe them and glean ideas to make our transition meaningful and long-lasting. 

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                                                                                             Clarinda Brueck                                                              October 8, 2005

      According to Peterson and Deal, culture is the underground stream of norms, values, beliefs, traditions and rituals that has built up over time as people work together, solve problems and confront challenges.  Thinking and behavior are then shaped by these expectations and experiences.  Cunningham states that: ¡†effective school cultures are characterized by people who have learned to trust and to share as well as to accept others needs to trust and share¡Ö.  Combining the aforementioned together with the knowledge of factors that can affect school culture: history of the organization, characteristics of its members and current problems and demands; I find the culture at Lincoln School in Fairview very complex and ineffective.

      This school culture is characterized by a majority of K-6 teachers instructing in one room school houses under the same roof. There is little trust. Some will teach from page one of each text and finish the year of instruction at whichever page they get to by June.  For some this is the first year that they have truly worked with the state standards.  Some teachers have taught the same concepts the same way for twenty years.  Most are overwhelmed due to the recent explosion in the student population (mostly ELL and special education).  Going back to Graduate School is not supported by the Board of Education and growth is not valued.  Most are fearful of change (frowned upon), have huge problems adapting a global education to state testing and just teach for the test, nothing else.  The 7/8 teachers are somewhat different.  They share, collaborate, some want to grow and some are resistant to change because what they do worked well years ago and will continue to do so irregardless of student learning styles.  They pay strict attention to the standards (since they will be blamed for poor test scores) and some do not vary their teaching style from day to day.  Overall, the district vision slogan; Educating Our Children for the 21^st Century is not apparent in the beliefs, values and instructional strategies of most teachers.  As a side to this, the Board of Education has trouble with change, believes in Hudson County politics, endured one strike and has just started to turn over recently ( the past four years).  A new attitude toward teachers and their role is emerging, leaving the administrative work regarding change to the administrators.  With reference to norms a different set applies to different teachers and administration is aware of the ¡†untouchables¡Ö.  There¡Ùs not much in the way of incentive for teachers.  So the attitude toward risk taking, innovation and graduate school is: Why bother?

      Enough said.  It is somewhat depressing, but things are starting to get better since I believe we have hit rock bottom and the only way is up via subtle changes every year.  As an administrator, I really need to focus on creating a system of symbolic activity in order to make this culture more effective while focusing on the vision of the district and the needs of all stakeholders.  I would set up a plan of positive reinforcement for teacher/ instructional growth. Set up workshops to instruct the faculty on teaching strategies,effective ways to share, collaborate and trust (also use teacher leaders to give workshops). Pay special attention to teachers taking risks and turning them into innovative teaching strategies. Bring in new teacher toys as a reward for those who step out of their comfort zone then empower them to teach each other about it. Encourage the Board to pay some of teachers' college tuition and support growth.  The positive reinforcement given would be items that the teachers want and enjoy (researched via survey).  To do this, I would reach out to the community for help to supply the rewards.  Lastly, I believe that I must treat all faculty members fairly and similarly with reference to expectations and norms (no more untouchables).  I also must support teachers taking risks by sharing my expertise and teaching them that it is OK to try, make mistakes and learn from them.  Request that teachers inform me of activities occurring in their room so I can participate with them.  I must be a good coach as well as a manager to bring everyone to the goal of effectiveness, which truly turns into teacher/student growth and achievement.