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School culture is norms developed over time based on shared attitudes, values, beliefs, expectations, relationships, and traditions of a particular school that cause it to function or react as it does.

School Climate is the communication of its norms, beliefs, and values through various behaviors and interactions and their effect on others, with the primary focus being on students. School Climate is driven by and reflected in the daily interactions of staff, administration, students, support staff, and the outside community.

Why is school culture important?
It influences and shapes the way teachers, students, and administrators think, feel, and act.

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What is the Importance of School Culture?

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What is the Importance of School Culture?

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School leaders play a vital role in developing and enhancing the school culture. Positive school cultures provide a safe, supportive, encouraging, inviting, and challenging environment for students and staff, which in turn allows students’ academic achievement to evolve.

These are the positive effects of School Culture:

Higher achievement- · Research has found when teachers and students feel a sense of community, he or she is more satisfied with the work that is done, is more likely to attend school, enjoy what he or she is doing, and has higher achievement (Peterson & Deal, 2009a, p. 11).

Sense of community-· When school cultures focus on strengths, collaboration, productivity, communication, relationships, improvement, and kindness (Peterson & Deal, 2009b, pp. 12-14), the individuals who are a part of that community will be much more likely to succeed because he or she will feel a sense of significance and encouragement, rather than competition and hopelessness.

Shared compassion and will- Students and staff who feel that compassion and goodwill are valued are more likely to treat and acknowledge others with those same values and respect (Macready, 2009, p. 215). Additionally, individuals who share a set a values, beliefs, norms, and traditions are more likely to be prosperous in individual or shared accomplishments and responsibilities .

Increases motivation-· Further, a positive school culture guides people to focus on certain aspects, encourages commitment, increases motivation, and stimulates individuals to improve performance and feel competent (Peterson & Deal, 2009b, p. 11). Therefore, it is essential that leaders in schools are working to create a safe, caring, responsive, and positive school culture to assure individuals are provided with the opportunities to be successful throughout his or her life.

References: Peterson, K. D. & Deal, T. E. (2009a). Shaping school culture fieldbook (2nd ed.). San Francisco, CA: Jossey-Bass.

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The 5 Characteristics of Positive School Culture

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The 5 Characteristics of Positive School Culture

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1. Shared Goals & Vision – We know where we’re going
When individuals are empowered to take ownership of their goals it can cause a shift in the culture of a school. As individuals learn how to work in alignment with the school’s vision and values, a new set of relationship norms are created which are less to do with individuals seeking success for their own class, team or department, but are now more to do with generating and seeking whole school success.
2. Collegiality – We’re in this Together
School culture is supported when there is strong camaraderie amongst between all staff with relationships built upon trust and understanding. The professional bonds that exist amongst staff members are strong enough to weather the storms that can hit school communities.
3. Continuous Improvement & Lifelong Learning – We can Always Get Better
Individuals in a positive school culture know that there is always capacity and room for improvement. Opportunities for learning and development are seen in all aspects of school life and not just limited to going out on courses.
4. Risk Taking – We learn by trying something new
Where risk taking is common place, there is a freedom, courage and a joy in which teachers and senior leaders go about their daily tasks. Creativity is let loose and individuals discover previously unidentified routes for fulfilling their potential.
5. Celebration and Humour: We Feel Good about Ourselves
In a positive school culture, achievements (whether big or small) are appreciated and celebrated. Research has shown that when we feel good about ourselves and our achievements are recognized, we not only feel better about both ourselves but it also optimizes the way in which our brains function. We are more likely to enter a state of flow and so maximize our own levels of performance. Thus, celebrating team and individual success is key to the development of high performing teams.

Source:www.integritycoaching.co.uk/blog/5-characteristics

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Toxic school cultures lack a mission and vision, value laziness and apathy, appreciate separateness and exclusivity, and have negative peer relationships (Peterson, 2002, p. 3). These cultures focus on failures and use these as an excuse to remain stagnant (Gruenert & Whitaker, 2015, p. 21).

“Toxic school cultures encourage individuals to see failures as the inevitable results of circumstances outside of their control rather than as opportunities for improvement”

Unfortunately, this type of culture typically leads to bullying behaviors.

References:  Peterson, K. D. (2002). Enhancing school culture: Reculturing schools. Journal of Staff Development, 23(3), 1-4.
 Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to define, assess, and transform it. Alexandria, VA: ASCD.

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Mission, Vision, and Values
At the foundation of school culture lays the mission and vision for the school. Underlying the mission and vision statements are the values the school holds to determine what philosophies and standards the individuals will assimilate and incorporate into his or her everyday teaching and learning (Rhodes, Stevens, & Hemmings, 2011, p. 83).

Rituals, Traditions, and Ceremonies
These provide continuous meaning to the life of the school and the values the school holds. Holding ceremonies, participating in rituals, and celebrating traditions supplies opportunities to gather together and reinforce the mission, vision, and purpose of the school.

History and Stories

Learning from past mistakes and successes is vital to creating and maintaining a positive school culture. One influential way of helping staff understand the school’s history is to invite veteran teachers and faculty to present at a staff development training  The retelling of the past can bring some necessary initiatives into action, revive traditions and rituals that have shriveled away, and assist staff in surrendering previous obsolete memories (Peterson & Deal, 2009a, p. 48).

Artifacts, Architecture, and Symbols
The artifacts and symbols are the tangible objects that the intangible values and beliefs of the school . These have a variety of possibilities such as: logos, mascots, banners, awards, mission statement, trophies, past achievements, and the like . Additionally, the administrators can serve as “walking symbols” as he or she sends messages through words, actions, and body language (Peterson & Deal, 2009a, p. 152).

References:
Peterson, K. D. & Deal, T. E. (2009b). Shaping school culture: Pitfalls, paradoxes, & promises (2nd ed.). San Franciso, CA: Jossey-Bass.
 Rhodes, V., Stevens, D., & Hemmings, A. (2011). Creating positive culture in a new urban high school. High School Journal, 94(3), 82-94.

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Dr. Muhammad: How can schools with the same challenges end up with such different outcomes in reaching goals or failing to overcome obstacles? The answers are mainly sociological. The competing ideologies are seen in the cultures and sub-cultures within schools. Who carried the weight of influence determined who had the outcome. Healthy versus toxic cultures depend on four kinds of people:

Believers: These people embrace change, self-reflection, and possess a determination to personally contribute to improvement leading to student outcomes. In healthy cultures, these people have the most influence. In toxic cultures, the voices of believers are drowned out by those who are negative and selfish. The challenge to the believer: you must learn to speak up and amplify your voices if you want a healthier culture.

Tweeners: Open, optimistic, new members of the school. Administrators who invest in the proper socialization and proper professional development of new staff will see more positive outcomes.

Survivors: Teachers or educators who have burned out. Often they are placed in positions outside their skills or passion areas. These people work from a position of hopelessness.

Fundamentalists: “Me first” versus “we first” team members who care more about their personal outcomes than team goals or aspirations. Maintaining privilege and autonomy is primary to any other organizational goal. Fundamentalists gravitate toward one another to defame, destroy or sabotage those who oppose their individual aspirations.

How does a leader move forward when he or she is aware of these types of members on his or her team?

You must devote time for change. This includes support and accountability. First, you must make sure your team members have the kind of support it takes to change and improve. Second, once you are convinced proper support is present, you hold members accountable for their behavior.  Then break this down into three questions:

Why? Make sure your team understands why collaboration is essential for growth.

Who? Activate the emotional intelligence of others, not just academic intelligence. If your school has lots of leadership turnover, expect your staff will be apprehensive in trusting you. Understand these dynamics and lead with patience.

H ow? Ask what you are investing for the growth of capacity in your teachers. Don’t expect change if you are not properly investing time and resources for growth.

Once you’ve answered these questions and you still have resistance, then you have authority to require others to move forward together and have enough courage to make it uncomfortable for those contributing to toxic behaviors. When you do, these resistors either change or they will leave.

References: Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Solution Tree Press.

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Considering the importance of understanding the culture of an individual school and the wide range of positive or negative aspects the school embraces Gruenert and Valentine developed the Culture Typology Activity in 2006 to assess the type of culture within the school. This assessment allows individuals to recognize and rate the degree to which he or she observes and engages in certain behaviors within the school environment (Gruenert & Whitaker, 2015, p. 66).

Click the link to see the: Culture Typology Activity Worksheet
This activity is not judging the culture of the school, but rather allowing individuals to tabulate the actions at the school. Furthermore, the Culture Typology Activity serves as an initiator for school leaders to discuss and reveal what type of culture his or her school currently has and what their preferred culture might look like (Gruenert & Whitaker, p. 66)

 References: Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to define, assess, and transform it. Alexandria, VA: ASCD