School Climate and Culture

Practically anyone who has aspired to school administration has received this advice: "Don't make any changes in your first year." This is a prevailing myth in instructional leadership. The reasoning behind this thinking is that a new principal should take a full year to assess the programs and people in place before making any substantial decisions.

A new leader in any organization is presented with a great opportunity to impart his/her vision on that organization. And, fair or not, everyone is watching to see what happens at the start of your tenure. You can say anything you want, but your employees will judge you by your actions. If you want to sit and wait it out your first year, that opportunity will pass you by.

Let's break down what our omniscient advisers mean when they talk about not making any "changes." Most likely they're talking about schedules, duty stations, class/subject/grade level assignments, lunch times and other details that fall more under the category of management than leadership. Maybe our advisers have a valid point about not changing infrastructure. But managers, unlike leaders, aren't charged with implementing change.

Shein (1996), on the other hand, asserts that “the only thing of real importance that leaders do is create and manage culture.” The leader in any organization creates the climate and enhances the culture. I once asked a class of teachers/aspiring prinicipals what they could do, immediately, to make a positive impact on their school's climate. Among the responses:

•write thank you notes
•give positive, unexpected feedback to both students and teachers
•make positive phone calls home on behalf of students
•notice student achievements or improvements in grades
•take the initiative to participate in volunteer activities such as school beautification projects
•come to work every day with a positive attitude, don’t let your bad moods show through to students or teachers
•be seen throughout the school rather than staying in your office
•speak to and get to know all employees
•perform bus duty - be visible to students and parents
•learn everyone’s names, students and staff, as soon as possible
•enter the classroom and interact with the students - don’t just stick your head in the classroom
•have food at staff meetings
•utilize students to assist with school functions and events- safety patrol, office and teacher assistants, guides for special events and for visitors
•attend extracurricular activities and after school events, intramurals, after school enrichment programs
•coordinate teacher recreational activities that allow teachers to develop relationships outside the classroom and break down barriers between teachers and teams
•institute a wellness program
•teach classes yourself or tutor students

Even though they had no administrative experience, these teachers possessed a clear understanding of the Principal's role in establishing the school climate. They wondered how a person could forget such basic ideas when they moved from the classroom to the Main Office. They declared that they would remember when they got their opportunity.

Changes to school climate and culture are real and lasting. It all starts at the top.
As Whitaker (2003) says, "when the principal sneezes, everyone catches a cold."

Peer Pressure

The term has developed such negative connotations over time. But what does it really mean? Peer pressure describes a developmental stage that takes place during adolescence and teen years. During that time, kids care most about two things: 1.) Their appearance, and 2.) What their friends think. Because they care what their friends think, peer pressure becomes a reality.

I tell parents all the time: "You can't fight nature." Peer pressure will occur, and as a parent you have to be smart enough to handle it the right way. Peer pressure can just as easily be a positive thing. Encourage your child to get involved in extracurricular activities, clubs, and sports. They'll meet and make friends with other children whose parents share your same interests and values...and they'll be influenced by them.

So don't tackle this problem head-on. Don't give ultimatums or back kids into a corner. Remember, we're supposed to be smarter (and wiser) than them. Good luck!

"We don't see that behavior at home..."

Please! The parent who utters those words in the midst of a parent/teacher conference instantly loses all credibility with their child's teachers. Of course you see that behavior at home. The difference is: while that behavior may be acceptable at home, it's not acceptable at school.

The goal of a parent/teacher conference is for all of the adults present to agree on what is in the best interests of the child and to create a corresponding plan of action. When dealing with a child who is experiencing behavioral difficulties, it is imperative that adults present a united front. Failure to do so allows a child to play one adult against another. The parents and teachers, functioning as a team, will be successful.

School/home communication is essential and is much more likely to occur if teachers and parents are on the same page. Children want to do well in school and appreciate structure and consistency. I ask kids, "Are you stressed out? Do you wish that all the adults at home and at school would get off your back? Then all you need to do is try hard in school. As long as your giving your best effort, you can't fail and everyone will be happy."

I've seen and been a part of many success stories using this approach. Being a parent is not easy. Let your child's teachers help you. If you choose not to, you'll find the same pattern repeating itself year after year. This year's teachers will be telling you the same thing as last year's teachers...and you'll be telling them that you don't see that behavior at home...

Household Policy Vs. School Board Policy

Times have really changed since we were in school. Many of us grew up receiving this type of parental advice: "If somebody hits you, you need to hit him back." When the combatants reached the Principal's office, priority was placed on determining who started the fight. Often, the person who started the fight "got what he deserved" in the eyes of school personnel and parents. The combatants shook hands, there were no school suspensions, and it was business as usual the next day.

Predictably, today's parents often provide the same advice to their children that their parents gave them. The concept of schoolyard justice prevails. Unfortunately, while the message children receive at home remains the same, the message they get at school is radically different. Many school divisions have zero tolerance policies for fighting. Both combatants will be suspended, regardless of who started the fight. Criminal charges may follow. Out-of-school suspensions become part of a student's permanent record and can negatively impact their grades and future educational opportunities. Where fellow students used to help break up fights in the past, they're just as apt now to pull out a cell phone, film the whole ordeal, and post it on YouTube.

So how do we deal with this conundrum? The rules at home and in the neighborhood are different than the ones at school. This can be very confusing for children.

We need to teach students and parents that, yes, the rules are different, and, yes, it's o.k. to admit and accept that. School is a formal place -- a place of learning. It's no different from the workplace. Unless you're a NASCAR driver, it is not socially acceptable to fight at work, for any reason. Explain to children that if their parents got into a fight at work they would be fired. It's o.k. to have two sets of rules. Adults understand that you conduct yourself differently in a formal situation than in an informal situation. This concept, taught correctly and consistently reinforced, should clear up any confusion.

Helping Parents Select a School

When families get ready to relocate, one of the primary determinants is the quality of the school(s) in their zone where they are considering a home purchase. It's tempting for parents to rely on test scores as a measure for school success. While test scores are important, they fall far short of providing a complete picture.

What do you as a parent really want in a school? Obviously, you want your child to feel safe in school. You want your child to enjoy going to school. You hope that they make friends with other students who share your same interests and values. You want them to like their teachers and administrators. You want them to be successful both academically and socially.

If you are the type of parent who actively researches schools prior to enrolling your child, I submit that test scores should not be your main concern. Because your family places a priority on education, your child is already a very strong academic student. Am I right?

So, you need more information than just test scores...and the best way to obtain that information is to physically visit your targeted school. I guarantee that within 5 minutes you will get a "feel" for the school climate. Contact the school beforehand to set up a tour.

How are you greeted when you enter the Main Office? Do you feel welcome? Observe interactions between the Principal and his staff, staff and students, staff and staff, and students and students. This will tell you a great deal.

You want your child to attend a school that is student-centered. Ask questions about extracurricular activities, clubs, and other opportunities. Make sure that your child has course options that fit his/her interests. Schools with strong band, chorus, art, physical education, gifted, and technology programs are are a plus. Ensure that your child can be challenged through enrollment in advanced and honors courses, if ready.

Finally, ask for a chance to speak with the Principal. If the Principal is not available at that moment, ask to schedule a time to meet. Effective principals enjoy meeting with new parents and understand the importance of establishing a positive working relationship from the very start. If you find that the Principal is uneasy about meeting with you, that should be a big red flag!

Regarding Principals Recommending Teachers for Termination of Employment

To me, there are two main reasons for deciding to get rid of a teacher:
1. The teacher is incompetent.
2. The teacher mistreats children.

Neither one of these things can be tolerated. Ask yourself, "Would I want my child in that teacher's class?" If the answer is no, then that particular teacher is not meeting your standard.

There is a prevailing myth that it is difficult to get rid of a teacher. This is not true. Once you've decided that the problem cannot be fixed, you must have the courage to do the right thing. It's your responsibility to make sure that all of your students are treated fairly and that they are getting a quality education.

With our current economy, the "free agent" period for teachers (in non-union states, especially) is over. There are plenty of young, enthusiastic, qualified applicants out there ready to get their careers started. A poor economy is good for public education. So don't be concerned about being able to replace an ineffective teacher.

There are two proven ways to improve schools (Todd Whitaker, What Great Principals do Differently: 15 Things that Matter Most, 2003):

1. Make the teachers you have better.
2. Bring in better teachers.

Great principals strive continuously to do both.

Advice for Parents in Dealing with School Discipline Situations

Parents, you need to understand one thing when dealing with a principal over a student discipline issue: There are 52 cards in the deck, and the principal holds all 52 of them. With that in mind, it doesn't pay to go in ranting and raving, threatening a lawsuit, or being rude. Good schools maintain effective discipline. Poor schools fail to do so.

However, there may be times when a discipline situation is not handled correctly. School administrators can be under a lot of pressure and have great demands on their time, so it's natural to assume that mistakes will be made. I know I've made my share of them. Consider the following questions if you're not sure that your child was treated fairly:

1. Did my child receive his/her due process rights? In other words, did my child get a chance to tell his/her side of the story? Was he/she allowed to give the names of witnesses, if appropriate? Was my child informed which code of conduct was violated and the terms of the consequence administered?

2. Were you as the parent contacted about the incident? This should ideally take place on the same day the principal handled the situation, but in some instances it could be the following day.

3. Does the punishment "fit the crime?" Did the principal take into account your child's overall academic and behavioral record at the school? If it was a classroom disruption issue, were you contacted by the teacher prior to being contacted by the principal, so that you had an opportunity to correct the situation yourself?

4. Did your child follow school protocol? For example, if your child is having a problem with another student and has already reported that problem to an adult at school, was that problem addressed?

Remember to never ask, "What did the other kid get?" or "Who else was involved?" Due to student privacy laws, the administrator simply cannot tell you. If you would like to ask me about a specific situation involving your child, you can do so anonymously and I will give you my honest opinion.