The Shaping School Culture Fieldbook E-Book

Kent D. Peterson

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 183

Veröffentlichungsjahr: 2011

Beschreibung

When the bestselling books Shaping School Culture and The Shaping School Culture Fieldbook were first published, Kent D. Peterson and Terrence E. Deal described the critical elements of school culture--the purposes, traditions, norms, and values that guide and glue the community together. The authors showed how a positive culture makes school reform work and the companion Fieldbook included the tools needed to bring out the best in students, teachers, and the surrounding community In today's complex educational environment, new challenges have surfaced for school leaders who must grapple with issues of standards-based testing, school accountability, and student achievement. The second edition of The Shaping School Culture Fieldbook offers a companion to the newly revised edition of Shaping School Culture and includes an expanded version of Peterson and Deal's time-tested model to address the latest thinking on school culture and change. The Fieldbook offers a wealth of new ideas and approaches and includes new material on "toxic" environments with specific action plans. In addition, the book contains powerful new case examples for revitalizing school culture. The Shaping School Culture Fieldbook draws on the authors' extensive research and nationwide school contacts and includes hands-on strategies and exercises for helping school leaders: * Uncover a school's hidden values, beliefs, and assumptions * Think through and develop a school's mission and purpose * Work out appropriate stories, metaphors, and symbols to represent a school * Devise rituals and ceremonies for enriching the school experience * Rethink leadership practices in light of educational and cultural needs * Identify, transform, and heal a "toxic" educational culture This important resource will help school leaders understand, assess, and transform school culture for organizational success.

Leseprobe

Table of Contents

Title Page

Copyright Page

Acknowledgments

THE AUTHORS

chapter ONE - Introduction and Organization of the Fieldbook

HOW TO USE THIS BOOK

THE FIELDBOOK’S ORGANIZERS: DISCUSSIONS, EXAMPLES, ACTIVITIES, AND CRUCIAL QUESTIONS

PART ONE - Interpreting School Culture

chapter TWO - The Importance of Culture

WHAT IS SCHOOL CULTURE?

WHERE DOES CULTURE COME FROM?

WHY IS CULTURE IMPORTANT?

WHAT ARE THE KEY FEATURES OF CULTURE?

CAN CULTURE BE SHAPED BY LEADERSHIP?

chapter THREE - Vision and Values

MISSION AND PURPOSE

ACTIVITIES FOR UNCOVERING CULTURAL VALUES, BELIEFS, NORMS, AND ASSUMPTIONS

FINAL THOUGHTS

chapter FOUR - Ritual and Ceremony

RITUALS

TRADITIONS

CEREMONIES

ACTIVITIES FOR ASSESSING AND IMPROVING RITUALS, TRADITIONS, AND CEREMONIES

FINAL THOUGHTS

chapter FIVE - History and Stories

HISTORY

ACTIVITIES FOR ASSESSING THE HISTORY OF YOUR SCHOOL

STORYTELLING

ACTIVITIES FOR INCORPORATING STORYTELLING IN SCHOOL CULTURE

SHARED LANGUAGE

ACTIVITIES FOR UNCOVERING THE REAL MEANINGS OF WORDS AND PHRASES

FINAL THOUGHTS

chapter SIX - People and Relationships

THE SUPPORTIVE CULTURAL NETWORK: WORKING WITH POSITIVE ROLES

FINAL THOUGHTS

chapter SEVEN - Architecture, Artifacts, and Symbols

ARCHITECTURE AND ENVIRONMENT

ACTIVITIES FOR EXAMINING THE ARCHITECTURE AND THE PHYSICAL ENVIRONMENT OF YOUR SCHOOL

SYMBOLS

ACTIVITIES FOR ASSESSING SYMBOLS AND ARTIFACTS

ARTIFACTS IN THE SCHOOL: SYMBOLS AND SIGNS WITH MEANING

ACTIVITIES FOR ASSESSING THE MEANING OF ARTIFACTS, SYMBOLS, AND SIGNS

FINAL THOUGHTS

PART TWO - Transforming School Culture

chapter EIGHT - Healing Toxic Cultures

POSITIVE CULTURES

TOXIC CULTURES

THE ORIGIN OF TOXIC CULTURES AND SUBCULTURES

ACTIVITIES FOR READING, ASSESSING, AND TRANSFORMING NEGATIVE FEATURES OF SCHOOL CULTURE

FINAL THOUGHTS

chapter NINE - Eight Symbolic Roles of Leaders

TECHNICAL ROLES

SYMBOLIC ROLES

ASSESS YOUR CULTURE-BUILDING ROLES

USE REGULAR EVENTS TO REINFORCE SCHOOL CULTURE

CELEBRATE AND IMPROVE YOUR ROLES

CREATE AN ACTION PLAN FOR DEVELOPING YOUR CULTURE-SHAPING ROLES

FINAL THOUGHTS

chapter TEN - The Road Ahead

READING CULTURAL SIGNPOSTS

ASSESSING SCHOOL CULTURE

CHANGING SCHOOL CULTURE

REFERENCES

INDEX

Copyright © 2009 by John Wiley & Sons, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication Data

Peterson, Kent D.

p. cm.

Includes bibliographical references and index.

ISBN 978-0-7879-9680-2 (pbk.)

1. Educational leadership—Handbooks, manuals, etc. 2. School environment—Handbooks, manuals, etc. 3. Educational change—Handbooks, manuals, etc. I. Deal, Terrence E. II. Title.

LB2805.P39 2009

371.2—dc22

2009012606

PB Printing

The Jossey-Bass Education Series

ACKNOWLEDGMENTS

As in our previous work together, we have had a lot of help in putting together this fieldbook. We owe a special debt of gratitude to the teachers and principals whose deep concern for students always inspires us. We thank those school leaders who shared with us stories of their schools. And for all those whose varied and creative actions have built strong and positive cultures—we applaud and congratulate you. Practitioners continue to be our best instructors in the art of culture building. And, thanks to the researchers who continue to work systematically to understand the deeper impact of school culture.

At Jossey-Bass, Lesley Iura and Christie Hakim remain the best examples of editorial guidance and support in a publishing house. Production coordinator Susan Geraghty and copyeditor Carolyn Uno provided considerable assistance that helped to refine the writing and improve the book. As usual, ongoing assistance has been invaluable. Without help from students and staff conducting tireless searches for citations and materials we would have been swamped by the many details needed for a good book. A special thanks to Erik Peterson, who created and designed many of the illustrations.

We would like to thank the many who have offered support and feedback on our writing, participated in our seminars and institutes, and provided new ways of thinking about school culture; there are too many to list all of them here. Over the years many have seen the importance of school culture and added to our understanding. Karen Kearney and Laraine Roberts of the original California School Leadership Academy; Al Bertani, Ingrid Carney, and Faye Terrell-Perkins from Chicago; and Rich Halverson from the University of Wisconsin-Madison greatly expanded our understanding of professional learning for school leaders. The many leaders and facilitators at National Staff Development Council continue to be a source of inspiration and hope that schools will become places where all children learn. We appreciate the colleagueship of Karen Dyer, Pam Robbins, Paul Bredeson, Fran Vandiver, Joan Vydra, and many others who have been excellent collaborators during our work with groups in workshops and seminars in the United States and internationally.

Our colleagues have added insights about school culture and leadership. We would especially like to thank Yi-Hwa Liou, Shelby Cosner, and Art Rainwater for thoughtful reviews of drafts and insights about cultural leaders.

At home, Ann Herrold-Peterson and Sandy Newport Deal provided their usual love and support through thick and thin, health and illness. Our kids, Erik, Russell, and Scott Peterson and Janie Deal cheered us on when we needed a little boost.

THE AUTHORS

Kent D. Peterson was the first director of the Vanderbilt Principals’ Institute and is former head of the National Center for Effective Schools Research and Development. He is currently a professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. He lectures and consults with leadership academies across the United States and internationally. His research has examined the nature of principals’ work, school reform, and the ways in which school leaders develop strong, positive school cultures. Author of numerous studies on principal leadership, he is also coauthor of The Principal’s Role in Shaping School Culture (with Terrence E. Deal, 1990) and The Leadership Paradox: Balancing Logic and Artistry in Schools (with Terrence E. Deal, 1994).

Terrence E. Deal’s career has encompassed several roles, including those of police officer, teacher, principal, district office administrator, and professor. He has taught at the Stanford Graduate School of Education, the Harvard Graduate School of Education, Vanderbilt’s Peabody College, and the University of Southern California. He has lectured and consulted internationally with business, health care, educational, religious, and military organizations. He specializes in leadership, organizational theory and behavior, and culture. Deal is coauthor of over twenty books, including Corporate Cultures (with Allan A. Kennedy, 1982)—an international best-seller. His other books include The Leadership Paradox: Balancing Logic and Artistry in Schools (with Kent D. Peterson, 1994), Leading with Soul: An Uncommon Journey of Spirit (with Lee G. Bolman, 1995), and Reframing Organizations: Artistry, Choice, and Leadership (fourth edition, with Lee G. Bolman, 2008).

chapter ONE

Introduction and Organization of the Fieldbook

This guide is designed to help you reflect on and hone leadership skills as you shape a better learning environment at your school where every child can learn. It may legitimate some of what you already know and are doing or add new possibilities. It also provides activities to develop cultural leadership, and it deepens and concretizes the concept of school culture by connecting it to the success of schools and students.