Four Lessons Learned in the Work of Shifting School Culture

The work of shifting school culture can be overwhelming and often lonely because culture leaders are caught in a tension between where the school's culture currently lies and where it needs to be in order to serve students better. As a dedicated school culture leader in my building I have become comfortable with both feeling like I own the current school culture in both its good and its bad as well as the keeper of the vision for where it needs to be in order for the school to be a more dynamic place for all stakeholders. Below are four lessons I have learned as a first year Dean of Culture and shed light on the long and extensive process of shifting culture.

1. It is essential to have a shared mental model of "school culture".

One of the first realizations I had as a Dean of Culture for two schools is that "culture" is such a significant bucket that encompasses the experience of of students, staff and stakeholders in a variety of ways. Culture is the summation of a stakeholders experience and that can be while they are on campus, as alumni or within a school's community and the challenge then of shifting culture is identifying, clarifying and focusing in on a shared framework for school culture. Within my building we use the framework established by Dr. Joseph Murphy from Vanderbilt University who identifies a rich school culture as one that includes care, safety, involvement and engagement. My first priority as the Dean of Culture was using this particular framework to construct a philosophy of culture that outlines both the definition of school culture as we would see it at our school and the vehicles the school would use to make each indicator a reality. It is essential that a shared mental model of school culture is created and once that occurs then action steps can be identified.

2.  When shifting a school culture the devil is in the details.

When shifting or building on school culture school leaders often have the tendency to create new programs, policies or expectations thinking that those decisions will be the key behind a new and improved building climate. This reactionary thinking can be exhausting for students and staff who are working to both engage in teaching and learning but also learn the new programs put into place to build culture. The move then is not new policy but fidelity and consistency with what is already taking place in the school. As a building we have strong systems, traditions, expectations and routines in our building so instead of constantly reinventing the work becomes powerful when these systems are done with fidelity and accountability. It is harder sometimes to implement with uniformity because it means holding those who are not implementing the work accountable which means difficult conversations. However, it is important that all members of the staff are doing the same work to implement expectations so that the lift is equal and the implementation is consistent.

3. Teachers and staff are important levers in shifting school culture.

Each morning I lead a restorative circle with our teachers and staff. The goal of this circle is to both help the staff connect with one another on a deeper level but it is also communicate the focus for culture for the day, week and month. This repetition of messaging and the inclusion of all staff not just teachers makes the work of implementation of systems and routines more robust and when the students are receiving the same messaging from their teachers, the office staff and their counselors they are more likely to retain and internalize the systems and communication being put in front of them. The morning meeting is about connection first and foremost but it helps when talking about the cascading communication of expectations to kids and staff throughout the building.

4. But students are the most important element in shifting culture. 

No culture shift will be effective without increased engagement from students in the building. Adding student activities, extracurriculars, clubs and outlets for student interaction is essential in the development of a strong and fluid school culture and this work becomes even more powerful when it is led by students. To leverage student energy and increase engagement it is important to find student leaders that communicate activities, engage as liaisons between school staff and students and create and implement activities for students that are fresh, exciting and energetic.

The work of shifting school culture has been the most challenging and demanding work that I have ever personally engaged with because it means pushing back against long-held beliefs and expectations of students and staff and ingrained and long-held traditions that leave certain students out. It also means constantly communicating new expectations and having difficult conversations with teachers and students about how their actions will lead the school and community into a healthier and more inclusive place. Leading this change can be lonely at times and can seem difficult because the tension between where the school is and where culture leaders want it to be can sometimes be overwhelming. However, the work is worth it and the creation of a stronger school culture is powerful for students, staff and the broader community.