Teacher Leaders Impacting School Culture

Abstract

Morgan (1986) reminds us that culture is not imposed on a social setting or institution, such as a school. It develops through the course of social interactions. Every coworker in the school setting is affected positively or negatively by the culture in which they work (Adamy & Heinecke, 2005). Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset, an obligation to do so is imminent. Traditions are part of culture, but much of the day-to-day routine, whether written in policy and procedure or acknowledged in unwritten expectations, guides everyone at the school. Teacher leader's potential for leading the continual defining and redefining of the school culture is an opportunity not to be taken for granted, and informal leaders need to be conscious of this. Becoming highly involved in forming a shared set of basic assumptions (Schein, 2004) that will guide the school is paramount for total ownership, and creating a successful learning environment with a strong, sustainable culture (Brinton, 2007). Research supports this notion; teacher leaders and other members of the school must be involved in creating and supporting a cultural shift if it is to take hold (Alston, 2004; Beachum & Dentith, 2004; Bruffee, 1999; Langon-Fox & Tan, 1997; Hoy, Tarter & Kottkamp, 1991). Understanding that organizational learning sustains the culture of the workplace (Schein, 1996), the role of teacher leaders in determining that culture cannot be underestimated. Research and experience of educators indicate that shared vision, values, goals, beliefs, and faith in school organizations define school culture (Deal & Peterson, 2009; Fullan, 2005; Stolp, 1994; Renchler, 1992), yet opportunities for teachers to create norms at the workplace are minimal (Donaldson, 2006; Barth, 2002; Brown, 2004). This study was designed to offer teachers pursuing a teacher leader masters degree an opportunity to assess their workplace culture. Initiating an assessment of their school culture provided them an occasion to analyze strengths and weaknesses (Prince, 1989), and to begin realizing their ability to affect school culture in a positive manner. Review of Literature Many descriptions of school culture can be found in scholarly books and articles. Leslie Goldring portrays it appropriately this way in 2002: Underneath the operating network of our roles as teachers, classified staff and administration lies a deeper, less visible structure called culture. Culture is a part of every group of people who gather together, whether in work groups, neighborhoods, schools or large corporations. Culture's power lies in the ability to dictate everything about a group, from what it discusses to the beliefs group members hold in common and values the group teaches. Culture is a visible and usable tool in schools, where relationships tend to hold more power than official roles and titles. (p.32) Schools generally seek a culture that supports good work and high student achievement (Brown, 2004; Goldring, 2002). In a paper generated for the Denver Commission on Secondary School Reform, Brown noted the following ingredients for a productive school culture: * An inspiring vision and challenging mission * A curriculum and modes of learning clearly linked to the vision and mission * Sufficient time for teachers and students to do their work well * Close, supportive relationships * Leadership that encourages and protects trust * Data-driven decision-making Bryk, Lee, & Holland (1993) found that a sense of community (culture) was a key factor in cultivating a sense of excellence in schools. Teachers were less likely to be absent and more satisfied with their work. Students were less likely to drop out or experience behavior problems. …

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