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“CONNECTED” THE NORMATIVE ORGANIZATION A STUDENT CULTURE INITIATIVE John R. Barr

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CONNECTED THE NORMATIVE ORGANIZATION A STUDENT CULTURE INITIATIVE

John R. BarrCONNECTED

Faith is Believing what it is that we cannot see The Gift of Faith is in Seeing what it is that We Believe A Daily Prayer Saint Augustine There is goodness and kindness in everybody, no matter how deeply it may be buried. It is the real you. When I say you what am I really thinking of? Am I thinking of the clay garment, the body? No, thats not the real you. Am I thinking of the self-centered nature? No, thats not the real you. The real you is that divine spark which exists in each of us. Some call this the God-Centered Nature, others the Divine Nature and the Kingdom of God within. Buddhists know it as Nirvana; the Hindus refer to it as the Awakened Soul; the Quakers see it as the Inner Light. In other places it is known as the Christ in you, the Christ Consciousness, the Hope of Glory, The Higher Power or the Indwelling Spirit. Even some psychologists have a name for it, the super conscious. But it is all the same thing dressed in different words. The important thing to remember is that it dwells within youPeace Pilgrim, 2004 (Friends of Peace Pilgrim)

CONCENTRIC CIRCLES

Then & There

Here & Then

Here & Now

Concentric Circles of Communication

THEN & THERE: When individuals are communicating in the Then & There realm of communication, the trust level is low and individuals are comfortable discussing issues that are safe and guarded.

HERE & THEN: The Here & Then realm of communication is a transitional level of communication.

HERE & NOW: The Here & Now realm of communication is very real and meaningful. Communication has a definite purpose with personal agendas, which may be hidden in the previous levels of discussion, exposed and discussed. As relationships develop and the level of trust between individuals is increased, the more comfortable it becomes to discuss Here & Now issues.

4SpiritualityThe CAPACITY within us for:Goodness / Kindness Morality & LoveSocial Group(Social Norms)Family(Loved Ones)(Social Norms)Teachers(Counselors) (Coaches & Advisors)(Social Norms)AdolescenceIdentity StatusCore Beliefs

CONNECTED THE EVOLUTION OF ADOLESCENCE SELF-IDENTITY

SpiritualityTHE CAPACITYSocial Group(Group NORMS)(Status Seeking Behavior)Family(Loved Ones)Teachers(Counselors) Advisors AdolescenceIdentity StatusGroup Identity CONNECTED THE EVOLUTION OF ADOLESCENCE SELF-IDENTITY 7

8 Preface:

The Normative Organization, defines a simplistic system for identifying the existing culture within two different nonprofit organizations. A discussion is presented on a Team Organization and a Public School Organization which utilizes a similar culture initiative in the development of their Vision, Mission and Goals for program success. The culture initiative provides a method of assessment which defines the existing culture within any organization and a method of quantifying this highly intangible concept. It is through the methods of identification, assessment and quantification of an existing culture that an organization will develop the opportunity to create a dynamic system for positive culture change which encourages participation and collaboration from all stakeholders..

Through my ten year experience with the Glen Mills Schools, the opportunity to work with Rod Hess on various training designs concentrating on organization change initiatives, through my continued professional relationship with Mr. Rod Hess and our career long comprehensive study of organizational culture design, implementation, quantification and maintenance programs and through my professional career as a coach, educator, trainer and administrator, Ive been provided an exciting and valuable experience. It is the combination of these various experiences which provided me with the desire, motivation and encouragement to author the book Before Glory. Pennsylvania Department of Education www.education.state.pa.us

Measuring Principal Effectiveness: Domain 1: Strategic/Cultural Leadership

Domain Descriptor:The school leader will systematically and collaboratively develop a positive culture to promote continuous student growth and staff development. The School Leader articulates and models a clear vision of the schools culture that involves students, families, and staff. OWEN J. ROBERTS HIGH SCHOOLCULTURE INITIATIVE: 2012-2013

At a time when the Pennsylvania Department of Education proposed the development of a positive school culture as the number one Domain in the evaluation criteria for school administrators for 2012-2013, we would like to respond by starting the new school year (2012-2013) with a new high school culture evaluation and exercise.

I have enclosed a bulleted copy of each Culture Tract to be considered as defined by their highest rating (5).

As we begin this school year, please take a few minutes and review each culture tract as we prepare for the opening of school. I will be forwarding a Survey Monkey evaluation during the In-Service time frame with instructions and a time-line for completion.

Thank you for your continued support of the culture initiative and we welcome each of you back for what we believe will be an exciting and challenging new school year. OWEN J. ROBERTS HIGH SCHOOLFORMAL & INFORMAL ORGANIZATION

Within every organization there exists a formal and an informal organization. In executing the purpose of the organization, a formal system of behavioral expectations is established that will govern the behavior of its members.

These formal norms are called rules, policies, or procedures and provide stability, control, and formal accountability for organizational behavior. The formal organization is, in essence, anything that is committed to writing and is visible to outsiders. Quite simply, it is what is supposed to happen.

But there is a major informal normative system in operation that is the driving force behind the formal system. This informal system dictates how we really do things around here. OWEN J. ROBERTS HIGH SCHOOLCULTURE TRACTS

Q: Can culture be evaluated, measured, or quantified to determine its current status within the school and its implication to student performance?

A: Within every organization, there are several normative categories that are common to all. These common organizational categories are called culture tracts. Each of these culture tracts can be measured or quantified through a structured evaluation process.OWEN J. ROBERTS HIGH SCHOOLTHREE PHASES OF A CULTURE CHANGE INITIATIVE

A very relevant and important question that should be addressed at this time would be how does a major change initiative take hold and become infused throughout the organization?

Our answer to this question is the utilization of the culture exercise, which provides a continuous evaluation for each culture tract.

Positive movement through the three phases of change initiatives, in any organizational change effort, is dependent on the implementation of strategies, which will be aligned and provide support for the designed culture tracts.Multiple phases of development in a normative culture-change process are as follows:OWEN J. ROBERTS HIGH SCHOOLIMPLEMENTATION PHASE OF CULTURE DEVELOPMENT

The implementation phase is a control phase of development in a culture-change effort. In this phase, behavioral boundaries will be established through a collaborative process relating directly to the development of the culture tracts, which are deemed appropriate by all active participants through a comprehensive communication system and developmental exercise.

During the implementation phase of any change effort, all program or organization members will interpret, define, monitor, and act out behaviors that are deemed acceptable or unacceptable as they relate directly to the designed culture tracts.

The control phase evolves naturally in any culture-change initiative. In this phase, it is imperative to reinforce those positive behavior patterns you seek from organization members to establish desired group norms as a top priority in the change effort.OWEN J. ROBERTS HIGH SCHOOLTRANSITION PHASE OF CULTURE DEVELOPMENTIn the Transition Phase, the normative boundaries have been established and a trust level has begun to build, but there are still members of the organization that remain cautious. Organization members will speak the language and act out behaviors consistent with normative expectations, but the overall concepts for change have not been internalized to a degree where normative change has fully taken place.

Through positive leadership, demonstrated from all levels of the organization, seeds for building open and honest lines of communication based upon trust will emerge. As the trust level develops, organization members will begin to transition from being cautious to proactive in support of the change effort.

During the Transition phase a demonstration of we-they power struggles for status will develop while subgroups naturally create some conflict. All these dynamics will be observable during the transition phase. Conflict is a natural dynamic when attempting a culture-change effort. OWEN J. ROBERTS HIGH SCHOOLCOHESIVE PHASE OF CULTURE DEVELOPMENTIn the Cohesive Phase, organization members have become a Team. All members have a true understanding of one another, and conflict has been minimized.

When conflicts do arise, they are handled and resolved constructively in a win-win fashion. Cooperation and encouragement for individual and collective development of all potential within the membership is a top priority.

Organization members have transitioned to compliance and support for high achievement in the identified culture tracts and have experienced the true benefits of a cohesive effort when attempting the accomplishment of goals. OWEN J. ROBERTS HIGH SCHOOLMission Statement:

The mission statement designed through a collaborative process is: To create the opportunity for all organization participants to assume Ownership over the success of Owen J. Roberts High School. Ownership of the success for the high school may be accomplished through each individuals participation in the development of a positive normative culture resulting from their personal commitment, personal investment, and collective adherence to the normative expectations established through designed culture tracts.

OWEN J. ROBERTS HIGH SCHOOLCULTURE TRACTS DEFINED Defining a #5 Rating CULTURE TRACT # I: VISION & MISSION

The Culture Initiative is the Framework the high school has implemented to establish a Structure which will provide our school organization and all participants with a common language.The Culture Initiative provides the opportunity for faculty to address virtually all school efforts and designed action plans for school improvements.The Culture Framework will consist of several Culture Tracts which will be utilized by our high school community to assist in the evaluation of the High School Culture.

CULTURE TRACT # 2: STUDENT / TEACHER ENGAGEMENT

Teachers correlate critically proven instructional and assessment strategies with objective indicators for quality student engagement and achievement.

Diagnostic analysis of actual student performance indicators are utilized to adjust engaging teaching strategies to ensure a positive progression of learning for all students. Teachers Collaborate with other members of the learning community to share professional practice and seek feedback from their peers on engaging instructional methodologies to enhance their instruction.CULTURE TRACT # 3: LEADERSHIPLeadership, within the school organization, can be found at all levels and in all school operations. Students, faculty, administrators, support staff, community members, and school board members all possess the potential to infuse personal leadership qualities within the school community. Our leadership goal includes shared decision making with teachers and students assuming a major role in the Culture Exercise and the development of resulting Action Plans to address normative areas of concern while celebrating targeted areas of achievement. CULTURE TRACT # 4: PROFESSIONAL DEVELOPMENT

Effective job-embedded Professional Development is a continuous process.

True systemic change which delivers enhanced student achievement and engagement will result because teachers are knowledgeable of and implement effective, differentiated instructional strategies and assessments for individual student learning gains.

CULTURE TRACT # 5: COMMUNICATIONOpen and dynamic Communication opportunities throughout the school community have been established.

The Culture Initiative is the Framework the high school has implemented to establish a Structure which will provide the school organization with a common language while providing clarity around virtually all school efforts and designed action plans for school improvements.

The Culture Exercise provides the learning community with a highly effective communication protocol which can successfully bridge the gap between the Formal & Informal organization which can assure a cohesive and consistent effort in the accomplishment of the District & High School goals.CULTURE TRACT # 6: SCHOOL PRIDE / OWNERSHIPStudents consistently demonstrate intrinsic motivation and have internalized the value of hard work while demonstrating pride in their school and personal accomplishments.As a school organization, there is a demonstration of a collective effort when confronted with both internal and external challenges and the acceptance of individual and group Ownership in the resolution of those challenges.All stakeholders within the school organization share collective expectations and pride in individual responsibilities which are reflected in those shared expectations.CULTURE TRACT #7: WORK GROUP SUPPORT / TRUST

It is recognized and understood that the strengths of one individual can compensate for the developmental areas of another and challenge members to grow beyond his/her perceived limitations.

Work Group Support protocols have developed over time through the establishment of Trust Relationships throughout the school community at every level of the school organization.

CULTURE TRACT # 8. ACCOUNTABILITYStaff and students are knowledgeable of individual expectations of performance outcomes identified within the core curriculum.

Engaging strategies of instruction and exciting multiple opportunities for success have been developed and established for all levels of our student population. The culture initiative has established Core Values and normative expectations for our staff, students and the education community as a whole and these values are now embedded in the school culture. .CULTURE TRACT # 9: SAFETY AND SECURITYPrimary to the vision for our district is the Safety & Security of all district students and employees.

A culture of respect and support promotes participation, cooperation, and compliance to all district safety & security policies.

Issues of student harassment, unkind acts of behavior, student bullying and acts of student vandalism have been observed, confronted and reported by concerned students and consistently monitored and addressed by Faculty, Security Personnel and Administration. Students have a true sense of safety and security within the school environment which encourages student support for each other and the ability to focus on academic engagement / achievement and positive social alignment to the many extracurricular opportunities available for our students.CULTURE TRACT # 10 TECHNOLOGY / DATA CULTUREThe School District provides the proper focus and comprehensive technical support for enhanced student achievement and engagement through the utilization of technology. The district technology vision is tied to student learning outcomes and includes curriculum integration.Through universal participation in the Data Culture, baseline data has been established for all our students and regular on-going assessments provide quantitative and qualitative data which drives curricular decision making within the high school. CULTURE TRACT #4: Professional Development Culture Tract Rubric (Example)ONETWOTHREEFOURFIVE: GOALThere is very little professional development observed and a minimum degree of staff or student performance improvement. There exists a high turnover rate of employees, Attitudes and miss- communications filter down to students.The overall effectiveness of professional development is not analyzed and very little follow through is provided. Teachers feel helpless about making school wide changes.Teachers feel their supported and actively participate in professional development. Evidence shows that shared decision making works. Most topics of discussion relate directly to teacher and student performance.A collegial school is evident. Faculty members participate in the selection of topics and overall design of their professional development needs. Effective strategies are articulated and practiced school-wide and are reflective of a professional development program aimed at ensuring student engagement and achievement.Effective job-embedded Professional Development is a continuous process. True systemic change which delivers enhanced student achievement and engagement will result because teachers are knowledgeable of and implement effective, differentiated instructional strategies and assessments for individual student learning gains. Through continuous opportunities for Professional Development, the school professionals repertoire of developed instructional skills combined with enhanced strategies for student engagement will result in a learning environment which is prepared to provide the opportunity for success of all students.

Culture Tracts:12345TOTALVISION / MISSION3.5STUDENT ACHIEVEMENT & ENGAGEMENT3.2LEADERSHIP3.7PROFESSIONAL DEVELOPMENT3.0COMMUNICATION3.3SCHOOL PRIDE / OWNERSHIP3.2WORK GROUP SUPPORT / TRUST3.4ACCOUNTABILITY3.2SAFETY & SECURITY3.9TECHNOLOGY3.1OWEN J. ROBERTS HIGH SCHOOL October Culture Survey Results: OCTOBER 2013CULTURE RUBRIC FOR SUSTAINABLE SCHOOL IMPROVEMENT

(1) Below Basic (2) Basic (3) Proficient (4) Good (5) Advanced (Goal)

Around Here:Around Here:Around Here:Around Here:Around Here:

OWEN J. ROBERTS HIGH SCHOOL

DEPARTMENT: DATE: DEPARTMENT CULTURE EXERCISE

Culture Tract of Most Concern: Technology

Department Identified Normative Symptoms of this Concerned Tract:

Around Here:Around Here:Around Here:Around Here:

Around Here:

Around Here:

OWEN J. ROBERTS HIGH SCHOOLDepartment Normative Strategies (Action Plans) to address and change this Concerned Culture Tract:

(Please utilize the bulleted Culture Tract Rubric to assist in identifying symptoms).The bulleted Culture Tract Rubric can be found at the end of this document.

Around Here:Around Here:Around HereAround Here:

Around Here:

OWEN J. ROBERTS HIGH SCHOOL

DEPARTMENT CULTURE EXERCISE

RECOGNITION & CELEBRATIONCulture Tract in Need of Recognition and Support: Safety & Security

February 2013

Department Identified Normative Symptoms of this Positive Culture Tract:

Action StepsPerson(s) ResponsibleTimelineResourcesIndicators of SuccessCurrent StatusAction Steps Person(s) ResponsibleTimelineResourcesIndicators of SuccessCurrent StatusOWEN J. ROBERTS HIGH SCHOOL

IDENTIFIED CULTURE TRACT OF CONCERN: TECHNOLOGY

Date: CULTURE COMMITTEE ACTION PLAN

THE NORMATIVE ORGANIZATIONBEFORE GLORY

Before a team or any organization can truly find and experience the glory that comes from both collective and individual success, all members must assume total ownership of the vision , values and the culture established for the accomplishment of high achievement whatever their noble endeavor may entail.

John R. Barr