The organisational culture is an invisible powerful force that influences the members’ behaviour.
When questioned about is it easier to be teaching in a "school like yours" I often to say it has different pressures to what I have experience in state schools of various deciles. Although there is a vast reduction in classroom management issues compared to some schools, the weight of expectation can be a large pressure. After reading Stoll's (1998) article on School Culture, I know understand that this is a manifestation of the schools' socioeconomic status.
Being a decile 9 state intergrated boarding school for girls aged year 7 to 13 the accompanying price level of the school fees can mean that the school community has a larger proportion of families from a relatively higher socioeconomc level than some schools. So are the parents expecting a certain culture? Absolutely. The marketing collateral (prospectus, website, student handbooks, facebook page etc) all refer to a student centered, caring school with traditional values but with a focus on the future. So is this stated culture reflected in the everyday goings on inside the school?
I do believe it is. Our professional environment is interesting to look at in terms of Stoll and Fink (cited in Stoll, 1998) influencing cultural norms with school improvement below:
I have heard, read or experienced most of these norms in my time here. Our current strategic plan focuses strongly on 1 through 8. I do think that we have room to develop 3 - collegiality and 9 - openness. We do operate with contrived collegiality where our collaborative working relationships are compulsory and imposed via set weekly meeting times. At a recent full staff brainstorming session prior to school starting, several references were made to wanting to develop and look after staff well-being, reintroducing a more social aspect and bring people together. Points were also raised about a desire to review the current timetable structure to allow for collaborative teaching and learning projects to occur. All great stuff to hear - and not just from the 'loudest voices'.
It will be interesting to see how we are able as a staff to reflect on these issue and come up with possible initiatives and solutions. The ability for this to happen will be a good test to see if our school culture is as embedded as we like to think it is.
Having said that I do believe there has been cultural change in the school in the six years I have been here. The 'invisible force' that influences the 'way we do things around here' (often referenced as "The Woodford Way") seems to be a less restrictive force than I first experienced (or have I become more conditioned)?! I do not think we would have 9 out of 28 teaching staff participating in the Mindlab course in it's first two intakes if our school culture was not committed to being truly student centred and future focused.
Is there room for improvement? Always. Why does culture exert such a powerful influence on a schools effectiveness? Because the culture tells people in school what is truly important and how they are to act. (Stolp & Smith, 1995). So we need to be sure that we know what is really important.
