Leading Schools to Success: Constructing and Sustaining High-Performing Learning Cultures PDF
Preview Leading Schools to Success: Constructing and Sustaining High-Performing Learning Cultures
LEADING SCHOOLS TO SUCCESS 2 LEADING SCHOOLS TO SUCCESS Constructing and Sustaining High-performing Learning cultures JAMES W. GUTHRIE Professor of Education Policy and Leadership, Southern Methodist University & Senior Fellow, George W. Bush Institute PATRICK J. SCHUERMANN Research Assistant Professor of Education Leadership and Public Policy, Peabody College of Vanderbilt University & Senior Consultant, George W. Bush Institute 3 Copyright © 2011 by SAGE Publications, Inc. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. For information: SAGE Publications, Inc. SAGE Publications India Pvt. Ltd. 2455 Teller Road B 1/I 1 Mohan Cooperative Industrial Area Thousand Oaks, Mathura Road, New Delhi 110 044 California 91320 India E-mail: [email protected] SAGE Publications Ltd. SAGE Publications Asia-Pacific Pte. Ltd. 1 Oliver’s Yard 33 Pekin Street #02-01 55 City Road Far East Square London EC1Y 1SP Singapore 048763 United Kingdom Printed in the United States of America Library of Congress Cataloging-in-Publication Data Guthrie, James W. Leading schools to success : constructing and sustaining high-performing learning cultures / James W. Guthrie, Patrick Schuermann. p. cm. Includes bibliographical references and index. ISBN 978-1-4129-7901-6 (pbk.) 1. Educational change—United States—Case studies. 2. Academic achievement—United States—Case studies. 3. Learning—Case studies. I. Schuermann, Patrick Jude. II. Title. LA217.2.G785 2011 371.2′07—dc22 2010039708 This book is printed on acid-free paper. 10 11 12 13 14 10 9 8 7 6 5 4 3 2 1 Executive Editor: Diane McDaniel Assistant Editor: Ashley Conlon Production Editor: Eric Garner Copy Editor: Mark Bast Typesetter: C&M Digitals (P) Ltd. Proofreader: Susan Schon Indexer: Jean Casalegno Cover Designer: Gail Buschman Marketing Manager: Erica DeLuca Permissions Editor: Adele Hutchinson 4 Brief Contents Preface Acknowledgments School Culture Checklist ELCC Standards Case Study 1: Buchanan School: Can School Culture Get Better Than This? CHAPTER 1: DEFINING AND SPECIFYING THE SIGNIFICANCE OF SCHOOL CULTURE Case Study 2: Possible Reform at Washington High School: How Far Can a Productive Culture Stretch? CHAPTER 2: COMPONENTS OF A HIGH-PERFORMING SCHOOL CULTURE Case Study 3: Walton Charter Prepares to Select a Head: What Kind of Leader Might Create a Productive Culture? CHAPTER 3: LEADERSHIP AND EFFECTIVE SCHOOL CULTURE Case Study 4: Warren County School Board Performance Pay Cram Down: Can a Productive Culture Withstand an Unexpected External Pressure? CHAPTER 4: PERSONNEL AND SCHOOL CULTURE Case Study 5: The Challenge of an (Almost) Brand-New School: Can the Past Be Blended With the New to Form a Productive Culture? CHAPTER 5: RESOURCE DEPLOYMENT AND SCHOOL CULTURE Case Study 6: Data, Data Everywhere but Hardly a Drop of Useful Information CHAPTER 6: DATA-DRIVEN DECISION MAKING AND SCHOOL CULTURE Case Study 7: “My Way” Ray and the “New” Accountability CHAPTER 7: ASSESSMENTS, ACCOUNTABILITY, AWARDS, AND SCHOOL CULTURE Case Study 8: A Principal Opening at the Grant School: Can a Dysfunctional Culture Be Undone? CHAPTER 8: CONTEXTUAL CHALLENGES TO THE FORMATION OF A LEARNING CULTURE Index About the Authors 5 Detailed Contents Preface Acknowledgments School Culture Checklist ELCC Standards Case Study 1: Buchanan Middle School: Can School Culture Get Better Than This? CHAPTER 1: DEFINING AND SPECIFYING THE SIGNIFICANCE OF SCHOOL CULTURE Introduction The Larger Concept of “Culture” Defining and Describing the Concept of “Culture” Applying the Concept of Culture to Schools: What Is School Culture? Failure of Contemporary Education Reforms and the Regrettable Absence of a Concern for a Coherent and Productive School “Culture” Why Have Reform Efforts Proved to Be Unproductive? The Special Case of High Schools Concern for Context Making the Transition to a High-Performing School Culture Exploring What Is Known Empirically About “Turnarounds” Empirical Findings on Effective School Culture Components Distilling What Matters Operationally Pulling It All Together for Discussion Conclusion Questions for Discussion Case Study 2: Possible Reform at Washington High School: How Far Can a Productive Culture Stretch? CHAPTER 2: COMPONENTS OF A HIGH-PERFORMING SCHOOL CULTURE Introduction Forces Influencing the Construction and Enhancement of a High-Performing School Culture Expectations Resource Constraints Regulations Components of an Effective School Culture Rigorous and Aligned Curriculum Effective Instruction Personalized Learning Connections Professional Behavior Connections to External Communities Learning-Centered Leadership Articulating a Vision and Gaining Support for a Successful School Culture Creating a Vision of a Successful School Culture Gaining Commitment Conclusion Questions for Discussion Case Study 3: Walton Charter Prepares to Select a Head: What Kind of Leader Might Best Create a Productive Culture? 6 CHAPTER 3: LEADERSHIP AND EFFECTIVE SCHOOL CULTURE Introduction Shaping and Continually Reshaping One’s Leadership Style in Order to Nurture an Effective School Culture What Is Leadership Style? Self-Consciously Constructing a Leadership Style Constructing Professional Philosophies Questions Illustrative of One’s Philosophy of Education, Views of School Culture and Instruction, and Management Setting Priorities Being Mindful of Means Personal Values Instilling PRIDE: Putting Life Into Practical Priorities Policy Resources: People, Money, and Time Incentives Data Used Systematically Empowerment Communicating Purposes, Creating Impressions, Confronting Conflict Communicating Purposes Influencing Follower Impressions Vectors of Personal Impression (Initial and Lasting) Amenable to Influence Difficult Conversations Leader Ethics and Consistent Behavior The Unsung Significance of Predictable Leader Behavior Conclusion Questions for Discussion Case Study 4: Warren County School Board Performance Pay Cram Down: Can a Productive Culture Withstand an Unexpected External Pressure? CHAPTER 4: PERSONNEL AND SCHOOL CULTURE Introduction Identifying, Recruiting, Selecting, and Continually Developing Effective Teachers Recruiting Candidates Selecting From Among Applicants Persuading a Highly Qualified Candidate to Accept a Position Induction Mentoring Professional Growth Motivating Teachers and Others Ensuring Effective Staff Performance Monitoring Staff Rewarding Staff Symbolically and Ceremonially Conclusion Questions for Discussion Case Study 5: The Challenge of an (Almost) Brand-New School: Can the Past Be Blended With the New to Form a Productive Culture? CHAPTER 5: RESOURCE DEPLOYMENT AND SCHOOL CULTURE Introduction A Theory of Action An Investment Mentality Regarding Allocating Resources (and Rewards) Resources (and Related Rewards) to Be Considered Psychic Resources 7 Material Resources A Primer on Conventional School District Budgeting Identifying Added Material Resources Reaping Discretionary-Spending Dividends From Presently Inefficient Practices Milking Intradistrict Financial Inequities to Advantage Low-Achieving Schools Repurposing Spending to Elevate Academic Achievement Crucial Nature of Performance and Program Evaluations in Determining Targets for Resource Reallocation and Continually Assessing Return on Resource Investment Where to Invest Discretionary Resources Performance Effectiveness and Related Data Systems Teacher Effectiveness and Remediation Technology as an Investment Target Dysfunctional Resource Allocation Paths to Avoid Conclusion Questions for Discussion Case Study 6: Data, Data Everywhere but Hardly a Drop of Useful Information CHAPTER 6: DATA-DRIVEN DECISION MAKING AND SCHOOL CULTURE Introduction Strategic Approaches to Decision Making in Education Continuous Improvement Focus Efforts and Monitor Progress Meet Accountability Requirements Build Community Through Organizational Learning Systematic Collection and Use of School Data Data Leadership Team Appropriately Supported Purposeful Data Collection and Analysis Crafting a Data-Based Plan to Enhance Practice Analyzing Data Integral to School Effectiveness Conclusion Questions for Discussion Case Study 7: “My Way” Ray and the “New” Accountability CHAPTER 7: MEASUREMENT, PERFORMANCE ACCOUNTABILITY, AND REWARD STRUCTURES Introduction Contemporary Evolution of Accountability as a School Management Idea A Nation at Risk National Education Goals No Child Left Behind (NCLB) Performance Measurements: Issues Regarding External Influences Approaches to Measuring Student and Educator Effectiveness Attainment Gain Value Added Aligning Performance Measurement With Personnel Incentives What to Do When Performance Lags Expectations? Individual Sanctions Group Sanctions Conclusion Questions for Discussion Case Study 8: A Principal Opening at the Grant School: Can a Dysfunctional Culture Be Undone? CHAPTER 8: CONTEXTUAL CHALLENGES CONFRONTING THE FORMATION OF A LEARNING CULTURE Introduction An Extensive and Sometimes Conflicting Distribution of Authority 8 From Where Did Such Decentralization Come? A Pervasive Political Overlay Mitigating Centripetal Forces Characterizing the Contexts of Public School Leadership Sources of Leaders’ Contextual Constraints School Districts Are Frequently Characterized by Primitive Management Precepts Hierarchical Decision Authority Insufficient Principal Empowerment Dysfunctional Resource Dynamics School Budgeting Obfuscation Outmoded Reward Systems Management Information Deficiencies Insufficient Core Knowledge Regarding Instruction and Schooling Badly Needed Empirical Research Regarding Instruction Continuous-Learning Orientation Not a Present-Day Part of School Culture Conclusion Questions for Discussion Index About the Authors 9 Preface L eading Schools to Success: Constructing and Sustaining High-Performing Learning Cultures draws upon modern leadership concepts, rigorous research results, and carefully examined professional experiences to assist education leaders and their colleagues in shaping and sustaining a high-performing learning culture in a school. The book is aimed at all school leaders, but it pays particular attention to challenges facing school leaders responsible for turning a low-achieving or stagnant school into a high-performing learning organization. The book consciously concentrates on school leadership. In the time since the issues of the disquieting 1983 report A Nation at Risk, the United States has evolved a set of education reform components that appear to make a great deal of sense. These include high learning standards for students, aligned and engaging curricula, sophisticated tests, educator performance incentives, modern performance management data systems, a modicum of private-sector market-oriented solutions in the form of performance incentives and charter schools, and accountability. Alarmingly, even when woven together into a coherent operational tapestry, these reform components seldom seem to produce desired elevations in students’ academic achievement. What is missing? This book contends that the frequently missing education reform element is leadership and, specifically, the ability of district and school leaders to construct and continually nurture a culture of sustained high performance. We have designed this book to be useful for those aspiring to, in training for, or already serving in education leadership positions. This includes principals, assistant principals, charter and independent school heads, teacher leaders, central-office administrators, and superintendents. It also provides new conceptual, research, and practical insights for state-and federal-level educational administrators, government and elected officials in related spheres, scholars, and others engaged at the intersection of instructional leadership and school culture. Comparable student demographic profiles, rigorous learning expectations, adequate physical facilities, extensive curricular offerings, and amenable governance and financial arrangements characterize many schools and school districts. Nevertheless, somehow, only a select few of these schools consistently display high levels of student achievement. This condition is particularly true when value-added measures of student performance are taken into account, not simply measures of academic attainment or achievement gain. Many schools, even those with adequate financial resources, exhibit either low or inconsistent academic performance. Research published by Tom Loveless of the Brookings Institution reveals that schools characterized as low-achieving at one point are almost invariably going to be low ranked when examined later. The challenge to “turn around” low-performing schools seems daunting. How can this be? What explains such differences and difficulties? One critical factor in the answer to these questions is effective school leadership. Successful principals, often assisted by their own staff and school district central-office colleagues, contribute to the formation of a shared vision of school success and then consistently motivate existing and new faculty, support staff, parents, students, and community members to contribute to high levels of student performance. H owever, this response provokes even more questions, such as the following: What vision of schooling do successful school leaders construct? In what ways and through what means do effective principals shape successful school cultures? What day-to-day practical actions do they take to enhance school culture and improve student performance? What personnel policies do highly effective principals pursue? Upon what incentives and support structures do they rely, and in what ways do they infuse incentives and support structures successfully into the culture? What are the material and actionable organizational dimensions upon which they rely to 10
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