CULTURE CHANGE

1








Changing a Schools Culture
Kate Morrison
University of British Columbia
CULTURE CHANGE


2
Changing a Schools Culture
How does a school transform its atmosphere from one of negativity, to one that is full of
encouragement? I remember talking with my friends, back when I was in high school, about
their bad schools where students were disruptive and unmotivated to learn. They would tell
me stories about the teachers at their schools who seemed exhausted from trying unsuccessfully
to control their unruly classrooms, eventually throwing up their hands in defeat. At the same
time, there were also a lot of stories about good schools, where students were friendly,
respectful of others, and engaged in learning. The teachers at these schools seemed to enjoy their
jobs and take great pride in the work that they did with their students. This made me wonder:
how does the school with the bad reputation go about changing its environment to one of
positivity? I know this feat is achievable, as I have personally witnessed it within a local school.
A possible answer to this question is that the school can set out to intentionally change its
culture. Throughout this paper, I will examine several key elements necessary for changing
school culture before moving on to explore two detailed methods, which have been implemented
in schools and used to change their cultures.
The word culture can be defined in several different ways. When applied to a school,
culture refers to a schools unwritten rules and traditions, norms, and expectations that seem to
permeate everything [like] the way people act, how they dress, what they talk about or avoid
talking about, whether they seek out colleagues for help or dont, and how teachers feel about
their work and their students (Deal & Peterson, 1999, p. 3). A schools culture is shaped by the
way its teachers and administration support their schools root beliefs, values, norms, and
traditions (Deal & Peterson, 1999). At the very centre of a schools culture are its mission and
purposewhich together, motivate staff and students by giving them a clear idea of what the
CULTURE CHANGE


3
school deems important (Deal & Peterson, 1999). In their book, Shaping School Culture the
heart of leadership, Deal and Peterson (1999) state that new cultures are formed under one of
these three ways:
1. When a new organization is launched
2. When an existing organization is open to embracing a new culture
3. When a crisis puts pressure on an organization to scrutinize their existing ways (p.
101)
In a school setting, such a crisis could be that student behaviour is getting out of hand, thus
inspiring a school to take measures towards changing its ways.
The first element that is essential for changing any schools culture is leadership. Strong
leaders, with a vision and a lot of effort, are able to create powerful new learning environments
for students (Larson, 2005). A school mirrors the drive, competence, and skill of those in
charge, thus the principal and the teachers of a school must lead its social environment in a
positive direction (Larson, 2005). According to Elbot and Fulton (2008), many educators do
not intentionally shape their schools culture because they feel that they lack the tools to do so.
A school culture therefore tends to haphazardly unfold, sometimes in response to parental
pressure, a principals personality, and/or educational fads (p. 2). It is sometimes during this
uncoordinated unfolding of culture, that negativity takes hold of a school. It is the leadership
element of a school that diminishes violence while encouraging a positive climate, which allows
for the personal growth of the students (Larson, 2005). In order for this to occur, the leader
usually the principalmust first help create a vision for change, then commission the help of all
the other potential change agentsthe teachers and some students, and finally support and
supervise the change once it starts (Larson, 2005).
CULTURE CHANGE


4
This brings us to the second essential element for changing a schools culturecreating a
vision, which is the statement of direction and purpose that the school creates (Young et al.,
2012). A vision statement describes the desired end result, but does not include the steps
necessary to achieve it. A good vision statement is one that reflects high ideals, clarifies
direction, inspires enthusiasm, and demonstrates ambition for greater achievements (Larson,
2005, p. 28). In this example vision statement, taken from Think First: Addressing Aggressive
Behavior in Secondary Schools (Larson, 2005), a clearly stated desired end result is visible:
We envision a school where all students, staff, and visitors interact with civility, mutual
respect, and compassion. Disagreements are resolved without verbal threat or physical
aggression. We envision a school wherein systems and programs are in place to meet the
knowledge and skill development of all students, including and particularly those who
must struggle to maintain this vision. Our discipline is educational, not purely punitive,
and strives to provide the student with knowledge and skill to avoid future difficulties of
a similar kind. Our vision is inclusive of diversity in all its forms, including racial,
ethnic, learning, and behavioral.
The goal is to ensure that the vision statement is representative of the views shared by the whole
school community, and not simply of the main visionary or interested parties (Larson, 2005).
Therefore, as was discussed above in our discussion about leadership, many teachers, students,
and parents must be involved in the process in order to ensure that all members of the school are
being represented. Arguably the most important detail with regards to vision statements, ties in
with the leadership element again: it is important that leadership remain openly committed to
the vision in word and deed, keep it on the agenda, and persevere in the process to carry it out
(Larson, 2005, p. 30).
Next, these types of activities cannot easily be tackled without a third essential element
for changing school culture: interpersonal relationships. Without people, there would be no
CULTURE CHANGE


5
culture. Thus, it is the individuals and their relationships that determine a schools culture
(Dalin, 1993). The relationships built between students and teachers makes a great difference in
a schools functioning (Lundy, 2008). From a students first day of school, they enter into a
relationship with their teacher where rules are typically negotiated, and routines and respect are
established. It is of utmost importance to establish an inclusive and respectful school
environment, and this is accomplished through positive interpersonal relationships. According to
Lundy (2008), it is important for everyone to have an individual voice in the classroom that gets
heard. Students must be aware that they can count on intellectual, social, physical, and
emotional support from the teacher and from their peers [] they need to understand that
everyone in the class is rooting for them, that they are part of a community that respects and
supports them, and that they can feel safe (Lundy, 2008, p. 37). Lundy also suggests the use of
group activities for students to get to know each other on a more personal level, so that they can
learn to think about others and empathize with them (2008). These types of positive behaviours
lead students on their way to improving their schools culture.
A final element for changing a schools culture is the creation of a code of conduct.
Codes of conduct are essentially behaviour management and prevention programs, which are
designed to prevent the enactment of problem behaviour by manipulating the setting events to
reinforce predetermined desired behaviours (Larson, 2005, p. 31). When these codes are
designed well, they assist students in behaving in ways that will be reinforced while avoiding the
kinds of behaviour that will not be (Larson, 2005, p. 31). A code of conduct must be completely
unique to a school. While consulting other schools codes of conduct for a point of reference is
advised, a new one must be created to address its own individual student body and goals (Larson,
2005). Simply knowing the code does not ensure that students will change their behaviour, but it
CULTURE CHANGE


6
does increase the chance that at least some of them will. A main reason why codes of conduct
and other similar ideasare so important to changing a schools culture is that they help
establish how students and even staff are expected to behave, thus justifying action being taken
to address problem behaviour (Larson, 2005). One must be cautious, however, about how the
code is distributed amongst the student population of a school. Larson (2005) states that too
often codes are issued in a way that students interpret as more of a threat than a positive learning
experience. A code of conduct is more effective when it is indistinguishable from the learning
and social activities in which it has been inserted (Larson, 2005). In her book, Larson (2005)
includes a list of key features of an exemplary code of conduct. They are as follows:
1. The code should reflect the singular setting, mission, and participants of the school.
2. The code should clearly articulate its role and purpose in the lives of the affected
individuals.
3. The code should address the conduct of everyone involved in the school, not just the
students.
4. The code should clearly communicate and encourage responsibility and desirable
behaviours.
5. The code should be taught to all students in a manner consistent with effective
instructional practices.
6. The code should be revisited on a yearly basis for updates and refinements.

Through understanding the key elements to creating a positive school culture, it is possible to
explore the specific methods for changing a schools culture. In the following, two of these
methods will be introduced.
The first method is called positive behaviour support. Defined broadly, positive
behaviour support is the application of positive behavioural intervention and systems to achieve
socially important behaviour change (Luiselli et al., 2005, p. 184). The positive behaviour
CULTURE CHANGE


7
support (PBS) model was developed from compiled research conducted in the fields of special
education, school psychology, and applied behaviour analysis (Young et al., 2012). It focuses on
eradicating a schools problem behaviours by using positive interventions as a substitute for
punishment (Young et al., 2012). PBS models include individual behaviour support plans, but
their primary goal is the implementation of prevention plans targeting the whole school
community (Luiselli et al., 2005). According to Positive Behavior Support in Secondary
Schools: A Practical Guide, the purpose of targeting schoolwide behaviour instead of individual
behaviour is to create school environments that focus on preventing and reducing problem
behaviour while promoting and supporting academic achievement and prosocial development for
all students (Young et al., 2012, p. 8). A guiding principle throughout PBS is that the role of
adults is to teach youth to reconcile their needs with socially competent behaviour, which is best
achieved by educators when they focus their efforts on teaching positive skills and behaviours,
instead of waiting for the negative behaviours to occur before taking punitive action (Young et
al., 2012). Positive behaviour support incorporates the need for positive interpersonal
relationships, as described above during the discussion about the essential elements for school
culture. PBS states that teachers are a key feature of any positive learning environment, but
adversely, teachers who are harsh and critical can actually suppress learning (Young et al.,
2012). Some beginning strategies (compiled from both Luiselli et al., 2005, and Young et al.,
2012) for implementing PBS in a school are:
1. Assemble a list of key positive behaviours to be taught and modeled for students
2. Create a learning environment that is supportive for students (where they are able to
achieve success in academic assignments, where they receive regular positive feedback
from the teacher, where they have positive social interactions with both the other students
CULTURE CHANGE


8
and the adults at school, and where learning is fun, interesting, and challenging so that
they look forward to going to class).
3. Establish rules and expectations that reflect positive expected behaviours. Make sure the
rules are posted all over the school so that they may serve as a reminder to the students.
Involve all members of the school in the creation of the rules and expectations (this
includes students, teachers, administrators, and parents).
4. Teach and review the expectations frequently throughout the school year. When problem
behaviour occurs, reteach the expectations.
5. Directly teach social skills to the students.
6. Monitor the efficacy of the interventions continuously by collecting data and analysing it.
7. Aim to eliminate all reactive and punitive strategies and implement a proactive and
preventative system.
Typically, during the first year of wholeschool PBS implementation, the school follows
a set plan. The teachers, administrators, and other school personnel come together to form a
behaviour support team, where the primary goal is to monitor the programs implementation into
the school (involving regular team meetings, data review, and plan modifications) (Luiselli et al.,
2005). In addition, all of the existing school policy handbooks must be revised to include the
positive behaviour expectations (Luiselli et al., 2005). Many schools also introduce a token
reinforcement system with the PBS method, where positive behaviours are rewarded with
tokenscreated by the school, often in the form of tickets or points (Young et al., 2012). The
tokens may then be exchanged for desirable items or privileges (Young et al., 2012). According
to Young et al. (2012), a token economy system is being designed for a school, it is important to
first identify the behaviours that are to be targeted. Next, the reinforcers (or prizes) need to be
CULTURE CHANGE


9
decided upon, and the students need to be given the opportunity to talk about what kinds of
prizes are desirable for them. There should be a set plan for how the tokens are to be distributed,
as well as a plan for token redemption (Young et al., 2012).
In their article called Whole-school Positive Behaviour Support: Effects on Student
Discipline Problems and Academic Performance, Luiselli et al., (2005) include the strategies
that several schools have actually used to incorporate token economy systems with their
students. One such school reported using Caught in the Act slips (abbreviated as CIA slips)
that school staff gave to students for demonstrating positive behaviours such as following school
rules, cooperating with peers, using conflict resolution strategies, and excelling academically.
Staff could decide when to present a student with a CIA slip, but were encouraged to recognize
student efforts regularly on an ongoing basis. On each slip, the staff would write the students
name, grade, the behaviour that was being celebrated, and the location that the behaviour was
witnessed. When the students received the slip, they could choose to place them in a marked
container that served as a draw box, where weekly and monthly, slips would be drawn for prizes.
Students whose slips were drawn would receive prizes of movie passes, coupons for fast-food
restaurants, school privileges, and other items. The winners were announced on a school
television broadcast for the whole student body to see (Luiselli et al., 2005). The eventual goal
with these token economy systems is to phase out the use of tokens in favour of naturally
occurring social and academic rewards (Young et al., 2012).
The last several paragraphs sum up the various elements of the positive behaviour
support method. I will now explain another method that can be found in a book written by Elbot
and Fulton (2008), called Building an Intentional School Culture: Excellence in Academics and
Character. In their book, they have compiled the strategies and tools that they have used over
CULTURE CHANGE


10
four years for assessing various schools cultures. They claim to make two arguments
throughout the book: first, that a schools culture has a significant impact on the lives of
students, including on their character and academic development, and second, that the four tools
[they] present can help a school both understand and deliberately shape its culture (Elbot &
Fulton, 2008, p. 2). Much like the positive behaviour support method, Elbot and Fulton (2008)
believe that a school must build an intentional culture based on shared values, beliefs, and
behaviours. They state that educators focus much of their effort on developing a schools
curriculum, leadership, and teacher training, but often neglect building an intentional school
culture, even though it is the schools culture that is a major factor in student and teacher growth.
To begin their steps for building an intentional school culture, Elbot and Fulton (2008)
use Platos three ways of knowing as a guide to provide perspective on how school culture is of
importance in young peoples education. The first way of knowing is the True, which involves
the academic content and skills. The second way of knowing is the Good, which involves the
learning of virtue, whereby a person uses empathy and builds character. The third and last way
of knowing is the Beautiful, which involves ones spirit, presence, and artistic sensibility. Elbot
and Fulton (2008) believe that a schools culture should be designed to hold each of these three
ways of knowing and foster ways for all three to resonate with each other so [] young people
can build flourishing lives, contribute to their communities, and be of benefit to the generations
who follow them (p. viii). They then discuss four tools that are used together to shape a
schools culture. These tools are:
1. The school touchstone
2. The four mind-set model
3. The eight gateways
CULTURE CHANGE


11
4. Lessons from fields outside of education
The touchstone is a schools creed, which is made up of a set of universal principles that
are integrated into a schools culture and guide the learning and growth of students (Elbot &
Fulton, 2008). A touchstone resembles a code of conduct in the sense that the school community
creates it and that it contains the guidelines and principles for daily behaviour expectations. The
touchtone includes information on how to treat each other and ways to approach learning and
work in a positive way (Elbot & Fulton, 2008). The goal is for students to become intrinsically
motivated to live the values of the touchstone. It is not a tool for adults to gain compliance from
the students (Elbot & Fulton, 2008, p. 18). If the touchstone is successfully developed into the
curriculum, students should start holding themselves and their peers accountable for holding up
its values (Elbot & Fulton, 2008). There are several ways in which a touchstone can be
incorporated and made ever-present in a school. It can be posted on the walls of all the
classrooms in a school, printed as a motto on student ID cards, it can be sent home as copies for
parents, and there can be a big version of the touchstone that is signed by all students and staff of
a school (Elbot & Fulton, 2008). Building rubrics involving the touchstone and incorporating
them into classroom assessment to target student growth can also prove very successful (Elbot &
Fulton, 2008).
Incorporated with the school touchstone is the four mind-set model. The four mindsets
serve as mental models for interacting at school (and in everyday life) with the goal making a
persons thinking process and their actions more integrated (Elbot & Fulton, 2008). The four
separate mindsets are: dependence, independence, interdependence, and integration, each
holding their own separate qualities and patterns of thinking. According to Elbot and Fulton
(2008), these patterns can be intentionally shaped, facilitating a developmental shift from
CULTURE CHANGE


12
dependence to independence to interdependence, and finally to integrative thinkingmeaning
the students are able to take responsibility of their own learning and promoting the well-being of
the school. What the authors do not want to see is students stuck in the dependency mindset.
The eight gateways that Elbot and Fulton (2008) refer to represent direct entry points for
shaping a schools culture, which is useful, because it is impossible to shape all aspects of a
school culture at once. The gateways, or starting points, include: (1) Teaching, learning, and
assessment, (2) Relationships, (3) Problem solving, (4) Expectations, trust, and accountability,
(5) Voice, (6), Physical environment, (7) Markers, rituals, and transitions, and (8) Leadership.
These gateways serve to create categories for understanding, which can be shaped into a school
culture. The book includes a description of each gateway and assessment tools to determine how
a school is progressing in each area, but rather than describing each one of the gatewayswhich
would take up many pagesI will now briefly discuss how the authors suggest the four tools be
applied.
The authors suggest that the tools be implemented gradually over a two-year period.
During the first year, Elbot and Fulton (2008) state that a schools staff should start by fully
understanding all of the concepts described in the book. Next, a timeline should be developed
for the implementation of the tools. Following this, the schools current culture should be deeply
analysed, the touchstone should be built along with rubrics, and ways to integrate the touchstone
effectively into the school should be discussed. During the second year, the authors convey that
the touchstone should be introduced to all staff students and parents and it should be used
throughout the school. The eight gateways should also be introduced and implemented (Elbot &
Fulton, 2008).
CULTURE CHANGE


13
The two methods discussed in this inquiry include all four of the elements that from my
research, I believe are necessary for creating a positive school culture. Both of the methods
stressed, to varying degrees, the necessity of strong leadership, a school vision, positive
interpersonal relationships, and a code of conduct (or touchstone). The methods are both very
detailed, so for the purposes of this inquiry, I chose to simply provide an overview of each
method. I am also by no means stating that these two methods are the best methods for changing
a schools culture; they are simply the methods that I found the most intriguing. In Improving
School Climate and Culture, Gonder and Hymes (1994) note that research has found a strong
link between school climate and high staff productivity and student achievement. As a soon-to-
be teacher, I wish my students to be happy and motivated at school, and while as a new teacher I
may not have the authority to change a schools culture in its entirety (as this is an extremely
complex feat, requiring the cooperation of all school staff) I can certainly aim to have a positive
and engaging culture in my own classroom. Through my research, I have been able to think
about how I would attempt to create a sense of culture in my class. I have also had the
opportunity to witness the positive behaviour support method in action in a high school and
observe first hand how the school culture has changed for the better. As a result, I would attempt
to take elements of the positive behaviour support method and adapt them for classroom use. I
would create a classroom touchstone with the students and devise a token system to work in a
much smaller setting. I would emphasise to the students that my classroom was a safe
environment where the students could learn together free from judgement or negativity.
However, eventually my goal would be to incorporate this into the overall school culture,
because, as I have learned from Elbot and Fulton (2008), students really thrive when they are a
part of an environment with shared universal values. Students who attend schools where the
CULTURE CHANGE


14
values and expectations change from classroom to classroom can be confused about how to act,
and thus learn to respond to the expectations of individual teachers instead of shared school
values. This can also be upsetting and discouraging for teachers, who may feel undermined by
the rules (or lack thereof) of their fellow teachers. Therefore, for the benefit of all involvedfor
the students, teachers, administrators, and parentsI believe it is extremely important for a
school to intentionally create its own unique and positive culture.

































CULTURE CHANGE


15

References


Dalin, P., KleeKamp, B., & Rolff, H-G. (1993). Changing the school culture. New York, NY:
Cassell.
Deal, T.E., & Peterson, K.D. (1999). Shaping school culture: The heart of leadership. San
Fransisco, CA: Jossey-Bass Publishers.
Elbot, C. F., & Fulton, D. V. (2008). Building an intentional school culture: excellence in
academics and character. Thousand Oaks, CA: Corwin Press.
Gonder, P., & Hymes, D. (1994). Improving school climate and culture. Arlington, VA:
American Association of School Administrators.
Larson, J. (2005). The context of aggressive student behavior: Creating effective, whole- school
environmental strategies. In Think first: Addressing aggressive behavior in secondary
schools (pp. 24-49). New York, NY: Guilford Press.
Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole-school positive
behaviour support: Effects on student discipline problems and academic performance.
Educational Psychology. 25(2-3), 183-198.
Lundy, K. G. (2008). Building community. In Teaching fairly in an unfair world (pp. 32-51).
Markham, ON: Pembroke Publishers.
Young, E. L., Caldarella, P., Richardson, M. J., Young, K. R. (2012). Positive behavior support
in secondary schools: A practical guide. New York: NY: Guilford Press.