Book Review of Anthony Muhammed's Transforming School Culture.

1. PJ CaposeyEDL 600 Book Report/ReviewTransforming School Culture byDr. Anthony Muhammad

2. Written by Richard DuFour Identifies book and thoughts of author as provocative Acknowledges that while pointing out components of toxic school cultures that he does not denigrate members of the groups as he assigns them Foreword

3. NCLB Schools judged based on student outcomes, not educator intentions “The goals of NCLB are admirable and morally correct, but we must acknowledge that breaking a system of normally distributed achievement is not going to end with a stroke of a legislative pen” Reports research as to the increasing gaps that exist betweens the ‘have’s and the have not’s’ Inclusive of socio-economic, race, etc. Status Quo to True Reform

4. Educators have an unwavering belief in the ability of all students to achieve – and pass that on in overt and covert ways Educators create policies to support the above belief All children can learn and will learn BECAUSE of what we do Traits of Positive School Culture

5. Educators believe that student success is based upon students’ level of concern, attentiveness, prior knowledge, and willingness to comply with the demands of the school and they articulate the belief in overt and covert ways. Policies, procedures, and practice support the above. Traits of a Toxic School Culture

6. The best program or policy within a toxic culture will fail!! The problem with Technical Change

7. Three types of predetermination Perceptual – ‘inferences that teachers make about the present and future academic achievement and general classroom behavior of their students’ (Green, 2005) Intrinsic – ‘Self-fulfilling prophecy of failure’ – giving students complete control of their education and thus licenses to fail Institutional – Discusses tracking and sorting – if we truly believe all kids can learn why do we still group kids according to the bell curve 10/80/10 The Concept of Predetermination

8. Muhammad identifies four groups of teachers within every building Believers Tweeners Fundamentalists Survivors These conclusions were reached after spending time in 34 buildings (wide sampling of grade levels, socio-economic levels, etc.) School Culture: A war of paradigms

9. Four Types of Educators, cont’d

10. High levels of intrinsic motivation Personal connection with school and community Highly flexible in interactions with students Positive ‘nag’ Willingness to confront opposing viewpoints Pedagogical skill varies – NOT NECESSARILY GREAT INSTRUCTORS Traits of a Believer

11. New to the building or profession Loose connection to the school and community Enthusiastic nature Compliant with directives and initiatives Importance of tweener’s results from the fact that they can (and need to be) captured and converted to be Believers Traits of a Tweener

12. Completely burnt out Many have psychological or physical issues as a result of the stress from many years of ‘adds,’ policy changes, and new initiatives Often bargain with students to decrease their own stress Pedagogy dependent on worksheets, videos, technology for non-curricular purposes Total focus on their own survival – not on students Traits of Survivors

13. Experienced educator Change is an enemy – theory as to why below (Dan Lortie, 1975) Teachers have been socialized in the field where they have practiced since they were five years old and have not been removed from that context since – hence the phenomenon ‘apprenticeship of observation.’ On average, teachers were very good students and occupied the highest level of the organization. As teachers, they bring that experience to the classroom and seek to preserve that same system they once enjoyed and benefitted from. Traits of Fundamentalists

14. Old contract vs. New Contract – Old contract was centered on autonomy – the right to be left alone, whereas, the New contract is centered on transparency – teachers are responsible for student achievement Belief in the organizational Bell Curve – some kids will achieve higher and some will not achieve at all – ‘we cannot save those who don’t want to be saved’ ‘our kids cannot do that’-- pseudo-Darwinistic Pedagogical skill varies – some are excellent instructors Traits of Fundamentalists, cont’d

15. Personal Comfort Attachment to their daily routine Resistance to giving up power Why Fundamentalists Resist Change

16. Level 1 – People persist when they are given no clear reason to change Level 2 – People persist when they don’t trust the person telling them to change. Level 3 – People may keep their familiar tools in a frightening situation because an unfamiliar alternative . . . Is even more frightening. Level 4 – People may refuse to change because change may mean admitting failure Karl Weick Fundamentalist Levels

17. Consists of all the covert alliances between staff members Such alliances goals are created by members Generally goals are not in alignment with school’s To resist change fundamentalists will resort to the 3 Ds Defamation Distraction Disruption The Informal Culture of an Organization

18. Fundamentalists are good intentioned people that may be pedagogically sound, but. . . Fundamentalists pose the biggest and most critical challenge to schools seeking to create a healthy culture. Moving forward. . . .

19. What is the right change for us to embrace? How do we get ALL staff members to embrace this change and actively apply such methods once we have identified them? IF each member of the organization’s personal mission and vision align with that of the organization SYNERGY occurs and it can be very powerful. Contemporary educators are being called upon to fulfill a new purpose—high levels of learning for all students. . To meet that challenge, educators must go more than write catchy mission statements; . . . They must act in new ways. (DuFour 2008) School Leaders Must Attack These 2 Questions

20. Schools must eliminate human distractions Develop a systematic and school-wide focus on learning Common vernacular Belief in the vision and mission Celebrate the success of all stakeholders Become data-driven Eliminate I think, I believe, etc. from conversations that should be driven by data Create systems of support for tweeners To truly move forward. . .