10. Organizational
Culture and
Leadership
by
Edgar H. Schein
Jossey-Bass
(2004)
Levels of Culture
Artifacts:
Visible organizational
structures and processes
(hard to decipher)
Espoused Values:
Strategies, goals,
philosophies (espoused
justifications)
Basic Underlying Assumptions:
Unconscious, taken-for-granted beliefs,
perceptions, thoughts, and feelings
(ultimate source of values and action)
11. 11
A System:
A network of interdependent
components that work
together to accomplish the
aim of the system.
12. 12
A System Must
1. Have a clear aim.
2. Be managed.
3. Have a pervasive
sense of mission.
14. 14
Definition of an
EFFECTIVE School:
A school that can, in outcome terms, reflective
of its
“learning for all” mission, demonstrate the
presence of equity in quality.
15. 15
Definition of an
IMPROVING School:
A school that can, in outcome terms, reflective
of its
“learning for all” mission, demonstrate the
increasing presence of equity in quality.
17. 17
Safe & Orderly Environment
In the effective school, there is
an orderly, purposeful, business-
like atmosphere that is free from
the threat of physical harm. The
school climate is not oppressive
and is conducive to teaching and
learning.
18. 18
Clear and Focused Mission
In the effective school, there is a clearly
articulated mission through which the
staff share an under-standing of and a
commitment to the instructional goals,
priorities, assessment procedures, and
accountability. Staff accept responsi-
bility for students’ learnings of the
school’s essential curricular goals.
19. 19
Climate of High
Expectations for Success
In the effective school, staff
believes and demonstrates that
all students can master the
essential school skills and that
they have the ability to help all
students attain that mastery.
20. 20
Opportunity to Learn &
Student Time on Task
In the effective school, a significant
amount of classroom time is dedicated
to instruction in essential skills. For a
high percentage of this time, students
are engaged in whole-class or large-
group, planned, teacher-directed
learning activities.
21. 21
Frequent Monitoring of Student Progress
In the effective school, student
academic progress is measured
frequently using a variety of
assessment procedures. Results
are used to improve both individual
student performance and
instruction.
22. 22
Positive Home-School Relations
In the effective school, parents
understand and support the
school’s basic mission and are
given the opportunity to play an
important role in helping the
school to achieve this mission.
23. 23
Strong Instructional Leadership
In the effective school, the principal acts
as an instructional leader and effectively
and persistently communicates the
mission to the staff, parents, and
students. The principal understands and
applies the characteristics of instructional
effectiveness in management of the
instructional program.
24. 24
Research LiNK
The Research LiNK is an online searchable database
of more than 1,600 research abstracts on topics
ranging from strategies that work in the classroom to
what works at the district level, and everything in
between—all organized around the Correlates of
Effective Schools. Each abstract summarizes the key
findings and their implications for school
improvement. It’s quick - it’s easy - just
search and print!
FREE 10-DAY TRIAL:
Go to www.esleague.com/trial and enter the code word: tour
25. 25
Reality Check Survey Tool
Gotta do a needs assessment? With Reality Check
you can easily develop and administer a survey
online or on paper, in English or in Spanish, or both.
Create your own questions, draw from a bank of over
2,000 carefully crafted questions, pick from one of
three template surveys already designed for you by
Larry Lezotte — all organized around the Correlates
of Effective Schools.
FREE 10-DAY TRIAL:
Go to www.esleague.com/trial and enter the code word: data
26. 26
Teacher Best Practices
Written for practitioners and decision-makers, Teacher
Best Practices is an online searchable database of
strategies that focus on the effectiveness of instruction
in generating desired learning. TBP puts proven
practices at your fingertips by translating research into
plain English. The summaries offer an overview of each
strategy, plus detailed descriptions of the tactics
teachers use to successfully implement the strategy.
FREE 10-DAY TRIAL:
Go to www.teacherbp.com and enter the word teach in the
Enter Trial key box.
27. The following screen is adapted from:
What Works in Schools:
Translating Research
into Action
by Robert J. Marzano
(ASCD, 2003)
27
28. 28
School-level Factors (ranked)
1. Opportunity to Learn
2. Time
3. Monitoring
4. Pressure to Achieve
5. Parental Involvement
6. School Climate
7. Leadership
8. Cooperation
31. The 5 T’s of School Improvement
Theories
Teams
Time
Technology
• Effective Schools
• Systems Thinking
• Continuous Improvement
• Data Gathering
• Data Analysis
• Data Display
Constantly
Improving
Student
Achievement
• Team Time
• Staff Development
• Study Groups
• Real Time Data
• Just-In-Time Information
• Research/Proven Practices
31
Tools
• Empowerment
• Consensus Building
• Problem Solving
32. Getting Ready for
Continuous Improvement
Reflect
Establish the
Process:
inclusive & collaborative
Clarify Mission,
Core Values,
Core Beliefs
Identify Essential
StudentLearnings
Do
Study Plan
32
36. What would
you buy
to increase
student
achievement?
Suppose someone gave
you an increase in funds.
Change Structure
Change Time
Change Talent
Change Materials
Change Culture
36
37. Change Structure
Change Time
Change Talent
Change Materials
Change Culture
How will that
translate to:
Placing Students at
Appropriate Level of Difficulty
Increasing Instructional
Time for Learning
Increasing
Student Engagement
Assuring
Instructional Alignment
Adding Guided Practice with
Immediate Feedback
37
38. Change Structure
Change Time
Change Talent
Change Materials
Change Culture
How will
that then
translate to:
Placing Students at
Appropriate Level
of Difficulty
Increasing Instructional
Time for Learning
Increasing
Student Engagement
Assuring
Instructional Alignment
Adding Guided Practice
With Immediate
Feedback
Increased
Motivation
+
Increased
Learning
to equal
Increased Student
Performance
38
40. Gantt Chart
ACTIVITY WHO’S
RESPONSIBLE
SEP OCT NOV DEC JAN FEB MAR APR MAY
Research dropout
criteria for at-risk
students.
Review data on
previous dropouts.
Get principal approval
for criteria.
Identify at-risk
students.
Recruit staff to
conduct home visits.
Interview interested
staff.
Train staff for home
visits.
Conduct home visits.
Evaluate home visit
program. 40
