1. “CONNECTED”
THE NORMATIVE ORGANIZATION
A STUDENT CULTURE INITIATIVE
John R. Barr

2. CONNECTED
“Faith is Believing what it is that we cannot see
The Gift of Faith is in Seeing what it is that We Believe”
A Daily Prayer – Saint Augustine
“There is goodness and kindness in everybody, no matter how deeply it may be buried. It is
the real you. When I say ‘you’ what am I really thinking of? Am I thinking of the clay
garment, the body? No, that’s not the real you. Am I thinking of the self-centered nature?
No, that’s not the real you. The real you is that divine spark which exists in each of us.
Some call this the God-Centered Nature, others the Divine Nature and the Kingdom of God
within. Buddhists know it as Nirvana; the Hindus refer to it as the Awakened Soul; the
Quakers see it as the Inner Light. In other places it is known as the Christ in you, the Christ
Consciousness, the Hope of Glory, The Higher Power or the Indwelling Spirit. Even some
psychologists have a name for it, the super conscious. But it is all the same thing dressed in
different words. The important thing to remember is that it dwells within you”
Peace Pilgrim, 2004 (Friends of Peace Pilgrim)

3. CONCENTRIC CIRCLES
Then & There
Here & Then
Here & Now

4. Concentric Circles of Communication
THEN & THERE: When individuals are communicating in the Then & There realm
of communication, the trust level is low and individuals are comfortable discussing
issues that are safe and guarded.
HERE & THEN: The Here & Then realm of communication is a transitional level of
communication.
HERE & NOW: The Here & Now realm of communication is very real and
meaningful. Communication has a definite purpose with personal agendas, which
may be hidden in the previous levels of discussion, exposed and discussed. As
relationships develop and the level of trust between individuals is increased, the
more comfortable it becomes to discuss Here & Now issues.

5. Spirituality
The CAPACITY within us for:
Goodness / Kindness
Morality & Love
Social Group
(Social Norms)
Family
(Loved Ones)
(Social Norms)
Teachers
(Counselors)
(Coaches & Advisors)
(Social Norms)
Adolescence
Identity Status
Core Beliefs
CONNECTED
THE EVOLUTION OF ADOLESCENCE SELF-IDENTITY

6. Spirituality
THE CAPACITY
Social Group
(Group NORMS)
(Status Seeking Behavior)
Family
(Loved Ones)
Teachers
(Counselors)
Advisors
Adolescence
Identity Status
Group Identity
CONNECTED
THE EVOLUTION OF ADOLESCENCE SELF-IDENTITY

8. Preface:
The Normative Organization, defines a simplistic system for identifying the existing
culture within two different nonprofit organizations. A discussion is presented on a Team
Organization and a Public School Organization which utilizes a similar culture initiative in
the development of their Vision, Mission and Goals for program success. The culture
initiative provides a method of assessment which defines the existing culture within any
organization and a method of quantifying this highly intangible concept. It is through the
methods of identification, assessment and quantification of an existing culture that an
organization will develop the opportunity to create a dynamic system for positive culture
change which encourages participation and collaboration from all stakeholders.
.
Through my ten year experience with the Glen Mills Schools, the
opportunity to work with Rod Hess on various training designs
concentrating on organization change initiatives, through my
continued professional relationship with Mr. Rod Hess and our
career long comprehensive study of organizational culture design,
implementation, quantification and maintenance programs and
through my professional career as a coach, educator, trainer and
administrator, I’ve been provided an exciting and valuable
experience. It is the combination of these various experiences which
provided me with the desire, motivation and encouragement to
author the book ‘Before Glory.”

9. Pennsylvania Department of Education
www.education.state.pa.us
Measuring Principal Effectiveness:
Domain 1: Strategic/Cultural Leadership
Domain Descriptor:
The school leader will systematically and collaboratively develop a positive culture to
promote continuous student growth and staff development.
The School Leader articulates and models a clear vision of the school’s culture that
involves students, families, and staff.

10. OWEN J. ROBERTS HIGH SCHOOL
CULTURE INITIATIVE:
2012-2013
At a time when the Pennsylvania Department of Education proposed the
development of a positive school culture as the number one Domain in the evaluation
criteria for school administrators for 2012-2013, we would like to respond by starting
the new school year (2012-2013) with a new high school culture evaluation and
exercise.
I have enclosed a bulleted copy of each Culture Tract to be considered as defined by
their highest rating (5).
As we begin this school year, please take a few minutes and review each culture tract
as we prepare for the opening of school. I will be forwarding a “Survey Monkey”
evaluation during the In-Service time frame with instructions and a time-line for
completion.
Thank you for your continued support of the culture initiative and we welcome each
of you back for what we believe will be an exciting and challenging new school year.

11. OWEN J. ROBERTS HIGH SCHOOL
FORMAL & INFORMAL ORGANIZATION
Within every organization there exists a formal and an informal organization. In
executing the purpose of the organization, a formal system of behavioral expectations
is established that will govern the behavior of its members.
These formal norms are called rules, policies, or procedures and provide stability,
control, and formal accountability for organizational behavior. The formal
organization is, in essence, anything that is committed to writing and is visible to
outsiders. Quite simply, it is what is supposed to happen.
But there is a major informal normative system in operation that is the driving force
behind the formal system. This informal system dictates how we really do things
around here.

12. OWEN J. ROBERTS HIGH SCHOOL
CULTURE TRACTS
Q: Can culture be evaluated, measured, or quantified to determine its current status
within the school and its implication to student performance?
A: Within every organization, there are several normative categories that are
common to all. These common organizational categories are called culture tracts.
Each of these culture tracts can be measured or quantified through a structured
evaluation process.

13. OWEN J. ROBERTS HIGH SCHOOL
THREE PHASES OF A CULTURE CHANGE INITIATIVE
A very relevant and important question that should be addressed at this time
would be how does a major change initiative take hold and become infused
throughout the organization?
Our answer to this question is the utilization of the culture exercise, which
provides a continuous evaluation for each culture tract.
Positive movement through the three phases of change initiatives, in any
organizational change effort, is dependent on the implementation of strategies,
which will be aligned and provide support for the designed culture tracts.
Multiple phases of development in a normative culture-change process are as
follows:

14. OWEN J. ROBERTS HIGH SCHOOL
IMPLEMENTATION PHASE OF CULTURE DEVELOPMENT
The implementation phase is a control phase of development in a culture-change
effort. In this phase, behavioral boundaries will be established through a
collaborative process relating directly to the development of the culture tracts,
which are deemed appropriate by all active participants through a comprehensive
communication system and developmental exercise.
During the implementation phase of any change effort, all program or
organization members will interpret, define, monitor, and act out behaviors that
are deemed acceptable or unacceptable as they relate directly to the designed
culture tracts.
The control phase evolves naturally in any culture-change initiative. In this phase,
it is imperative to reinforce those positive behavior patterns you seek from
organization members to establish desired group norms as a top priority in the
change effort.

15. OWEN J. ROBERTS HIGH SCHOOL
TRANSITION PHASE OF CULTURE DEVELOPMENT
In the Transition Phase, the normative boundaries have been established and a trust
level has begun to build, but there are still members of the organization that remain
cautious. Organization members will speak the language and act out behaviors
consistent with normative expectations, but the overall concepts for change have not
been internalized to a degree where normative change has fully taken place.
Through positive leadership, demonstrated from all levels of the organization, seeds
for building open and honest lines of communication based upon trust will emerge.
As the trust level develops, organization members will begin to transition from being
cautious to proactive in support of the change effort.
During the Transition phase a demonstration of we-they power struggles for status
will develop while subgroups naturally create some conflict. All these dynamics will
be observable during the transition phase. Conflict is a natural dynamic when
attempting a culture-change effort.

16. OWEN J. ROBERTS HIGH SCHOOL
COHESIVE PHASE OF CULTURE DEVELOPMENT
In the Cohesive Phase, organization members have become a Team. All
members have a true understanding of one another, and conflict has been
minimized.
When conflicts do arise, they are handled and resolved constructively in a win-
win fashion. Cooperation and encouragement for individual and collective
development of all potential within the membership is a top priority.
Organization members have transitioned to compliance and support for high
achievement in the identified culture tracts and have experienced the true
benefits of a cohesive effort when attempting the accomplishment of goals.

17. OWEN J. ROBERTS HIGH SCHOOL
Mission Statement:
The mission statement designed through a collaborative process is:
To create the opportunity for all organization participants to assume Ownership over the
success of Owen J. Roberts High School. Ownership of the success for the high school
may be accomplished through each individual’s participation in the development of a
positive normative culture resulting from their personal commitment, personal
investment, and collective adherence to the normative expectations established through
designed culture tracts.

18. OWEN J. ROBERTS HIGH SCHOOL
CULTURE TRACTS DEFINED
Defining a #5 Rating
CULTURE TRACT # I: “VISION & MISSION”
The Culture Initiative is the “Framework” the high school has implemented to
establish a “Structure” which will provide our school organization and all participants
with a common language.
The Culture Initiative provides the opportunity for faculty to address virtually all
school efforts and designed action plans for school improvements.
The Culture Framework will consist of several “Culture Tracts” which will be utilized
by our high school community to assist in the evaluation of the High School Culture.

19. CULTURE TRACT # 2: STUDENT / TEACHER ENGAGEMENT
Teachers correlate critically proven instructional and assessment strategies with
objective indicators for quality student engagement and achievement.
Diagnostic analysis of actual student performance indicators are utilized to adjust
engaging teaching strategies to ensure a positive progression of learning for all
students.
Teachers Collaborate with other members of the learning community to share
professional practice and seek feedback from their peers on engaging instructional
methodologies to enhance their instruction.

20. CULTURE TRACT # 3: LEADERSHIP
Leadership, within the school organization, can be found at all levels and in all
school operations.
Students, faculty, administrators, support staff, community members, and school
board members all possess the potential to infuse personal leadership qualities
within the school community.
Our leadership goal includes shared decision making with teachers and students
assuming a major role in the “Culture Exercise” and the development of resulting
“Action Plans” to address normative areas of concern while celebrating targeted areas
of achievement.

21. CULTURE TRACT # 4: PROFESSIONAL DEVELOPMENT
Effective job-embedded Professional Development is a continuous process.
True systemic change which delivers enhanced student achievement and engagement
will result because teachers are knowledgeable of and implement effective,
differentiated instructional strategies and assessments for individual student
learning gains.

22. CULTURE TRACT # 5: COMMUNICATION
Open and dynamic Communication opportunities throughout the school community
have been established.
The “Culture Initiative” is the “Framework” the high school has implemented to
establish a “Structure” which will provide the school organization with a common
language while providing clarity around virtually all school efforts and designed
action plans for school improvements.
“The Culture Exercise” provides the learning community with a highly effective
communication protocol which can successfully bridge the gap between the “Formal
& Informal” organization which can assure a cohesive and consistent effort in the
accomplishment of the District & High School goals.

23. CULTURE TRACT # 6: SCHOOL PRIDE / OWNERSHIP
Students consistently demonstrate intrinsic motivation and have internalized the
value of hard work while demonstrating pride in their school and personal
accomplishments.
As a school organization, there is a demonstration of a collective effort when
confronted with both internal and external challenges and the acceptance of
individual and group Ownership in the resolution of those challenges.
All stakeholders within the school organization share collective expectations and
pride in individual responsibilities which are reflected in those shared expectations.

24. CULTURE TRACT #7: WORK GROUP SUPPORT / TRUST
It is recognized and understood that the strengths of one individual can compensate
for the developmental areas of another and challenge members to grow beyond
his/her perceived limitations.
Work Group Support protocols have developed over time through the establishment
of Trust Relationships throughout the school community at every level of the school
organization.

25. CULTURE TRACT # 8. ACCOUNTABILITY
Staff and students are knowledgeable of individual expectations of performance
outcomes identified within the core curriculum.
Engaging strategies of instruction and exciting multiple opportunities for success
have been developed and established for all levels of our student population.
The culture initiative has established “Core Values” and normative expectations for
our staff, students and the education community as a whole and these values are now
embedded in the school culture.
.

26. CULTURE TRACT # 9: SAFETY AND SECURITY
Primary to the vision for our district is the Safety & Security of all district students
and employees.
A culture of respect and support promotes participation, cooperation, and compliance
to all district safety & security policies.
Issues of student harassment, unkind acts of behavior, student bullying and acts of
student vandalism have been observed, confronted and reported by concerned students
and consistently monitored and addressed by Faculty, Security Personnel and
Administration. Students have a true sense of safety and security within the school
environment which encourages student support for each other and the ability to focus
on academic engagement / achievement and positive social alignment to the many
extracurricular opportunities available for our students.

27. CULTURE TRACT # 10 TECHNOLOGY / DATA CULTURE
The School District provides the proper focus and comprehensive technical support for
enhanced student achievement and engagement through the utilization of technology.
The district technology vision is tied to student learning outcomes and includes
curriculum integration.
Through universal participation in the “Data Culture,” baseline data has been established
for all our students and regular on-going assessments provide quantitative and qualitative
data which drives curricular decision making within the high school.

28. CULTURE TRACT #4: “Professional Development” Culture Tract Rubric (Example)
ONE TWO THREE FOUR FIVE: GOAL
There is very little
professional
development
observed and a
minimum degree
of staff or student
performance
improvement.
There exists a high
turnover rate of
employees,
Attitudes and
miss-
communications
filter down to
students.
The overall
effectiveness of
professional
development is
not analyzed
and very little
follow through
is provided.
Teachers feel
helpless about
making school
wide changes.
Teachers feel their
supported and
actively
participate in
professional
development.
Evidence shows
that shared
decision making
works. Most
topics of
discussion relate
directly to teacher
and student
performance.
A collegial school is
evident. Faculty
members participate in
the selection of topics
and overall design of
their professional
development needs.
Effective strategies are
articulated and
practiced school-wide
and are reflective of a
professional
development program
aimed at ensuring
student engagement
and achievement.
Effective job-embedded Professional
Development is a continuous process.
True systemic change which delivers enhanced
student achievement and engagement will result
because teachers are knowledgeable of and
implement effective, differentiated instructional
strategies and assessments for individual student
learning gains.
Through continuous opportunities for
Professional Development, the school
professional’s repertoire of developed
instructional skills combined with enhanced
strategies for student engagement will result in a
learning environment which is prepared to
provide the opportunity for success of all
students.

29. Culture Tracts: 1 2 3 4 5 TOTAL
VISION / MISSION 3.5
STUDENT ACHIEVEMENT &
ENGAGEMENT
3.2
LEADERSHIP 3.7
PROFESSIONAL DEVELOPMENT 3.0
COMMUNICATION 3.3
SCHOOL PRIDE / OWNERSHIP 3.2
WORK GROUP SUPPORT / TRUST 3.4
ACCOUNTABILITY 3.2
SAFETY & SECURITY 3.9
TECHNOLOGY
3.1
OWEN J. ROBERTS HIGH SCHOOL
“October Culture Survey” Results:
OCTOBER 2013
CULTURE RUBRIC FOR SUSTAINABLE SCHOOL IMPROVEMENT
(1) Below Basic (2) Basic (3) Proficient (4) Good (5) Advanced (Goal)

30. Around Here:
Around Here:
Around Here:
Around Here:
Around Here:
OWEN J. ROBERTS HIGH SCHOOL
DEPARTMENT: DATE:
DEPARTMENT CULTURE EXERCISE
Culture Tract of Most Concern: Technology
Department Identified Normative Symptoms of this Concerned Tract:

31. Around Here:
Around Here:
Around Here:
Around Here:
Around Here:
Around Here:
OWEN J. ROBERTS HIGH SCHOOL
Department Normative Strategies (Action Plans) to address and change this Concerned
Culture Tract:
(Please utilize the bulleted Culture Tract Rubric to assist in identifying symptoms).The
bulleted Culture Tract Rubric can be found at the end of this document.

32. Around Here:
Around Here:
Around Here
Around Here:
Around Here:
OWEN J. ROBERTS HIGH SCHOOL
DEPARTMENT CULTURE EXERCISE
RECOGNITION & CELEBRATION
Culture Tract in Need of Recognition and Support: Safety & Security
February 2013
Department Identified Normative Symptoms of this Positive Culture Tract:

33. Action Steps
Person(s)
Responsible
Timeline Resources Indicators of Success Current StatusAction Steps
Person(s)
Responsible
Timeline Resources Indicators of Success Current Status
OWEN J. ROBERTS HIGH SCHOOL
IDENTIFIED CULTURE TRACT OF CONCERN: TECHNOLOGY
Date:
CULTURE COMMITTEE ACTION PLAN

34. THE NORMATIVE ORGANIZATION
BEFORE GLORY
“Before a team or any organization can truly find and
experience the glory that comes from both collective and
individual success, all members must assume total ownership
of the vision , values and the culture established for the
accomplishment of high achievement whatever their noble
endeavor may entail”.
John R. Barr