“CONNECTED”THE NORMATIVE ORGANIZATION

A STUDENT CULTURE INITIATIVE

John R. Barr

CONNECTED

“Faith is Believing what it is that we cannot seeThe 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)

CONCENTRIC CIRCLES

Then & There

Here & Then

Here & Now

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.

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

CONNECTEDTHE EVOLUTION OF ADOLESCENCE SELF-IDENTITY

Spirituality

THE CAPACITY

Social Group

(Group NORMS)

(Status Seeking Behavior)

Family

(Loved Ones)

Teachers

(Counselors)

Advisors

Adolescence

Identity Status

Group Identity

CONNECTEDTHE EVOLUTION OF ADOLESCENCE SELF-IDENTITY

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.”

Pennsylvania Department of Educationwww.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.

OWEN J. ROBERTS HIGH SCHOOLCULTURE 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.

OWEN J. ROBERTS HIGH SCHOOLFORMAL & 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.

OWEN J. ROBERTS HIGH SCHOOLCULTURE 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.

OWEN J. ROBERTS HIGH SCHOOLTHREE 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:

OWEN J. ROBERTS HIGH SCHOOLIMPLEMENTATION 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.

OWEN J. ROBERTS HIGH SCHOOLTRANSITION 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.

OWEN J. ROBERTS HIGH SCHOOLCOHESIVE 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.

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.

OWEN J. ROBERTS HIGH SCHOOLCULTURE 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.

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.

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.

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.

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.

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.

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.

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.

.

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.

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.

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.

Culture Tracts: 1 2 3 4 5 TOTAL

VISION / MISSION 3.5

STUDENT ACHIEVEMENT &

ENGAGEMENT3.2

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

TECHNOLOGY3.1

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)

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:

Around Here:

Around Here:

Around Here:

Around Here:

Around Here:

Around Here:

OWEN J. ROBERTS HIGH SCHOOLDepartment 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.

Around Here:

Around Here:

Around Here

Around Here:

Around Here:

OWEN J. ROBERTS HIGH SCHOOL

DEPARTMENT CULTURE EXERCISE

RECOGNITION & CELEBRATIONCulture Tract in Need of Recognition and Support: Safety & Security

February 2013

Department Identified Normative Symptoms of this Positive Culture Tract:

Action StepsPerson(s)

ResponsibleTimeline Resources Indicators of Success Current StatusAction Steps

Person(s)

ResponsibleTimeline Resources Indicators of Success Current Status

OWEN J. ROBERTS HIGH SCHOOL

IDENTIFIED CULTURE TRACT OF CONCERN: TECHNOLOGY

Date:

CULTURE COMMITTEE ACTION PLAN

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