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                     OCTOBER 2006                      

Improving Campus Culture

As I have heard significant concerns over the course of this year alone, I began to ponder the nature of some school campuses, their culture, and the individual teacher’s role in helping to create a positive working relationship for every teacher in the same way that we are asked to foster a positive learning environment for all students.

 “That there is no “I” in “Team” is both a lie in theory and practice.”

We must accept the reality that every person is an individual, and that as such, they see and do things differently.  Every team consists of individuals who believe in the goals of the team, and voluntarily sign on to accomplish them. In the move to improve test scores however, there appears to be a great deal of pressure to “be on the same page”.  I find it ironic that while we talk about awareness of the difference in students’ learning styles we largely ignore educator’s different teaching styles.  The environment on a campus must be one which fosters individual initiative, embraces difference, and yet pays homage to a team spirit. When expectations exist that we will largely do things the same way, we can inadvertently breed a culture that becomes stifling to the creativity of professionals, which is a hallmark of outstanding places of learning.  We also impose a norm which within it defines those outside of it to be deviant.  How then do we treat those who are using methods others are not?  Do we encourage them, or do we undermine them?  What is the result when teachers begin to turn on themselves, and how does one repair the damage wrought by such a culture? 

If any campus has a true desire to move forward as a staff and to change a dynamic which seems unworkable, one must first be willing to reflect on the problem at its most rudimentary form; that is the “I” level.  You must do an accurate, honest assessment of your individual role in the culture of the campus that exists at this time, without shying away from the more troubling aspects of your part in it.  Teachers and administrators should ask themselves these questions:

1. Who is the first person I expect will resolve a problem that I see on my campus?
2. Am I willing to confront directly my professional colleague when I see a potential problem?
3. Do I involve a third party to intercede in a concern with a colleague as a first option?
4. Am I approachable and open to positive feedback from my colleagues if I am confronted?
5. Am I likely to discuss issues regarding a teacher without first confronting that individual and attempting to resolve that issue?
6. When issues are brought to my attention, do I redirect the person who is sharing the issue to the person they are talking about, or do I repeat the story to another third party?
7. Have I felt victimized by a “culture of conviction” which has found me guilty without there ever having been dialogue about a particular issue?

If the answers to these questions have you looking outward for resolution to problems and do not have you playing a direct role in abating them, you are the one who must change.  We cannot expect the culture of a campus to change if we are not willing to play our part in improving the situation.  That trite cliché is true; “if you are not a part of the solution, you are a part of the problem.”  I have redirected teachers and administrators myself this year by telling them I could indeed come to their assistance, but by doing so they were abrogating their role in resolving their own conflict, which does nothing to empower them.  Additionally, if I am their first point of contact, they never develop the tools to address issues on their own and thereby develop effective skills of professional conflict resolution.

Those who find themselves in a culture that does not meet the expectations of a professional environment should make these commitments:

1.  I will treat each of my professional colleagues with dignity and respect.

2. I will not create a culture of rumor-mongering by raising issues about my colleagues without first speaking directly and professionally to those with whom I have concerns/conflicts.

3.  I will walk away from others who undermine a professional working environment by engaging in such behavior.

4. I will strive to respect other’s differences, celebrate that diversity, but still value the “Team”.  

If you are willing to make these commitments, then share them with others on your team, and challenge them to change the culture along with you in partnership. Play a leadership role in healing the brokenness of your school, and never underestimate the power of the individual to make a powerful difference.  The Chinese philosopher Lao Tzu stated it so well when he reflected, “The journey of a thousand miles begins with one step”. Do you have the courage to take that step?

Respectfully,

Ed Sibby

Friday Flyer Walk and Dinner

October 2006

I wanted to take a moment to thank everyone who participated in our first political event of the campaign season on Friday September 29.  Over one hundred teachers and volunteers walked the areas surrounding the respective schools sites and placed door hangers supporting the candidacies of Kristi Rutz-Robbins, Bill Sanz, and Rick Shafer.  By doing so, they literall to evaluate ourselves and our association, embrace change fearlessly, and hold in our hearts that we are stronger together than we are apart.  Let’s all commit to making our ties stronger in this New Year.