A culture existing in a school is an inevitable byproduct of people working together. One will be created, there is nothing that can be done about that. As a result, it is essential to define the culture you want and then explicitly put things into action which make it a reality for all. Without taking a proactive stance on this, the door is open to producing unwanted working environments. This blog considers practical ways in which a desirable culture might be made.
Defining Culture
“Every teacher needs to improve, not because they are not good enough, but because they can be even better” Dylan Wiliam
The culture we want to create in each of our schools is one where teachers feel like they can develop and grow in a safe and nurturing environment where they can open-up about concerns safely. They are honest givers and open receivers of feedback.
Creating Culture
“To change your company’s culture, don’t start by trying to change the culture… Culture gets changed by doing real work in line with the new strategy” Michael Beer
Talking the talk is not enough, great culture relies on schools having the systems in place which change how things are done.
1. We do what we say we do
Make sure that initiatives and systems are not just spoken about but enacted. If teaching staff should be adhering to something, then all leaders should be modelling this too, including ways of working, implementing new teaching strategies, and being coached. All should be happening visibly and unashamedly at every level.
2. Provide feedback opportunities
Calendar set times where feedback will be gathered from stakeholders (pupils, staff, and parents). Make these explicit, anonymous, and put time aside to listen and learn from the responses to help produce inclusive working habits. Not only does this provide a chance to improve, but it also models the humility that great leadership requires.
3. Be wary of initiative overload
There is a difference between being in a state of continuous improvement and continually changing things. Putting the time aside to get the foundations right in the first place should mean that only tweaks are needed to refine processes. A culture of too much change too quickly can overload staff and create a feeling of unease and of being “lost at sea”. New or improved ideas should, where possible, find ways to be assimilated into normal practice and, where completely novel ways of working need introducing, it is worth considering what they are replacing and making that explicit to stakeholders.
4. Share the big picture
Where appropriate, tying in CPD and new initiatives to the broader vision and direction of the school is key. Leaders are often very close to the “why” behind a lot of initiatives but may skip this step when delivering the “what” to staff. Framing the micro in terms of the macro goes some way to alleviating this. Alongside this, any opportunities to keep the school’s vision at the forefront of people’s minds (posters, email signatures, letter headers) are always beneficial.
5. Build a sense of belonging
Having a language or actions that make a school unique can help build a sense of belonging. From ways to show appreciation to using British Sign Language as a means of non-verbal communication with all staff, schools can build unique practices that set them apart. Rather than being alienating, the uniqueness is something that can bring people closer together.
6. Appreciating the working habits of others
Being aware and allowing for different people’s working habits is crucial to them feeling seen and respected. Consider two people. One is someone who needs a time-pressure to get work done and will happily work into the night. The other doesn’t like working under pressure and has responsibilities outside of work so needs to be done by 5pm every day. If deadlines are met and the quality is there, there is nothing wrong with either of these two working habits. It’s important, as leaders that we provide tasks with enough time and clarity that all our colleagues’ habits can be respected. The same can be said for communication habits. It is worth considering if there are specific modes or times you want communication in your school to happen.
7. Be upfront from day one
Letting staff know in recruitment and induction processes the ways of working at the school is not only a kind thing to do, but it also helps establish the cultural norms you expect to see early on. The fewer surprises the better. If everything that your school does is for the good for the children served, then there is nothing that needs to be hidden. Spelling out how colleagues will need to be working and what is expected of them at the earliest opportunity ensure people entering the organisation do so knowingly and willingly. Better to have someone decide the school is not for them on an interview day than turn up and be a negative force in what will most likely be a rather short-lived time with you.
8. Be inclusive
Be aware that everyone has their own personal culture or requirements they bring to your school. Something which should be considered and respected. The current list of protected characteristics in the UK are age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. Proactively ensuring that none of these are a barrier to staff working or socialising at school-organised events is not only crucial for culture, but a legal requirement.
9. Be consistent
Do all the above and do it consistently every day. Culture is not something that is built in a day or something that only needs considering on “Doughnut Fridays”. When done right, a school’s culture is lived out daily through the systems, processes and working habits that have been put in place.
Reflect
- How do you define culture in your school?
- What mechanisms are in place to ensure culture is purposefully built over time?
- How do you ensure all staff feel they are a part of the school culture?
- How do you ensure pupils and parents/carers feel like they’re a part of the school culture?
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