EDAD 5391 – Independent Research Course
T o n ya M o h r
Week 2
H o w t o C r e a t e a C u l t u r e o f A c h i e v e m e n t i n yo u r S c h o o l a n d
C l a s s r o o m , b y: F i s c h e r , F r e y & P u m p i a n
This text dove to the depths in explaining the most important
aspects of creating a culture of ach ievement. Since “achievement”
is on any educator and administrator’s thoughts, how do we get all
students to achieve and not burn out the manpower or resources?
Pumpian, Fischer and Frey (2012) described attaining achievement
or rather becoming the best school in the universe, is by having a
balanced culture, not only focused on data or achievement. This
b a l a n c e i s s ym b o l i z e d b y t h e g r a p h i c o f a t r e e i n t h e i n t r o d u c t i o n .
Utilizing: processes, structures, patterns, tools, connections
(families/communities), identity (culture), data and relationships
the culture of the school causes success. In chapter one, I had a
keen awareness and understanding of where many schools are stuck
a n d c a n n o t g o a n y f u r t h e r d e s p i t e d a t a a n a l ys i s , r o o t - c a u s e a n a l ys i s ,
targeted improvement plans and so much more. Pumpian et al.
2012) discussed that, “most school improvement plans concentrate
o n a c a d e m i c f o c u s , d e p l o ym e n t o f i n s t r u c t i o n a l m o d e l s , a n d
teaching techniques and curriculum tools. They further stated that
no improvement could be maintained without addressing culture and
academic press. The marriage of both is required for real lasting
change. Culture from this text is defined as the, “implicit
curriculum,” of a school but must be uncovered acted upon by all
those involved (Pumpian et al, 2012). They addressed creating a
healthy culture by implementing five pillars: welcome, do no harm,
choice words, it’s never too late to learn, and best school in the
universe.
A primary action point is to create the school’s miss ion and
vision by a cooperative group of stakeholders, even involving the
c o m m u n i t y a n d p a r e n t s s o t h a t e v e r yo n e u n d e r s t a n d s a c t i o n s ,
investments and decisions of the leadership (Pumpian et al., 2012,
location 188/3038).
A somewhat easy to implement pilla r that Pumpian et al.
recognize is to have a welcoming environment for adult visitors and
students. The authors state, “When students are immersed in a
welcoming culture, they in turn sustain and extend that welcome to
others” (Pumpian, 2012). Students t hat are in turn welcomed, have
b u y - i n a n d c h o o s e t o b e t h e r e f u l l y. F r o m t h i s n o t e , w h o s h o u l d b e
welcomed? With strong conviction, every student no matter ability
o r d i s a b i l i t y, c o l o r , r a c e o r e c o n o m i c s t a t u s m u s t b e w e l c o m e d o r
the undeclared known will filter to the students and they will not
show respect or tolerance for all individuals.
The next, and probably the most important pillar to students,
i s , D o n o H a r m . T h i s s e e m s l o g i c a l t o m o s t p e o p l e b u t i n r e a l i t y,
students situated in a punitive en vironment does not allow trust or
truly teach effective behavior (Pumpian et al., 2012). The role of a
positive culture would be to restore a student from a negative
behavior to guiding them towards better choices. Teachers and staff
must teach behavior, rather than posting the same rules year after
y e a r a n d p u n i s h i n g i n f r a c t i o n s . T h e p r i m a r y r u l e s h o u l d a l w a ys b e ,
do no harm. When students are guided through this process, trust is
created and students know they have a safe place to download their
worries or problems and that their school really cares.
The third pillar, and one of my favorites, is Choice Words. I
recently had a conversation with my principal about a new book, the
author of Choice Words, Peter Johnston, titled: Opening Minds:
Using Language to Change Lives , that would be great for our
leadership team to read. In reading the culture text, Pumpian et al.
discussed the powerful way Johnston used words to, “build students’
identities,” (2012). They further said that, “We are shaped by th e
language we use about ourselves, and by the language used by
others about us. This reality requires us to be mindful of the
language we use to provide direction and feedback and of the
harmful nature of sarcastic comments…” (Pumpian et al., 2012).
The primary goals of teachers’ language are to: help students
develop self-control, build community and foster academic skills
a n d k n o w l e d g e . W h a t e d u c a t o r s s a y e v e r yd a y d o e s p o s i t i v e l y o r
negatively affect learning, and they must foster a growth (rather
than deficit) mindset to help unlock the potential in every student
(Pumpian et al., 2012).
The next pillar Pumpian et al. targeted was: It’s never too late
to learn pillar. This corresponds to state and federal
implementation of directives intervening on the behalf of students
that are struggling and not making gains. The authors question our
beliefs in that are we “willing to do what it takes to teach all the
children in our schools,” (2012)? Despite what a student doesn’t
understand or how far behind, teachers are required to embrace that
s t u d e n t a n d t e a c h t h e c o m p e t e n c i e s t h a t a r e n e e d e d f o r t h a t ye a r ,
even if re-teaching or recovery are needed. Curriculum, alignment
with standards, assessments, meaningful projects and homework are
all discussed under this pillar and a vital portion ensuring that all
s t u d e n t s l e a r n a n d t e a c h e r s d o e v e r yt h i n g i t t a k e s t o m a k e i t h a p p e n .
The final pillar from the text is: Best School in the Universe.
From candid conversations during a staff meeting, a principal
discusses his “commitment, and expectation is to learn to be the
best more often, to make being the best part of the fabric of who we
are and what are committed to achieving,” (Pumpian et al., 2012).
The challenge of this pillar is not to compare to any school b ut as a
continual reflection of what is working, what is not and how to
r e l e n t l e s s l y p r e s s f o r w a r d a n d b e t h e b e s t p o s s i b l e . B y e v e r yo n e
owning the data of the school, having open opportunities to discuss
it and it being visible to all parties, data analy sis helps to drive
decisions and open discourse. Also, leaders and leadership teams
can make structured rounds in and out of classrooms to keep a
constant feel for the learning and culture of the school.
The text does not end there and concludes with how to enact
the culture, rather than solely discussing what needs to change.
Since change is constant and often a fragile situation, it will take
t h e l e a d e r s h i p t e a m t o m o d e l t h e w a y. B y m o d e l i n g t h e , “ m i s s i o n ,
p i l l a r s , o r g a n i z i n g p r i n c i p a l s , a n d s e r v i c e c yc l e s . . . ” i t w i l l h e l p t o
build a passionate and competent staff. (Pumpian et al., 2012). The
leadership must also support the staff, build them up, give reflective
feedback, touch-base meetings, recognition and offer focused staff
development.
Interview and Field Experience: How do the interviews with Sand y
Conklin align with the 5 pillars outlined in How to Create a Culture
of Achievement in Your Schools and Classroom .
Text
Welcome
Do No Harm
Interview with Sand y Conklin:
Our receptionist greets every
visitor warmly and any new guest
can be shown to where they need
t o b e . I a l w a ys h a v e a n o p e n
door policy for any visitor,
parent, student or teacher that
needs to talk and I take the time
to listen fully so that they know
I am here for them. Each
morning, I also greet students at
the door when I am here. Our
p a r e n t s u r v e ys h a v e a l s o
supported our warm, welcome
environment.
I t i s a l w a ys m y g o a l f o r s t u d e n t s
to be learning, teachers teaching
and try to minimize or be on the
offense for disruptive behaviors.
Since we have numerous students
that need extra behavioral
support, many of our teachers are
Choice Words
It’s Never Too Late to Learn
careful to keep a student’s image
intact, despite any disruption.
We recite our Prairie View
Principles every day during
announcements that outlines
class rules (Respectful, honest,
cooperative and Mindful of
others).
I strongly believe in the
affirmation of students and staff.
E v e r yo n e w a n t s t o b e r e c o g n i z e d
and show his or her hard work
and effort. Even in a difficult
conversation over a b ehavior
i s s u e , I a l w a ys t r y t o s t a t e t h a t
they are leaders; they do show
character that is unlike whatever
action had occurred. Discussing
who I know them to be, rather
than harping on what they did
wrong gets them to see the real
picture. I hear teacher s identify
strengths and encouraging
students when they didn’t quite
get it and having students share
their success in front of peers as
well as work in the hall.
We deal with students all the
time that hasn’t quite gotten
there or they just moved here and
a r e a ye a r o r m o r e b e h i n d . T h a t
is why we have interventions and
s u p p o r t s ys t e m s i n p l a c e s o t h a t
t h e y p r o g r e s s r a p i d l y. W i t h
weekly Rti meetings, we are
aware of who needs support and
how. With time built into the
teacher’s school day, there is
intervention time, after-school
tutoring, breakfast club/tutoring
and even pullout, small -group
support from 2 of our staff. All
of these help to address and
support our vision that every
student leaves on grade level or
above.
Best School in the Universe
I b e l i e v e w e a r e a n d a r e a l w a ys
striving to be the best we can
p o s s i b l y b e . O f c o u r s e , I a l w a ys
s e e w a ys t o t w e a k h e r e o r c h a n g e
there but it is all in order to be
the best for our kids and staff.
We rotate leadership teams
y e a r l y, w i t h a f e w c o r e m e m b e r s
s o t h a t e v e r yo n e g e t s a n
opportunity to give great input,
discuss ideas and help set the
stage for our school. We also
invite parents and our community
to help us and offer their insight
for involvement and growth.