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School Cultures and Learning
Peterson, K. (2002). 'Positive or negative?' Journal of Staff Development, 23(3).
Peterson (2002) argues that every organisation has a culture, which can be thought of as an underlying set of unwritten expectations that influence the way people think, feel and act, and underpin staff and student learning. Peterson (2002, p. 1) quotes Fullan (2001): 'Reculturing is the name of the game' for success in promoting staff and student learning.
Culture consists of norms, values, beliefs, rituals, ceremonies, symbols and stories that have built up over time as teachers, administrators, parents and students work together. According to Peterson, school cultures need to possess:
- a sense of the value of learning
- work that enhances curriculum and instruction
- a focus on students
- a shared sense of purpose and values
- norms of continuous learning and improvement
- a commitment to, and sense of responsibility for, the learning of all students
- collaborative, collegial relationships
- opportunities for staff reflection, collective inquiry, and the sharing of personal practice
- common professional language
- communal success stories
- extensive opportunities for quality professional development
- ceremonies that celebrate improvement, collaboration and learning.
(From Peterson, 2002, pp. 1-2)
Peterson contrasts successful school cultures with 'toxic' cultures. The latter lack a clear sense of purpose, have norms that enforce inertia, blame students for lack of progress, discourage collaboration, and have hostile relations between staff. Such schools are not healthy places to be.
Peterson provides case studies that canvass strategies for building positive school cultures, including:
- reading the culture
- assessing the culture
- shaping the culture.
School culture can support or sabotage professional learning.