The goal of every school must be to create and maintain a true culture for growth and instructional improvement. A culture of growth and instructional improvement has its foundations in a "culture for change." A definition for a culture of change permeates within an environment where individuals throughout the system contribute to a plan designed to improve student learning. The plan is flexible and has room to evolve, as determined by student needs. In order to meet the challenge of a culture for change, the teachers, administration and support staff must adapt decisions and behaviors with one question in mind: What will best fit the needs of students? This takes a commitment to all areas of school improvement, ranging from professional development and curriculum to discipline and agreed-upon values. It, most importantly, requires a plan, as well as a leader willing to take the first step towards developing a culture for change. People will be involved in the school’s progress at different levels and in different ways, but everyone will contribute to the process. A culture of changes will come to the school as learning goals are met by individuals, groups and by the system as whole.
The plan, however, is useless unless all staff members believe it is important to support and to contribute to the changing culture. A true culture for change allows its stakeholders to contribute to the process, as well as to the school’s vision. Essentially, the teachers “own” the culture of change, and therefore make a commitment to its every-changing improvement. The principal must make a conscience effort to foster this environment of ownership, pride and unity. In any school across
one would find a staff comprised of individuals with different beliefs, values,
education levels and talents. The individual teachers have developed their own
classroom and teaching philosophies, whether on their own or through the help
of another educator or mentor. In a culture where growth is continuous , the
teachers support and compliment one another’s efforts –despite their diverse
personal and professional philosophies. They overcome their differences through
trust and communication, as well as through their unified commitment to their
students. Throughout the school year, the teachers, together, will tackle
common – and uncommon – student and curriculum issues. When situations or
outcomes require changes, the staff – as well as their plan – must be flexible.
Schools, and their staff members, must be willing to be progressive and
anticipate needed changes. A culture of change is proactive in every aspect of
school life, especially curriculum. A learning school strives to never be
reactive and very much favors a site-based management plan. America