The Intersection Between the Common Core and School Culture
By Gail Connelly, Executive Director of the National Association of Elementary School Principals (NAESP)
Communications scholar Marshall McLuhan once said, "We don't know who discovered water, but we know it wasn't the fish." Water shapes a fish's existence so profoundly — and, swimming right in the middle of it, the fish can't grasp how water impacts them. In education, a school's "water" is its culture, that complicated combination of shared values, norms, beliefs, and expectations. It manifests in actions as simple as the way a principal recognizes staff accomplishments, and as complex as the processes staff members use to mediate conflict or the ideas that shape student motivation.
School culture is hard to characterize and cultivate, but it's arguably the defining factor in school change. Shifting culture could prove to be the trickiest — but most essential — piece of today's most pressing education challenge: implementing the Common Core State Standards.
Schools in most states across the country spent the last school year dipping a toe into the Common Core, learning about the new benchmarks, mapping curricula to uncover gaps in learning, and reshuffling schedules to facilitate discussion of the standards. But if last year, for many districts, involved wading in the shallow end of the pool, this year schools will need to fully dive in. Principals and teachers have a demanding road ahead of them, as they prepare to accommodate new assessments and work with districts to solidify curricula. But despite the myriad challenges, the principals we've talked to are looking forward to the future. Their buzzwords? Collaboration, innovation, and reflection.
"I am pleased that the Core asks us to reflect on our expectations and ask, 'Is this enough to adequately prepare students for the rapidly changing world?'" said one principal we interviewed for Principal magazine.
Expectations and a cohesive vision for student learning are two pillars of school culture. Each teacher in a school nurtures his or her own classroom culture first. The culture of a school is the sum of a staff's collective beliefs and attitudes, and it shapes individual and group behavior. It's not surprising that studies have linked positive school culture to higher student motivation and greater staff cohesion and satisfaction. Studies have also clearly pointed to the principal as the key to a flourishing school culture. Returning to the fish analogy, principals, as leaders, can step out of the water to see it clearly. Great principals develop the vision to sense a school's culture — spot the fish in the pool, and help them learn about the climate they're in and what they can do to change it.
What kind of shift in school culture needs to happen to accommodate the Common Core? First, to prepare teachers for the major changes in teaching that will come as a result of the standards, principals must build a culture of trust. This doesn't happen overnight, but through frequent, consistent conversations, a well-communicated project timeline, and shared decision-making. Second, collaboration is absolutely crucial. Principals can be catalysts to build ties between teachers, literacy coaches, and technology specialists. They can organize PLCs, cross-curricular and vertical teams, and discussions on math and literacy that include non-tested subject teachers of art and physical education. Leaders can distribute responsibilities, such as tapping expert teachers to help lead professional development.
If there's one thing I know many principals do exceptionally well, it's juggling multiple priorities. Implementing the standards involves a slew of moving parts, and every educator has a vital role to play. We're all swimming toward the same goal — school-wide shifts in learning and teaching that make the most of the new standards. The key to unlocking the full potential of the Common Core is for school leaders to take a step back from the laborious work of implementation and examine the ways bolstering school culture can facilitate lasting, meaningful change. As we swim the distance, principals must continue to think about the culture we cultivate and share.
Views expressed in this post are strictly those of the author and do not reflect the endorsement of the Learning First Alliance or any of its members.
Image by Luke [Public domain], via Wikimedia Commons
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- Actress/Mathematician Danica McKellar on girls and math
- Best Selling Author Kenneth C. Davis on engaging with history
- Nurse Practitioner Jennifer Danielson on providing health care at school
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
Excellence is the Standard
At Pierce County High School in rural southeast Georgia, the graduation rate has gone up 31% in seven years. Teachers describe their collaboration as the unifying factor that drives the school’s improvement. Learn more...
- Ed Prep Matters
- PTA's One Voice
- ISTE Connects
- NASBE's On the Road
- PDK Blog
- AACTE's President's Perspective
- The EDifier
- School Board News Today
- Legal Clips
- Learning Forward’s PD Watch
- NAESP's Principals' Office
- NASSP's Principal's Policy Blog
- The Principal Difference
- ASCA Scene
- Always Something
- NSPRA: Social School Public Relations
- Transforming Learning
- AASA's The Leading Edge
- AASA Connects (formerly AASA's School Street)
- NEA Today
- Angles on Education
- Lily's Blackboard
What Else We're Reading
- Advancing the Teaching Profession
- The Answer Sheet
- Edutopia's Blogs
- Politics K-12
- U.S. Department of Education Blog
- John Wilson Unleashed
- The Core Knowledge Blog
- This Week in Education
- Inside School Research
- Teacher Leadership Today
- On the Shoulders of Giants
- Teacher in a Strange Land
- Teach Moore
- The Tempered Radical
- The Educated Reporter
- Taking Note
- Character Education Partnership Blog
- Why I Teach