Building. A learning community: instructional leadership is a thoughtful journey that builds and sustains learning cultures as well as learning structures.

"Structural change that is not accompanied by cultural change will eventually be overwhelmed by the culture, for it is in the culture that any organization finds meaning and stability."

--Phil Schlechty, 1997

Whether one reviews research, talks to expert practitioners or reads the better journalistic accounts, one discovers rich descriptions of principals and teachers acting as instructional leaders in their schools. But far too often these accounts narrowly define instructional leadership through a collection of principal behaviors, and focus on myriad structures to improve teaching and learning with little attention to the culture of the school.

If we continue to view instructional leadership through a narrow structural lens, a broader perspective on instructional leadership may remain out of view, and the potential leverage that it possesses for improving teaching and learning may remain out of reach. Therefore, we suggest that instructional leadership is a thoughtful journey that builds and sustains learning cultures as well as learning structures.

What have we learned about instructional leadership?

In the late 1970s and early 1980s, researchers and practitioners began to discuss specific aspects of the principal's role in improving teaching and learning. Initial investigations defined instructional leadership by identifying principal behaviors that influence instruction and learning (Smith and Andrews, 1987).

Perhaps the most influential model, by Hallinger and Murphy (1987), suggested that instructional leadership occurred in three primary dimensions: defining the mission, managing the curriculum and instruction and promoting school climate.

Over time, studies expanded the scope of instructional leadership behaviors to include such areas as teachers' professional growth (Sheppard, 1996). In fact, Sheppard's study revealed that promoting teacher professional development was the most influential instructional leadership behavior. Therefore, placing teacher learning at the heart of instructional leadership is essential.

This will require principals to not only implement structures and processes to support teacher learning within schools, but it will also necessitate that principals shape school cultures that support and encourage teacher learning.

School culture

School culture is a set of underlying beliefs, norms and values held by members of the school. Schools develop their culture over time as people work together to solve common problems. As Deal and Peterson noted, "school culture affects every part of the enterprise from what faculty talk about in the lunch room, to the type of instruction that is valued, to the way professional development is viewed, to the importance of learning for all students" (1998).

What is a learning culture?

Given the importance of school culture, it is imperative that instructional leaders build and sustain cultures that support adult learning. A learning culture exists when a school's beliefs, values and norms support adult learning. In these cultures, teachers believe they are life-long learners and value work that enhances curriculum and instruction.

A number of writers have noted that successful professional learning cultures often have a shared sense of purpose and values; norms of continuous learning and improvement; common commitment to and sense of responsibility for the learning of all students; and a collaborative, collegial culture (Stein, 1998; Lambert, 1998; Fullan, 2001 ; DuFour and Eaker, 1998).

In addition, professional learning cultures engage in collaborative learning that encourages staff reflection, collective inquiry and shared personal practice (Hord, 1997).

Toxic learning cultures

"Life under the roof of the schoolhouse is toxic to adult learning; the longer you reside there, the less learning is likely to occur."--Roland Barth, 2001

Unfortunately, some schools possess a negative view of students, a jaundiced approach to improvement, and negative relationships among staff and students abound. These schools are not positive places for staff or students. Deal and Peterson (1998) have called these "toxic cultures." In settings with toxic learning cultures, instructional leadership must, as Fullan suggests, "reculture" the school to build belief, values and norms that encourage teacher learning (2001).

Instructional leaders must work to shape learning cultures; however, this is a complex process that can extend over years. This complexity speaks directly to why we believe that instructional leadership is a "thoughtful journey."

The journey begins as principals take specific steps to "read" and "assess" the existing learning culture. Only after principals have "assessed" the current learning culture can they develop a plan to either sustain the existing learning culture or transform the toxic learning culture.

Reading and assessing the learning culture

It is imperative that principals gain an understanding of the existing learning culture and its history. One effective approach is to conduct "entry conferences" with individual staff members where the following questions are addressed:

1 Looking at the past

* How have views of curriculum and instruction changed over the past 15 years?

* What have been the most positive and negative experiences in curricular or instructional reform?

* How were these past experiences received by staff members? Do these past experiences carry up positive or negative memories?

2. Looking at the present

* Do teachers believe that they can improve their students' achievement by continuously striving to improve their teaching?

* What are current school-based beliefs and understandings of curriculum and instruction?

* Do teachers engage in professional learning in teams? Does professional learning including reading, research and/or discussion?

* What future learning would benefit teachers and improve teaching and learning?

* What instructional practices or strategies are considered revered (used throughout the school)? What practices are detested?

* When are the best times for staff to get together to share new ideas, effective practices or to see support for a classroom challenge?

* When does the school recognize or celebrate staff who have used a new curriculum or instructional technique? How is recognition received by others?

Reinforcing and recognizing positive learning cultures

If a learning culture is evidenced through formal and informal assessment of the school, instructional leaders should take the opportunity to regularly reinforce the positive aspects of the learning culture. Instructional leaders reinforce positive learning cultures in many ways.

To reinforce the existing learning culture it is essential that current structures and processes be maintained, such as faculty study groups or collaborative professional development. It also means continuing to reinforce such positive norms as taking risks and struggling with new learning.

Recognizing and celebrating a learning culture are essential steps. This can occur by sharing and honoring stories of hard work and collaboration for new learning.

Ideas for reinforcing

* In one school, every staff meeting was begun with a story of an instructional innovation in a classroom. The teacher was presented with a coffee mug and applause. In this simple way, the learning culture was recognized and reinforced.

* Another school engaged in the practice of sending "two thumbs up" positive, handwritten notes to teachers to recognize their extra efforts with new learning. While this process could be initiated by the principal, it could also be expanded where teachers send notes to other teachers.

* Another school used a weekly staff newsletter to highlight the principal's classroom visits to observe new instructional strategies being implemented.

Considerations for shaping the learning culture

1. Make learning fun. At Wisconsin Hills Middle School in Brookfield, there are fun and humorous competitions for "fabulous prizes" connected with all-staff learning. On one occasion everyone who designed and implemented a differentiated lesson was given a large beaded necklace to wear for the week. Several staff members were then assigned as "bead patrol" members, and attempted to spot staff members "wearing their beads" so they could win such fabulous prizes as reserved parking for the month or having their car pre-heated after school during the winter.

2. Model, model, model. Principals must model learning. This not only means attending professional development sessions, it also means applying what has been learned through lesson development and classroom instruction. Modeling reinforces the culture.

3. Build a team of instructional leaders. Principals must actively work to develop other instructional leaders. Good principals know they cannot lead alone and find ways to nurture, support and recognize staff leadership.

Transforming the toxic schoolhouse: Navigating the tough terrain

"Transforming a toxic culture is a risky and scary undertaking. Many teachers and administrators have tried and failed; still others succeed without ever knowing why. It's not a job for the fainthearted or for those who need universal approval in the short term."--Deal and Peterson, 1998

Some of the greatest challenges occur when instructional leaders have to transform toxic schools into learning cultures. Such transformation is likely to be successful when principal and teacher leaders unite along the way.

Leaders must confront negative norms and values head-on. They must seek out new stories of success, hard work and accomplishments to counter the negative stories. These leaders have to shield new staff members from negativity and pessimism.

Positive opportunities for collaboration, problem-solving and staff learning can also aid in the rebuilding of a toxic culture.

Leaders can:

* Identify teacher leaders and work to unite these people.

* Begin to consider how to connect learning leaders with reticent learners.

* Look for opportunities for collaboration or help make time for sharing.

* Help make learning expectations clear and understood.

A learning culture

Successful instructional leaders recognize the importance of creating a learning community within their schools, and also understand that creating a learning community requires building a learning culture.

References

Barth, R. (1990). Improving schools from within: Teachers, parents, and principals can make the difference. San Francisco, CA: Jossey-Bass.

Barth R. (2001). Learning by heart. San Francisco, CA: Jossey-Bass.

Deal, T. and Peterson, K. (1999). Shaping school culture: The Heart of Leadership. San Francisco, CA: Jossey-Bass.

DuFour, R. and Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Educational Service.

Hord, S. (1998). Creating a professional learning community: Cottonwood Creek School. Washington, D.C.: Office of Educational Research and Improvement. (ERIC Document Reproduction No. ED424685.)

Stein, M. (1998). High performance learning communities: District 2 report on year one implementation of school learning communities. High performance training communities project. Washington, D.C.: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED429263.)

CASE STUDIES: POSITIVE LEARNING CULTURES

* At Ganado Primary School in Ganado, Ariz., staff come together to talk about curriculum and instructional practices on a regular basis. The principal and teacher leaders build their learning culture during their "curriculum conversations," and in many other times for collegial sharing.

* Following the construction of a new building, Monona Grove High School in Monona Grove, Wis. conducted a school history. They examined teaching, learning and curriculum across three decades and found core elements of their leaning culture. By learning about their cultural history, they were able to identify aspects they wanted to celebrate and keep, as well as a few they wished to discard as they entered a new millennium.

* In one elementary school, the staff conducted an "educational garage sale" (Peterson and Deal, 2002). As a group, the staff selected items that were positive and were "not for sale" (the positive, energizing aspects of the culture, such as strong coleagueship). They picked others that should be placed for recycling in a "garbage can" (the negative or demoralizing aspects of the school, such as negative comments about students). Still others were up for barter or for placement in a "museum" for once-useful programs. The principal and teacher leaders then formed a task force to work on changing the negative aspects of the culture.

* In one Midwest school, a moribund school event was "buried" symbolically in a faculty meeting ceremony. After a year, the staff "resurrected" the event with new energy and a clearer focus on its role in student learning.

* In another school, faculty meetings that had been more like war-torn Sarajevo were transformed into opportunities for collective celebration and professional learning by increasing the recognition of stuff and by making hostile comments prohibited.

Shelby Cosner is a former middle school principal and central office administrator, currently doing doctoral research at University of Wisconsin-Madison on the work of school principals and school reform. Kent Peterson is a professor of educational administration at the University of Wisconsin-Madison and coauthor of the book, "Shaping School Culture: The Heart of Leadership."