Finding the Way: Structure, Time, and Culture in School Improvement

Author: Donahoe, T.
Publisher: Phi Delta Kappa
Publication Date: 1993, November
Journal: Phi Delta Kappan
Journal Volume: 75(3)
Pages: 298-305

Abstract (written by WestEd)

The reform of structure, time, and culture in a school provides a foundation for change. Donahoe states that many schools lack a strong relationship between these three key components, and restructuring is often needed in order to create and sustain the culture and infrastructure needed to improve student learning. Schools need to "go beyond existing practices and procedures" to break ineffective traditions and implement change.

Structure: When working on a comprehensive restructuring project of three elementary schools, Donahoe noticed that the schools lacked organization — and they did not have a cohesive team. Rather, schools were just convenient locations for a group of individual teachers working on their own goals and curriculum. Instead, schools need all faculty members to actively participate in setting common goals and then make program decisions to make those goals a reality. To create a culture that fosters collaboration and learning, the organization must be changed. Structures such as instructional schedules, staff meetings, and committees need to change to create the new culture.

Time: Another vital component of implementing change is time — finding time throughout the school year for frequent collective staff meetings about teaching and learning. For example, Will C. Wood Elementary School in Sacramento, CA, changed its schedule to make time to plan collective change; every Wednesday, students would attend school 1.5 hours later so the faculty could hold meetings.

Culture: The culture and organization need to reduce top-down bureaucracy and increase communication and share influence throughout schools. Donahoe stresses that schools are different from other organizations and are also and very individual in circumstance. "Each school will have to find its own way, because everywhere the talents and the possibilities are different," he writes. An external change agent can help a school by facilitating and organizing change procedures, identifying weaknesses, and assisting in achieving goals. As schools implement change, district cultures also need to align and change with their schools in order to provide a strong backbone for schools to rely on.