Dr. Phil

handicapped class. The school, built in 1959, was once the area high school. North Dearborn and Sunman high schools converted to elementary schools in 1973 when East Central High School opened.

Original Intervention Plan

     The writer’s original plan included short, unstructured interviews of various staff members. He then proceeded to conduct a preliminary investigation. The purpose was to make a positive change in the climate at North Dearborn. He asked volunteers (n=10) to participate in the investigation. The guidance counselor divided the volunteers into 2 groups (n=5) and the 2 groups completed form R of A Social Climate Scale Group Environment Scale Development, Applications, Research (Moos, 1974). This researcher hypothesized that he would see a positive change in the climate of North Dearborn at a level of significance of .10.

     The research manager worked closely with the experimental group (E1) conducting team-training exercises during the second semester of the 1998-1999 school year. These exercises, as described in Working Together, 55 team games (Ukens, 1997), allowed individuals to recognize their talents as well as the talents of their team members (see Appendixes A, B, and C for sample exercises).

When the expected results did not materialize the writer searched for possible reasons and alternative solutions. He recognized four important points:  (a) The experimental group (n=5) was too small to make significant improvement; (b) the length of time (12 weeks) was too short to make a difference; (c) there was lack of a team goal throughout the preliminary investigation; and (d) the researcher believed that some members of the control group felt that they were denied access to E1. If this was the case, then "Resentful Demoralization of the Comparison Group" (Jaeger, p. 380) is another explanation for the lack of measurable change from the pretest to the posttest during the preliminary investigation. These points guided this researcher to the present investigation.

Parent, student and staff survey

     In late winter 2001, the writer sent home surveys with the oldest student (n=479) in each classroom throughout the school (See appendix D). He asked the teachers to distribute and collect the surveys during this time. The manager included reminders in the weekly newsletter asking the parents to answer the questions and return them with their son or daughter and made verbal requests during morning announcements.

     At that same time, the research manager distributed the survey to each non-certified staff member (n=28). He also visited each classroom in grades 4 and 5 (n=10) and asked the students (n=140) to fill out the same survey. He asked the teachers to collect and turn the student surveys in to his mailbox.

     The writer received 129 returns from the parent surveys (n=27%). The majority of parents who responded to the survey (n=80 or 62%) had sons and/or daughters at North Dearborn before 1998. The parental comments concerning the staff members during this time were favorable towards the teaching in the classroom and the concerns centered on the changes in the administration and resulting poor attitude among some staff members. One parent wrote, “I feel it was a good school where the staff and faculty really cared about the education and personal growth of the children” and another commented “We were optimistic despite the ‘grumbling’ overheard by the staff members”(returned parent surveys). Other parents wrote of their disappointment with the principals (n=2) during that time before this writer’s appointment. Positive comments about the changes in teacher attitudes and behavior after this writer’s appointment become apparent during the review of the survey returns.

     The non-certified staff returned 13 surveys (n=46%). The comments from questions 3 and 4 pointed to a sense family and comfort prior to Bright Elementary School opening and then a period of uneasiness and aloofness on the part of the two previous administrators. One returned survey pointed to a feeling of acceptance from the upper grade teachers but feeling uneasy in the company of the lower grade teachers. The same survey mentioned the letter writing campaign from five years earlier.

     The consensus of the returned staff surveys discussed a feeling of acceptance and warmth with the current administrator. The surveys also showed a desire to have the writer exert more authority within the school. One survey closed with “Don’t be afraid to put your foot down” (returned staff survey).

     Grade 4 and grade 5 students returned 181 surveys of the 246 distributed (n=74%). Most of the students did not comment negatively about the school years before 1998. Several students (n=20) mentioned the prior 2 administrators. All of the students, save 1, made positive comments about favorite teachers and enjoying school. Many made positive comments concerning a feeling of warmth and understanding from this writer and their teachers.

restrictive behavior did not decrease to the hypothesized mean difference of 0.10. Therefore, this writer must accept the null hypothesis. The null hypothesis stated that team training activities as described above make no statistical difference from pretest to posttest.

     Hypothesis 4 (H4) stated that collegial behavior would increase with a level of significance of 0.10. After implementation of all dissertation interventions, the measurement of collegial behavior did not increase to the level of significance of 0.10. The writer rejected H4 and accepted the null hypothesis.

     After implementation of all dissertation interventions from month 1 to month 12, intimate behavior, as measured by the ODCQ-RE, did not have an increase to the level of significance of 0.10. This writer rejected hypothesis 5 (H5) and accepted the null hypothesis. The null hypothesis stated that team training has no significant affect on intimate behavior.

     The sixth hypothesis (H6) stated that disengaged behavior would decrease with a level of significance of 0.10. After all dissertation interventions from month 1 to month 12, disengaged behavior did not have a significantly measurable decline. The author rejects H6 and accepts the null hypothesis.

     This writer reviewed the results of the 6 dimensions of the OCDQ-RE and noticed that collegial behavior had the greatest increase in the mean. Although the criteria for measurable improvement were not met (meaning the t Critical one-tail was not equal to or greater than 1.66) the writer noticed the changes taking place over the 12-month intervention period. According to some parents’ surveys, the teachers did make improvement in this area.

     This writer observed changes in the desired directions in all but one of the climate variables. He expected increases in the means in supportive, collegial, and intimate behaviors and decreases in the means of directive, restrictive, and disengaged behaviors. His research found

     A meeting with several (n=4) teachers representing the grade level teams provided this author with a possible explanation. During the meeting, the teachers (n=4) asked for more directions and rules for the faculty members. When this writer responded that he was not the sole developer of rules and regulations 1 of the teachers responded that the faculty wanted this and viewed it as a message of support from the office. She went on to explain that the teachers felt more comfortable with well-defined rules and regulations versus open expectations for professionalism.

Many teachers felt uncomfortable with making decisions that could be viewed in a negative way by another teacher or group of teachers. The writer promised to look into this matter.

     The writer asked if this concern was related in any way with the OCDQ-RE results. He explained the results of the supportive and directive behavior dimensions. The teachers believed that the questionnaire results provided a possible explanation to the teachers’ concerns.

Alternative Explanation

     The writer accepts that team building made no statistically significant difference in the climate at North Dearborn. The question then is “What did?” What caused this sense of welcome and warmth? Why are students, parents, and faculty members glad to be at school?

     When this researcher arrived at North Dearborn, the faculty and staff looked to the administrator for support and consistent leadership. This writer provided the support and consistency over the past 3 years. The writer, faculty members, and staff made changes throughout this process. The changes are not evident in the posttest data but they are evident in the “feel”. As one parent commented “I would have to credit the way the way they are taught to [sic] by their teachers, principal, and staff in general” (parent survey).

Summary

     The writer pointed to the findings from his research. He accepted the fact that statistically significant results did not occur. He argued that positive changes occurred. These changes are supported in the replies from the staff, parents, and student surveys. He argued that team training that focuses upon positive changes in student achievement does make a difference in the “feel” of North Dearborn.

     A meeting in June 2001 with 4 teachers representing most of the grade level teams (n=6) provided some answers to the writer’s questions. The writer received requests from the teachers for well-defined rules and regulations. The teachers viewed the rules and regulations as a show of support from the principal. The teachers commented upon a possible explanation for the decrease in the supportive behavior dimension of the OCDQ-RE.   

organization intended to communicate”(p. 44). Did the staff of North Dearborn change the climate or did they change the perception of the climate? This writer agrees that perceptions are indeed an integral part of how people feel when they enter a building. He argues that initial perceptions disintegrate without genuine efforts from the organization.

There is an old saying that goes something like “you can fool some of the people some of the time, but you cannot fool all of the people all of the time”. This writer remembered during his tenure as the middle school assistant principal that the principal stated on several occasions “perceptions are reality”. He was referring to the discrepancies of students’ views of a single incident. Addesso (1996) stated “Perceptions lead each of us to make inferences and assumptions, which become our reality” (p. 44). The common views of the teachers, parents, staff, and students are reality and arguably add validity to this study. 

Throughout the yearlong investigation and intervention period, the grade-level teams (n=6) examined student achievement scores of third graders taking the Indiana Statewide Testing for Educational Progress (ISTEP, 1997c). The teams also studied the achievement scores of the second and fifth graders taking the California Test of Basic Skills (CTBS Terra Nova, 1997a). Using the data from these tests, the manager worked with each grade level team in developing strategies to increase student achievement.

Leadership Plan

This writer believes that expanding this study to include a larger sample size will provide statistical significance but he argues that North Dearborn Elementary School staff does not need statistical significance. The staff experienced changes from the time before this project began to the present as evidenced by the parents, students, and staff surveys. The writer should not address the statistical significance of the study. He should address the question of how to continue making positive changes in student achievement through the teacher teams. The increase in student achievement will lead to a better climate at North Dearborn Elementary School.

     The writer continues to argue that teamwork, focused upon increasing student achievement, will make positive changes in the climate at North Dearborn. He maintains that the teams must be committed to establishing goals that are measurable and challenging. The positive climate is a result of accomplishing the goals.

As a supporter controller, this researcher provided vehicles for the staff to openly discuss issues of importance. Recognizing the need for teachers and staff to begin the act of healing, this writer divided the staff early in the 1998-1999 school year, into special interest teams such as the principal advisory team (PAT), outdoor lab team, social committee, and promotion/retention team to name a few. The teams met monthly and brought back suggestions and ideas for implementation. Thus, the advent of teamwork began. These special interest teams remain in effect to this day.

Being a supporter controller frustrated several teachers and staff members during this period. In fact, it continues to frustrate some of them. The frustration comes from their desire to make insightful suggestions for the principal to implement but multiple demands upon this writer prevents his acting upon the suggestions. When this writer recommends that they act upon their own suggestions, the frustration becomes apparent.

The researcher remains convinced that positive change only comes about through positive actions. The actions cannot intimidate nor threaten. Open dialogue that provides for multiple views is the first positive action toward change. As a change agent, the writer supported the open exchange of ideas and suggestions throughout this study.

The writer looks forward to the next challenge in the study of school climate. He will contact the other two elementary schools in an effort to expand his study. This writer believes that continuing his study will provide opportunities to improve the climate at North Dearborn to a greater degree. The nature of this study, and the reasons behind the initial negative climate at North Dearborn, revealed a need for constant vigilance. This writer must remain vigilant for any negative influences that may reverse the positive changes made during this study.

Senge (1990) stated “There has never been a greater need for mastering team learning in organizations than there is today” (p. 236). The writer agrees and encourages educators to examine the practices within their organizations and eliminate those practices that inhibit or destroy the possibility for teamwork. Senge argues that “...if teams learn, they become a microcosm for learning throughout the organization” (p. 236).

This writer has committed himself to lifelong education. As an educator, he believes that he must be a role model for teachers, students, and parents. Throughout this study, he encouraged the teams of teachers and staff to continue their educational endeavors. He publicly encouraged parents and students to think of education as a lifelong pursuit.

Summary

     This chapter briefly summarized the problem leading to the climate study. During the study the teams of teachers examined and discussed student achievement scores from the ISTEP and CTBS tests. The teams developed strategies improve student achievement.

     The writer then provided a look at his behavior style. As a supporter, he provided opportunities during the 1998-1999 school year for the teachers to begin the process of healing. He allowed the teachers to select areas of interest and placed them into teams. The teams gathered monthly and provided suggestions and ideas for implementation. He also encouraged others to implement their own ideas. Today, these special interest teams provide a source of ideas for improvements.      

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Appendix A

Due to space limitations I could not publish the selected games. However, you may email me for that information and I present below the excellent source.

Note. From Working together, 55 team games by L. Ukens, 1997, pp. 5-9. Copyright 1997 by Jossey-Bass/Pfeiffer. San Francisco.