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How to Create a Culture of Achievement in Your School and Classroom
What does it feel like to walk into your school? Is it a welcoming place, where everyone feels valued? Most school improvement efforts focus on academic goals, instructional models, curriculum, and assessments. But sometimes what can make or break your learning community are the intangibles--the relationships, identity, and connections that make up its culture. Authors Fisher, Frey, and Pumpian believe that no school improvement effort will be effective unless school culture is addressed. They identify five pillars that are critical to building a culture of
1. Imagine if all staff members in your school considered it their job to make every student, parent, and visitor feel noticed, welcomed, and valued.
2. Do no Your school rules should be tools for teaching students to become the moral and ethical citizens you expect them to be.
3. Choice When the language students hear helps them tell a story about themselves that is one of possibility and potential, students perform in ways that are consistent with that belief.
4. It's never too late to Can you push students to go beyond the minimum needed to get by, to discover what they are capable of achieving?
5. Best school in the Is your school the best place to teach and learn? The best place to work?
Drawing on their years of experience in the classroom, the authors explain how these pillars support good teaching and learning. In addition, they provide 19 action research tools that will help you create a culture of achievement, so that your school or classroom is the best it can be. After reading this book, you'll see why culture makes the difference between a school that enables success for all students and a school that merely houses those students during the school day.
1. Imagine if all staff members in your school considered it their job to make every student, parent, and visitor feel noticed, welcomed, and valued.
2. Do no Your school rules should be tools for teaching students to become the moral and ethical citizens you expect them to be.
3. Choice When the language students hear helps them tell a story about themselves that is one of possibility and potential, students perform in ways that are consistent with that belief.
4. It's never too late to Can you push students to go beyond the minimum needed to get by, to discover what they are capable of achieving?
5. Best school in the Is your school the best place to teach and learn? The best place to work?
Drawing on their years of experience in the classroom, the authors explain how these pillars support good teaching and learning. In addition, they provide 19 action research tools that will help you create a culture of achievement, so that your school or classroom is the best it can be. After reading this book, you'll see why culture makes the difference between a school that enables success for all students and a school that merely houses those students during the school day.
223 pages, Paperback
First published April 27, 2012
19 people are currently reading
273 people want to read
About the author
Douglas Fisher
508 books35 followersDouglas Fisher, Ph.D., is an educator and Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College.
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Displaying 1 - 16 of 16 reviews
April 27, 2021
My goal as a teacher is to have my students be as successful as they possibly can be. I truly believe that all my students can and will be successful. I just want to implement best practices to help them get there. The ideas and thoughts in How to Create a Culture of Achievement perfectly aligned with my thinking and gave me strategies on how to better help my students. Creating culture, a welcoming do-no-harm environment, choice words, and the attitude of it’s never too late to learn are all contributing factors to make my classroom the best classroom in the universe!
My favorite quote: “School should provide them (the students) the opportunity to share their narrative, to tell their story, and to start writing the next several chapters of the person whom they aspire to be” Wow! I get excited every time I read that quote. It inspires me to give my students’ voice and ownership. Ownership in their own learning, behaviors, attitudes, aspirations, and values. I want to help my students write their story. I want to give them voice. I have actually used parts of this quote with my current class focusing on their narrative for middle school. I also plan on using this quote at the beginning of the year. I am excited to see the outcome.
My favorite quote: “School should provide them (the students) the opportunity to share their narrative, to tell their story, and to start writing the next several chapters of the person whom they aspire to be” Wow! I get excited every time I read that quote. It inspires me to give my students’ voice and ownership. Ownership in their own learning, behaviors, attitudes, aspirations, and values. I want to help my students write their story. I want to give them voice. I have actually used parts of this quote with my current class focusing on their narrative for middle school. I also plan on using this quote at the beginning of the year. I am excited to see the outcome.
September 5, 2017
I enjoyed the ideas in this book. Many chapters were more a compilation of different books I have read in the past. There were fresh ideas as well, and aí think the book shows great respect for kids, teachers and the school culture in general. I highly recommend The Art of Possibility as well, which is mentioned in the book several times.
August 12, 2023
This is a must read for any school leader wanting to build culture on their campus.
The book is succinct and offers many examples of how to build each pillar. It also contains a lot of resources that can be used.
The book is succinct and offers many examples of how to build each pillar. It also contains a lot of resources that can be used.
April 7, 2019
Some practical action research tools and ideas.
March 5, 2013
This year I had the opportunity to join a professional bookclub. We read three books a year on topics relevant to education, and yesterday we met to discuss "How to Create a Culture of Achievement", by Fisher, Frey and Pumpian. The premise of the book is that cultures will happen whether you create them or not, so why leave it to chance. The authors bring in a variety of research to support their idea that positive school cultures rest on pillars intentionally created by the staff of the school.
I found some aspects of the text irritating, though not quite offensive. The authors clearly are trying to move educational practise in a particular direction. Their bias towards this movement becomes evident in parts of the text when their statements are so broad or too specific to be applied. For example, when they discuss parents' views (chapter 5) on homework, claiming parents want more family time and less homework time. This may be true in their community but in my community I hear parents wishing their children were given more homework, wanting more practise time for their children. The authors assume that teachers are grading for compliance and using punitive measures when homework is incomplete. The argument is that students' behaviours should not be reflected in their grades, but that grades should be determined by skill level. I argue that students who do not do assignments in class need to complete them at home, thus homework becomes necessary to skill development. I agree that grading practises need to change, but in reading the text I felt unnecessarily chided by people whose arguments aren't as thorough or as complex as the problems they are addressing.
On a positive note, their overall argument that cultures will develop is well received. I appreciated the practical ideas for intentionally developing a culture of learning, confidence and acceptance. The appendices in the back are useful - if the forms themselves aren't necessarily relevant to a particular situation they do a good job of presenting ideas and bringing a template that can be revised to suit the school situation.
I found some aspects of the text irritating, though not quite offensive. The authors clearly are trying to move educational practise in a particular direction. Their bias towards this movement becomes evident in parts of the text when their statements are so broad or too specific to be applied. For example, when they discuss parents' views (chapter 5) on homework, claiming parents want more family time and less homework time. This may be true in their community but in my community I hear parents wishing their children were given more homework, wanting more practise time for their children. The authors assume that teachers are grading for compliance and using punitive measures when homework is incomplete. The argument is that students' behaviours should not be reflected in their grades, but that grades should be determined by skill level. I argue that students who do not do assignments in class need to complete them at home, thus homework becomes necessary to skill development. I agree that grading practises need to change, but in reading the text I felt unnecessarily chided by people whose arguments aren't as thorough or as complex as the problems they are addressing.
On a positive note, their overall argument that cultures will develop is well received. I appreciated the practical ideas for intentionally developing a culture of learning, confidence and acceptance. The appendices in the back are useful - if the forms themselves aren't necessarily relevant to a particular situation they do a good job of presenting ideas and bringing a template that can be revised to suit the school situation.
March 21, 2013
From my complete review posted here: http://www.geraldaungst.com/blog/2012...
The authors begin with the recognition that in any school system, there must be shared understanding among the staff members. Building that shared understanding and shared vision is the foundation for the principles they have developed in their own work in schools.
Each chapter explores a way of thinking and being that sets a tone for all learners in a school. The authors have a very relationship-centered approach, and they endorse the idea that increasing achievement is not primarily a matter of technical proficiency, but first of managing and nurturing your human resources. They rightly name these as pillars: they are the supporting structures that permit the techniques and methods to have maximum effect.
A strength of the book is that the authors show clearly how culture can be designed and implemented with intention; it is not something that just “happens.” Each chapter begins with examples and a description of the pillar, exploring supporting research and related principles that make it work. The authors then present what they call “Service Cycles”: concrete routines and practices that the staff can put into place to begin constructing these pillars. In a way, the service cycles are ways to scaffold the pillars while the staff members begin to learn them and while they are becoming more integrated into the way the school does business.
If there is a weakness here, it is in the tendency of practitioners to take a book like this and ignore the admonition from the book’s conclusion, “Building the culture of a school takes time and effort.” Humans like shortcuts, and because the authors have given so many frankly useful tools, forms, and checklists, I suspect there will be school principals who attempt to install them in a building without taking the time to do the real work: to have the conversations and debates, to understand the concepts deeply and thoroughly.
The authors begin with the recognition that in any school system, there must be shared understanding among the staff members. Building that shared understanding and shared vision is the foundation for the principles they have developed in their own work in schools.
Each chapter explores a way of thinking and being that sets a tone for all learners in a school. The authors have a very relationship-centered approach, and they endorse the idea that increasing achievement is not primarily a matter of technical proficiency, but first of managing and nurturing your human resources. They rightly name these as pillars: they are the supporting structures that permit the techniques and methods to have maximum effect.
A strength of the book is that the authors show clearly how culture can be designed and implemented with intention; it is not something that just “happens.” Each chapter begins with examples and a description of the pillar, exploring supporting research and related principles that make it work. The authors then present what they call “Service Cycles”: concrete routines and practices that the staff can put into place to begin constructing these pillars. In a way, the service cycles are ways to scaffold the pillars while the staff members begin to learn them and while they are becoming more integrated into the way the school does business.
If there is a weakness here, it is in the tendency of practitioners to take a book like this and ignore the admonition from the book’s conclusion, “Building the culture of a school takes time and effort.” Humans like shortcuts, and because the authors have given so many frankly useful tools, forms, and checklists, I suspect there will be school principals who attempt to install them in a building without taking the time to do the real work: to have the conversations and debates, to understand the concepts deeply and thoroughly.
August 28, 2014
This book is going to change how I run my classroom, especially the emphasis on restoration rather than consequences/punishment. My district has spent the last few years really reflecting on issues of equity, and this book gave sound strategies for creating it both school-wide and in the classroom. While I don't philosophically agree with every suggestion the book made, it was thought provoking throughout.
December 23, 2014
While I wouldn't necessarily tell colleagues that they have to read this specific book right now, I think it's always a good idea to read a variety of education books. Like most education books, this one definitely sparked a few specific ideas I am excited to try (e.g. thematic unit table topics to email to Honors World Lit parents). While that specific idea wasn't in the book, the practice of questioning one's assumptions or habits about teaching is always good practice.
February 18, 2015
I enjoyed reading this book as part of a teacher book club. It was interesting to reflect upon the current culture and climate in my school. There were a few inspirations that struck a chord with me and some strategies that could be implemented on a small scale. The book acknowledges that it is a challenging undertaking to make it a whole school initiative. a lot of food for thought.
January 21, 2016
The five pillars the author outlines are a common sense approach to a positive school climate. In fact, the book can be used in a schoolwide effort or within a classroom. This book is a must read if you are an administrator attempting to change the climate of your school system or your school!
June 13, 2012
This is a WQNDERFUL book to add to our Esperanza professional library. Some great templates are included that support the implementation of the ideas in the book.
November 10, 2014
A great reminder of the things that really matter!
January 7, 2014
Fisher, Frey, and Pumpian explore the five pillars successful schools embrace. My favorite chapter explored choice words, a shout out to Peter Johnston's work.
May 31, 2015
Great book with chapters that I see as geared towards teachers and others geared towards the school leaders. This will be a preK-12 book study in our district next year.
December 7, 2016
A great and practical guide to building a better school - good for leaders, teachers, and administrators.
July 9, 2016
Decent. Reaffirmed known ideas
Displaying 1 - 16 of 16 reviews