Posted by lpearle on 7 September 2015
The past couple of weeks (ish) I’ve been immersed in New Faculty Orientation and Opening Faculty Meetings, getting to know my new colleagues and new environment. Each school is different, obviously, and getting to know and appreciate the culture and the traditions can take time. In part that’s because there are unwritten rules, and in part it’s because every time people leave and new people arrive things change. At MPOW there’s a special position (an endowed chair, actually) with the responsibility for helping new faculty socialize and get to know colleagues and each other outside the confines of the classroom and dining hall – that’s never happened at my previous schools, although some have had similar unofficial “ambassadors”.
I’ve been thinking a lot about corporate culture at schools and how that can shift over time. Whenever there’s a large change in faculty, that culture shifts. There’s also a shift when a division head or head of school changes: I’ve worked with heads who have a very open door policy and those who are virtually never available without an appointment. I’ve worked with touchy-feely heads, and those who are more reserved. One had a great in person manner but on paper was far sterner. Of course that head’s style then trickles down, and a head who hides and is less than transparent in how things are decided and done usually hires or promotes people who follow that methodology; when that head leaves and a new, more transparent outgoing head arrives is usually the start of others finding a good reason to perhaps explore other career paths.
We spend a lot of time as faculty talking about blended classrooms and individual learning styles and diversity. So many schools have alliance or affinity groups (or whatever the terminology is) and carefully create “safe spaces” for all. And many have ceremonies or convocations that start the year as a united community. At my last school, we celebrated those still at school for their accomplishments, giving both new faculty and new students a sense of the community they’re joining. But when all that is over, what happens? At least one quarter of every high school is new every year – and yes, some may know each other from previous schools or groups, but as a unified class they’re new. How do we get them to see each other as a group when we’re also teaching them to celebrate their differences?
Just something to ponder as the school year commences.
(apologies for the rambling – this was so much clearer and coherent when I thought it out late last night…)