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Changing Culture

Having done an outstanding job as Chair of the English Department, Jim was offered the position of Dean of Students. He had great rapport with kids but no experience in administration outside of his department chairmanship. He felt he had a vision for the way a dean of students could be successful so he took the job. Jim was replacing a long-time dean who was beloved by alumni but had been less effective with recent students. In truth, the old dean had not kept up with the changing social and emotional issues of adolescence and was resolute in his “old school” approach to discipline. It was time for a change, and Jim was eager to take on the challenge.

The head of school suggested that Jim work with a mentor in his first year so that he would have a “safe place” to work through the transition and learn more quickly how to approach such an administrative position, especially as it required changing the culture of the job he was undertaking. The head was anxious for the deanship to be updated, and she wanted to support Jim’s efforts in accomplishing this as fully as possible.

eduINNOVATIONS was hired to mentor Jim throughout the school year. Preliminary work involved identifying Jim’s vision for the job of dean and building the skills and knowledge needed in order to realize the vision. What changes could realistically be effected in the first year? What long-range plans could be made? Who were the people he needed behind him in each phase of his plan? Whom did he anticipate would resist the changes he was trying to implement? How could he effectively work with them? Jim and his mentor worked together to find appropriate answers to these questions and to create the action plans associated with each one. Jim chose to have weekly on-site meetings in the first semester of the year, as he transitioned into the position; in the second semester, he and his mentor communicated weekly via email and phone and met in person once a month.

By the end of the year, Jim had received accolades from student, faculty and parent contingents alike. He had carefully laid out his vision to the other administrators and faculty, had clarified his role to the parent body, and had established a clear set of expectations with the students. There were no surprises. In addition, he had carefully and honestly approached those teachers he felt would present the greatest resistance; most of them came to support Jim’s stance. Jim’s year of developing the skills relevant to the dean of students position had resulted in tremendous confidence in knowing that he had found a job he could enjoy in which he would serve the school well.


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