Culture of Universal Achievement

A culture of universal achievement in a learning institution occurs when a considerable
percentage of the members of staff believe that academic standards are achievable. Through such
a culture, the school creates a learning environment that enables students to achieve success in
writing, math, and reading. A school should be an institution that does not know any limits of
academic achievement. There are key concepts and “theory to practice” that guide teachers and
students on how to create such an environment. Also, there are beliefs that are related to the
culture of universal achievement that guides teachers on how to make the school the ideal place
where students learn and work towards unlimited success.
Key Concept & Theory to Practice

One of the key concepts that I found fascinating is in chapter two of the text, which
states, “Many will have you believe that the process of change is much harder than it actually
is….don’t believe them” ( Lopez, 2013). I found this statement to resonate with me
professionally as well as personal journey. Initially, I started in a career in finance. It is very
different from education, which is what I am pursuing at the moment. I wanted to change my
career and become a teacher. I shared the idea with my friends and family members. Most
discouraged me. Some even told me that I had advanced very far in my career in finance and did
not have to shift careers. I did not believe them. As the key concept states, “don’t believe them.”
I chose to follow my passion and not listen to their discouragements. On a personal level, I
always believe in doing what is best for myself and my family. As long as I remain within the
legal limits, I do not listen to other people. I realized that I have my best interests, and most
people do not. Thus, when they say that change is impossible, I choose not to believe them.

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The “theory to practice” that I found most interesting is “One of the best ways to
reinvigorate your staff is to find clarity in your purpose. Choose one day to throw a “purge
party.” Get a dumpster and have your staff spend the time throwing away items in their
classrooms that have the potential to create chaos. After doing so, work with your team members
to develop a schedule that uses your combined talents to redesign and redecorate each other’s
classrooms in a way that is structured for student success” ( Lopez, 2013). I found this item for
action practicable. I have always believed in teamwork, and I plan on collaborating with my
colleagues in my teaching career. Collaboration produces great results, and it is essential to
reinvigorate the team members and ensure that everyone is on track.

Six Beliefs

The most important belief of a Culture of Universal Achievement is that one cannot give
excuses for reduced effort. I find this belief important because, as a teacher, I have a
responsibility to create an uplifting environment that will push students towards putting effort
and being the best versions of themselves. The second belief, in order of importance to me, is
that student achievement must always be prioritized. Achievement might entail academic of
performance in sports. I believe that students are uniquely gifted, and a student may not excel in
academics, but they might be the best in sports. In whichever field, achievement must be
prioritized. Third, a maverick spirit always wins. As a teacher, it is my duty to lead by example
and prove to the students that progress can be achieved even when things seem very difficult.
Every student can achieve their academic goals. I believe in depicting a sense of urgency when it
comes to the success of my students. The fifth belief is that proficiency in reading, writing, and
math can be achieved. As long as there is consistency, a student can become proficient in
learning (Zusho & Clayton, 2011). However, support is necessary. Lastly, students present

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challenges to the classroom every day, and they can be solved or at least managed by the school.
A teacher has the duty to neutralize all the challenges presented by students. It should be done as
quickly as possible.

My Moment/Decision

After interacting with the young basketball players, I realized I had a passion for
teaching. I found more joy in coaching the team than I did when I was practicing finance. I
realized I had been in the wrong career. I took a sabbatical to pursue education. Having
completed my undergraduate degree and now enrolled for my Master’s degree, this must have
been the best career decision I have made.

Conclusion

Overall, change is good for growth. Thus, when people feel discouraged by others, they
should not listen to them. Instead, they should embrace change and flourish in it. Also, clarity of
purpose is critical in succeeding. Even as we embrace change, it is vital to have a clear purpose
through which we will accomplish our goals. Through the six beliefs of culture of universal
achievement, I have realized that I have a more prominent role as a teacher to facilitate and
monitor student growth and development.

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References

Lopez, D. (2013). No Excuses University: How six exceptional systems are revolutionizing our
schools (2nd ed.). Retrieved from https://content.ashford.edu
Zusho, A., & Clayton, K. (2011). Culturalizing achievement goal theory and
research. Educational Psychologist, 46(4), 239-260.