Walt was sitting in his graduate level class listening to a debate over the differences between school climate and school culture. Now…perhaps Walt was just angling to get an answer because he was too tired to pay attention and found it more interesting to surf the internet reading blogs! (That’s OK Walt as long as it’s this one!!)
But I decided to pose the question to my colleague Dr. Heather Duncan. Here was her response on a snowy night in Laramie, Wyoming.
Climate and culture are closely intertwined, but are separate entities. The climate is our individual perceptions of the organization and may fluctuate rapidly like the temperatures here in Wyoming - one day warm and sunny and the next turbulent and stormy. And we each experience climate differently. For example, coming from the rainy Scottish climate, I love sunshine and the dry Wyoming weather, but Laramie natives are ecstatic when the clouds darken and the heavens open. Perspectives are subject to rapid change and are affected by events as well as by the organizational characteristics (Neher, 1996). Therefore, in periods of first, and in particular, second order change, individual perceptions of climate may alter, which can affect the satisfaction, motivation and behavior patterns of individuals within the organization (Lawler, 1992). The school or district climate will be very good for a time if, for example, the staff receives raises – like they did here in Wyoming in 2006. On the other hand, if budget cuts occur, as in the current recession, the climate may suffer. These conditions are all temporary, whereas culture is more permanent and lasting. Culture can and does change, but at a much slower rate than climate. Culture develops from the norms, values, behavior patterns, rituals, and traditions of the group or organization. It is the accumulated shared learning from shared history, and implies structural stability and patterning and integration. Over time, these shared values become tacit assumptions (Schein,1992). Culture is learned. In an organization, culture is taught to new employees through formal training programs and by informal methods, such as stories, myths, rituals, and shared behavior, which do more to teach new employees “how things are done around here” ( Jordan, 2003, p. 85). Culture is a powerful force that can encourage and support individuals’ efforts or thwart them before they are started. For example, in schools that have high leadership turnover, the climate often suffers because there is a dissonance between the ‘old’ organizational culture and the direction that new leaders want to take.
Here is a link
Martin, M. J. (2006). “That’s the way we do things around here:” An overview of organizational culture. Electronic Journal of Academic and Special Librarianship, 7(1). Retrieved October 27, 2009, from http://southernlibrarianship.icaap.org/content/v07n01/martin_m01.htm#_ftn13
OK Walt, you can go back to surfing the internet during class again!!!! 
Great addition to what we were discussing (between my irreverent blog surfings), where first- and second-order changes are elemental. My take is climate as a heavy manifestation or reflection of culture, so it can change by outside variables, but is also closely affected by the underlying culture (shared values/beliefs).
Very helpful link, Dr. Duncan.
When I was a principal we brought in a team to do a climate audit. After interviewing the staff they noticed a high stress level among the teachers. At first they were concerned until a discussion ensued about the source of the stress. After lengthy discussion the team decided that the source of the stress stemmed from a frustration with student learning. Teachers felt they could do better and were struggling with various staff development initiatives in an attempt to improve student learning.
In essence - the short term climate may have seemed problematic - yet the longer term cultural implications were positive in that the staff yearned for a better outcome. They had bought into the notion that they could make a difference but were struggling to figure out how to make it happen.
Thanks for the reply, Walt. Your take is spot on. We were just talking a similar topic in a grad class two weeks ago… about low attendance at parent/teacher nights and how the efficacy of communication patterns affects the way parents perceive the climate of the school… and their willingness to become active participants in their children’s education. People’s behavior is a manifestation of school culture… and in turn their behavior is how the climate is perceived by outsiders. Here’s a quote from what my student wrote.
“I think the attendance at parent teacher conferences dropped off because this particular school isn’t inviting. I happen to know this personally because my two youngest children went through this school. I also learned that it is extremely difficult having your own children in the same school as the one you work in, especially when you see things (processes, attitudes, behaviors) that aren’t good. For instance, the middle school decided to have an “Academic Fair” and didn’t advertise it! They told kids to invite their parents, but not many G 6-8 kids are good at that. When my daughter remembered to tell me about it, we were heading out of the school parking lot. I turned the car around and went back. I was one of the teachers in the elementary at the time and when I went to my daughter’s classroom, I noticed that not one of the middle school teachers was around. All the students had made displays of their academic projects and I walked around for quite a while looking at most of them. When I did see two of the teachers in the hall, they were visiting with each other. They didn’t greet me or my daughter. What sort of message does that send? I think the communication problem is deeper than parent-teacher conferences. Since that one incident above, the principal and three middle school teachers have retired and I can’t tell you what a difference it has made in the climate of the school. The new staff members that have replaced them have a more positive, inviting demeanor and it shows in how they try to involve parents. The principal is also trying to make positive changes. I still think secondary teachers could learn more from elementary teachers about creating an inviting atmosphere and involving parents. They’re taking small steps and that is cause for celebration!”
[...] Dr. Duncan’s comments about Culture vs Climate (found right here) she references an observation from a student in class that revealed the non-inviting environment of [...]