Standard 3: Cultural Leadership
School executives will understand and act on the understanding of the important role a school’s culture contributes to the exemplary performance of the school. School executives must support and value the traditions, artifacts, symbols and positive values and norms of the school and community that result in a sense of identity and pride upon which to build a positive future. A school executive must be able to “reculture” the school if needed to align with school’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose. Cultural leadership implies understanding the school as the people in it each day, how they came to their current state, and how to connect with their traditions in order to move them forward to support the school’s efforts to achieve individual and collective goals.
School executives will understand and act on the understanding of the important role a school’s culture contributes to the exemplary performance of the school. School executives must support and value the traditions, artifacts, symbols and positive values and norms of the school and community that result in a sense of identity and pride upon which to build a positive future. A school executive must be able to “reculture” the school if needed to align with school’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose. Cultural leadership implies understanding the school as the people in it each day, how they came to their current state, and how to connect with their traditions in order to move them forward to support the school’s efforts to achieve individual and collective goals.
Coursework
Distinguished Leadership in Practice Assignment 3.1
Essential 55
Social Justice Video
Visits to Exemplar Schools
Principal Residency
Notes of Recognition to Staff
PBIS Team
PLCs
Sporting Events
Professional Development and Specialized Training
Crucial Conversations
Facilitative Leadership
Social Justice Retreat
Readings
How to Win Friends and Influence People (Carnegie)
Reframing Organizations (Bolman & Deal)
Seven Habits of Highly Effective People (Covey)
Speed of Trust (Covey)
Whistling Vavaldi (Steele)
Distinguished Leadership in Practice Assignment 3.1
Essential 55
Social Justice Video
Visits to Exemplar Schools
Principal Residency
Notes of Recognition to Staff
PBIS Team
PLCs
Sporting Events
Professional Development and Specialized Training
Crucial Conversations
Facilitative Leadership
Social Justice Retreat
Readings
How to Win Friends and Influence People (Carnegie)
Reframing Organizations (Bolman & Deal)
Seven Habits of Highly Effective People (Covey)
Speed of Trust (Covey)
Whistling Vavaldi (Steele)
A: Focus on a Collaborative Work Environment
The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture.
The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture.
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I created a schedule of available times for teachers to meet with me one-on-one. The meetings provided staff members an opportunity to share what they thought was going well and growth needs.
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I sent the above email to teachers when they signed-up for a meeting time with me. Included in the email were questions we used as talking points.
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3B: School Culture and Identity
The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
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I completed a DLP assignment to determine the perception of the school culture. Four teachers with varying years of experience and content knowledge were selected to participate on the cultural leadership assessment team. The above document represents the results.
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Using data from the 2012 and 2014 Teacher Working Condition survey, I created a modified version of the survey that was focused on the school's biggest challenges. The results were shared with staff and used by administrators to address concerns prior to completion of the 2016 TWC survey.
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3C: Acknowledges Failures; Celebrates Accomplishments and Rewards
The school executive acknowledges failures and celebrates accomplishments of the school in order to identify, culture, and performance of the school.
The school executive acknowledges failures and celebrates accomplishments of the school in order to identify, culture, and performance of the school.
The email is part of the communication for a field trip for our "A" Honor Roll students. I assisted with coordinating the trip to the bowling alley and served as the administrative chaperone.
3D: Efficacy and Empowerment
The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
I created a SNMS Teacher Working Condition survey in preparation for the 2016 NC Teacher Working Condition Survey. I compiled and shared the results with the staff. The administrative team used the results to create action steps to address concerns.
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I frequently met with teachers to offer support, address concerns, or complete evaluation documentation. The teacher log is a record of several meetings.
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