STANDARD THREE - Cultural Leadership
Principals will understand and act on the understanding of the important role a school’s culture plays in contributing to the exemplary performance of the school. Principals 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 principal must be able to “re-culture” 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 and 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.
Element 3A - Focus on Collaborative Work Environment:
The principal understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture.
The Instructional Leadership Team (focused on academic growth around the building), or which I am a member, discussed the need for a new PLC agenda. We worked together to create this new template which is framed by DuFour's four critical questions for a PLC. The new agenda also includes the goals/intended outcomes for the meeting, a review of the team's social contract, as well as reflections from the team. I was able to contribute heavily to the creation of this new agenda through the knowledge I gained in Dr. Cathy Williams' PLC course.
The principal understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture.
The Instructional Leadership Team (focused on academic growth around the building), or which I am a member, discussed the need for a new PLC agenda. We worked together to create this new template which is framed by DuFour's four critical questions for a PLC. The new agenda also includes the goals/intended outcomes for the meeting, a review of the team's social contract, as well as reflections from the team. I was able to contribute heavily to the creation of this new agenda through the knowledge I gained in Dr. Cathy Williams' PLC course.
Element 3B - School Culture and Identity:
The principal develops and uses shared vision, values and goals to define the identity and culture of the school.
In our School Culture and Collaboration class with Dr. Lisa Bass, we were tasked with an assignment in which we developed a two-year plan that emphasized building culture and collaboration. In this assignment, I created a chronological plan that includes a variety of tasks for various stakeholders. These tasks would allow me, as a new administrator, to better understand the school’s current culture, traditions, data, staff, and its climate to know how to proceed forward. This assignment serves as an example of tasks that administrators may complete upon arrival to a new school.
Element 3C - Acknowledges Failures; Celebrates Accomplishments and Rewards:
The principal acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
The leadership team developed two ways to celebrate students and staff members this school year: Tiger of the Week and Teacher Shoutout. The Tiger of the Week gives teachers and other staff members the opportunity to recognize students for demonstrating PRIDE (promote kindness, respect, integrity, determination, and excellence) throughout the week. Staff members fill out these individual forms and then turn them into the principal who adds a note to the student on the bottom. Teacher Shoutouts are included in the principal's weekly memo to staff and give the leadership team the opportunity to recognize teachers for specific contributions they have made to the school and to students.
These two opportunities for celebration have brought joy to students and staff members alike, and they have increased motivation and desire to perform. I have heard from multiple students and staff members how proud they are to be recognized.
Element 3D - Efficacy and Empowerment:
The principal develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
Based on feedback from the Teacher Working Conditions survey, we as a leadership team chose to have three different tracks for in-house professional development: literacy, technology, and Teach Like a Champion (one of our approaches to teaching and learning). I was tasked with planning and leading the Teach Like a Champion PD. First off, I read Doug Lemov's Teach Like a Champion book again (previously, I read it for a course for my principal preparation program). I planned three different hour-long professional developments for my group of teachers (one is linked below). Through this experience, I learned the need to be flexible to the individual needs of the staff members in my PD track. After each session, staff members completed an exit ticket, and I based my next PD on their needs and desires.
The principal develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
Based on feedback from the Teacher Working Conditions survey, we as a leadership team chose to have three different tracks for in-house professional development: literacy, technology, and Teach Like a Champion (one of our approaches to teaching and learning). I was tasked with planning and leading the Teach Like a Champion PD. First off, I read Doug Lemov's Teach Like a Champion book again (previously, I read it for a course for my principal preparation program). I planned three different hour-long professional developments for my group of teachers (one is linked below). Through this experience, I learned the need to be flexible to the individual needs of the staff members in my PD track. After each session, staff members completed an exit ticket, and I based my next PD on their needs and desires.