STANDARD THREE: 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.
A. Focus on 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.
Photos-
Top (Left to right): Teachers working on Classroom Data Notebooks, Parent Curriclum Night, Grade level Vertical Planning
Bottom (Left to right): Black Lives Matter District Day, Red for Ed, 5th Grade PLC and Data Dig
Top (Left to right): Teachers working on Classroom Data Notebooks, Parent Curriclum Night, Grade level Vertical Planning
Bottom (Left to right): Black Lives Matter District Day, Red for Ed, 5th Grade PLC and Data Dig
Standard 3A Reflection: In order to make the school community an efficient and effective unit, administration created opportunities for grade levels to meet with each other, meet with parents, as well as community members to show support and a unified front for student growth. This showed all stakeolders that we all have the same common goal which is the continued success and opportunities for all our students. It modeled to students and even their parents, that even though we are all different we support each other and want our students and their familes to get the best academic experience that they can at Holt. I created Classroom data notebooks as shown above, for teachers to document there student progress and track student interventions.
B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
Standard 3B Reflection: Based on the findings from the 2018-2019 Teacher Working Conditions Survey, I created a Teacher Survey in which to dive further into many of the areas that fell below a 50% approval rating.
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C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
Standard 3C Reflection: After completing the schoolwide Teacher Survey, I shared its findings to the school improvement and provided a list of concerns and suggestions from staff to be reviewed and discussed by the team. This gave the leadership team time to reflect and identify why they think specific areas may have fallen below 50% approval rating. It was an opportunity to look within to see what needs to be modified and enriched. As a team we decided to focus on two main areas this year as they came up quite frequently in discussion. Those two items were student conduct and being comfortable voicing concerns to administration.
D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
Photos (Left to right) - 2nd/3rd Grade Vertical Planning collaboration with ESL and EC team, 5th Grade PLC, and 2nd/3rd Grade Vertical Planning.
Standard 3D Reflection: The administrative team faciliated and monitored vertical planning among grade levels. It was important to have ESL and EC representatives present to help with each group. Grade levels worked together to identify prerequistes needed for students and share strategies that have been effective for students among the grade levels. This collaboration and dialouge aloud staff to discuss curriculum and instruction as well as build relationships with teachers outside of their grade levels and speciality areas.