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 the 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.
3A. 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.
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 improvement team meet every 2nd tuesday of the month. The agenda is sent to administration before hand for feedback and suggestions before it is sent to the rest of the team. Agenda items vary from month to month.
As part of NCSU coursework, I developed a one slide presentation showing the correlation between COP and school improvement. |
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Oberlin's administration team along with support staff planned and executed a quarterly materials distribution day. I was in charge of collecting materials from individual classroom and setting them up in an orderly fashion in the media center. I worked closely with PTA volunteers to get materials bagged and ready for distribution. Staff and PTA members signed up to volunteer and parents were given a designated time based on their child's last name to come and pick up their bags in our carpool loop. I created a script for volunteers to use to ensure that students received the correct materials.
Teamwork and creativity were the key to the success of distributing materials to all of our students. If parents were unable to pickup on their assigned day, we allowed them the opportunity to pick up their bags from the main office. School administration along with school counselors did not hesitate to deliver needed materials to students' homes if families were unable to come to school on the assigned distribution day. All hands were on deck and the collaboration exhibited amongst all parties involved showcased a positive school culture driven to ensure student success. |
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.
As part of NCSU coursework, I researched an initiative that WG Pearson Elementary started to improve student behaviors. Leadership wanted restorative justice to become apart of the school culture. A restorative learning lab was created and teachers became familiar with the guidelines. The assignment required me to research why the school took on the initiative, information about the initiative that would be beneficial to teachers and how the initiative has benefited the school.
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As part of NCSU course requirement, I reflected on what school culture means to me as a future school leader. As a school leader, learning about what school culture looks like, sounds like, and feels like has helped me understand how to identify healthy and toxic school cultures. I learned that culture takes different forms, yet remain interconnected and effectively manipulated by a strong school leader. Effective leaders must begin by first defining their personal mission and vision before moving to creating a shared mission and vision with stakeholders. I have learned that one size does not fit all; a healthy school culture adapts to the needs of students, staff and families. Modeling is key in the creation of a healthy school culture. I have to be the example I expect in the school I lead.
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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 define the identity, culture and performance of the school.
The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
When K-3 was voted to return, we lost our FAST Workers. Our Fast Workers consisted of instructional assistants, CNS and transportation employees. The administration team collaborated together to show them appreciation on their last day. I created labels and made goody bags for each of them to enjoy. I have enjoyed showering staff with appreciation gifts all throughout the year.
Our first week back with students we hosted a virtual spirit week to celebrate the return of students. I created a flyer that was sent to staff, students and families.
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During our Winter Spirit Week, I collaborated with the administration team to come up a Countdown to Winter Break Holiday Appreciation. I contacted local businesses (Buffalo Wild Wings, Chick-Fila) and received coupons/vouchers that we could give away to teachers. I made two supply cakes for teacher to win in a raffle. Teachers were also given small treats on various days. PTA was able to fund some of the cost and Starbucks gave free coffee for us to serve to staff.
As part of NCSU course requirements, I conducted a culture audit for WG Pearson Elementary analyzing the school's overall culture and identifying specific practices that make the school culture a positive one. One practice involves creating a vibrant environment that makes students want to come to school. The main hallway is decorated with student artwork from all grade levels. Students have the opportunity to learn in transition, sights words are posted along hallway baseboards and multiplication facts are displayed on staircases. Staff honor other staff members by placing affirmations on the affirmation board. Staff show students appreciation by offering them tiger tickets. Each system positively defined the school's culture and identity.
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.
As principal resident, I have had the opportunity to promote teacher efficacy and empowerment by acknowledging and commemorating the nomination of Kimberly Holland as Oakview's 2020-2021 Teacher of the Year and District Finalist. The administrative team celebrated this accomplishment by providing Holland with her favorite refreshments.
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These documents outlines school data from WG Pearson Magnet Elementary School. It focuses on the student academic data, the positive moments and opportunities for growth. It summarizes the goals to focus on for students based on student achievement and staff feedback.
As part of NCSU coursework, I created a graphic showcasing my personal philosophy on teacher empowerment. I created a pamphlet highlighting ways that teachers could be teacher leaders in their schools and an incentive plan for teachers who decided to become a teacher leader.
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