Standard 3: Cultural Leadership
The school executive 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 school executive 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 school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school's culture.
The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school's culture.
As this standard states: as an administrator it is important to support and value the traditions, artifacts, symbols and positive values and norms of the school community that result in a sense of pride upon which to build a positive future. In the 2017-2018 school year Franklinton Elementary went through the upheaval of losing approximately 50% of its teaching staff, the replacement of the entire administrative team and at our district convocation at the beginning of the school year we were announced as the last low-performing school in the district in front of all our peers. As part of the new administrative team I realized that FES was in need of "re-culture." In order to help the school regain its passion and purpose I needed to gain a better understanding of the school and connect with their traditions in order to move them forward. One of my first steps to understanding was to conduct an "Educational Garage Sale", which began with an email request to my staff. The results of my process are recorded on the Padlet which follows. As a result of the information I gathered we have already made progress in several areas:
- Although FES is an old school we are working with what we have and stay in contact with Central Office to make sure our work requests are completed in a timely manner.
- I participate in and lead PLC's which are helping our teachers to strengthen their craft, which in turn has increased student success
- I have "Rebooted" our PBIS team in order to motivate our students to be their best selves as they go through their school day.
- I have improved communication with staff by informing them of consequences of referrals and acknowledging their contributions to our school community.
- I helped to support our Exploratory teachers in preparations for our Christmas Musical and was told by parents and teachers that the turn out for this event was the highest they had ever seen.
Element 3b. School Culture and Identity:
The school executive develops and uses a shared vision , values and goals to define the identity and culture of the school.
As part of the Franklinton Elementary School administrative team I have worked to create a more positive culture by developing a sense of teamwork and collaboration. I established a sense of teamwork and collaboration with our students by including them in the process of creating a pleasing physical environment in which to learn. When they walk in to their hall each day they see themselves and the work they created together. I have provided opportunities for our teachers to develop more meaningful relationships with our students outside of the classroom as well as taking the time to build camaraderie and a sense of a shared purpose by just having fun together. The STEM Lab I established has created a space for students to experience hands on learning and collaboration with our high school which has inspired our students to think about their own future plans.
The artifacts below include the community art project created by the 5th grade, photo of teachers and students enjoying time together during one of our PBIS celebrations and students participating in a science class led by our high school AP science students during our STEM Lab. These artifacts demonstrate that I have met the requirements for this standard.
The school executive develops and uses a shared vision , values and goals to define the identity and culture of the school.
As part of the Franklinton Elementary School administrative team I have worked to create a more positive culture by developing a sense of teamwork and collaboration. I established a sense of teamwork and collaboration with our students by including them in the process of creating a pleasing physical environment in which to learn. When they walk in to their hall each day they see themselves and the work they created together. I have provided opportunities for our teachers to develop more meaningful relationships with our students outside of the classroom as well as taking the time to build camaraderie and a sense of a shared purpose by just having fun together. The STEM Lab I established has created a space for students to experience hands on learning and collaboration with our high school which has inspired our students to think about their own future plans.
The artifacts below include the community art project created by the 5th grade, photo of teachers and students enjoying time together during one of our PBIS celebrations and students participating in a science class led by our high school AP science students during our STEM Lab. These artifacts demonstrate that I have met the requirements for this standard.
Element 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 he school.
As part of our culture at FES we want all of our students to feel welcome and valued. Walkthroughs are a quick snapshot of what is happening in a class, but this quick snapshot can provide evidence as to what may be happening in a class on a regular basis. When teachers do a good job I believe in letting them know, but they must also hear when they have failed to maintain our community standards. Students also need to be recognized for their achievements in order to stay motivated to continue to do their best work.
Below I have provided an artifact of an email sent to a teacher which acknowledges both her success and her failure and a photo of our awards ceremony where I celebrated the accomplishments of our students in March 2018. These artifacts demonstrate that I have satisfied the requirements for this standard.
The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of he school.
As part of our culture at FES we want all of our students to feel welcome and valued. Walkthroughs are a quick snapshot of what is happening in a class, but this quick snapshot can provide evidence as to what may be happening in a class on a regular basis. When teachers do a good job I believe in letting them know, but they must also hear when they have failed to maintain our community standards. Students also need to be recognized for their achievements in order to stay motivated to continue to do their best work.
Below I have provided an artifact of an email sent to a teacher which acknowledges both her success and her failure and a photo of our awards ceremony where I celebrated the accomplishments of our students in March 2018. These artifacts demonstrate that I have satisfied the requirements for this standard.
Element 3d. Efficacy and Empowerment:
The school executive develops a sense of efficacy and empowerment among staff, which influences the school identity, culture and performance.
As an administrator at Franklinton Elementary I have enjoyed being part of the growth and change in attitude being experienced by the teachers and staff. My "Garage Sale" survey helped me to better understand what steps to take to help teachers to feel empowered and successful. One of the best ways is to acknowledge a job well done as soon as possible after completion. I accomplished this after one of our PBIS celebrations by acknowledging the good work done by our Exploratory teachers. When I spoke with them the following day they thanked me for the acknowledgement and shared that it was special because they don't often get recognized as an important part of the school community.
Below is a snapshot of the email which I sent out to all staff to acknowledge the great work everyone had done. This artifact demonstrates that I have satisfied the requirements for this standard.
The school executive develops a sense of efficacy and empowerment among staff, which influences the school identity, culture and performance.
As an administrator at Franklinton Elementary I have enjoyed being part of the growth and change in attitude being experienced by the teachers and staff. My "Garage Sale" survey helped me to better understand what steps to take to help teachers to feel empowered and successful. One of the best ways is to acknowledge a job well done as soon as possible after completion. I accomplished this after one of our PBIS celebrations by acknowledging the good work done by our Exploratory teachers. When I spoke with them the following day they thanked me for the acknowledgement and shared that it was special because they don't often get recognized as an important part of the school community.
Below is a snapshot of the email which I sent out to all staff to acknowledge the great work everyone had done. This artifact demonstrates that I have satisfied the requirements for this standard.