Standard III: Cultural Leadership
School executives 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. 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 “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.
3A: 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.
We have a number of students who were not successful for a variety of reasons. In order to address the needs of our students, I worked collaboratively with the interdisciplinary team which consisted of the administrative team, social worker, school nurse, guidance counselor, and data manager. The purpose of the meetings were to identify struggling students (academics, medical issues, attendance, behavior concerns etc) and work together to find solutions to support them. Below is a screenshot from the Parent Conference I organized for a student who was going through some issues while on the bus. I was able to pull together the school counselor, social worker, both parents, mentor principal, executive coach , and Both parents. This was a collaborative action to address the needs of the child both while at school and at home.
Email to Invovle Northeast Leadership
3B: School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity of culture of the school.
As evidenced below, I conducted an Educational Garage Sale. These was done to examine the culture of Northeast and to assess practices that were working and those that were not. Once data was collected, I met with Ms. Woods, mentor principal, and proceeded to put systems in place to get rid of failing practices, improve on those that working, and examine new ways to improve the culture while at Northeast.
Garage Sale Document
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.
As evidenced below, I was a part of s contingent of administrators who were honored during the September 2017 Lenoir County Board Meeting. The superintendent acknowledged all schools who had met or exceeded growth. In addtion, I was an active participant in Northeast’s first ever Literacy Day held on October 31st. During planning for Literacy Day, I encouraged students to dress as their favorite character from a book. I, along with the a 3rd grade student, dressed as Harry Potter. Lastly, I celebrated and awarded students during Northeast’s 2nd Nine Weeks Awards day. Students were recognized for Honor Roll, Most Improved, and best Benchmark scores.
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 evidenced below, I was able to reach out to several community partners. Several teachers expressed a desire to have the cafeteria and school hallways to use themes during the various months to celebrate holidays (ex. Halloween, Christmas, Valentine’s Day, etc.) I believed this could be a way to establish a culture as a school where learning is fun and celebrated. in addition, I was able to encourage and empower our school counselor as she sought support for “Girls on the Run”, which is a club that uses running/marathons to teach young girls self-esteem and teamwork. In both situations, I was able to secure help and develop a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance by securing community partners who would donate goods and their time to help establish a positive culture.
Girls on the Run Event