Standard Three - 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 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.
Due to the nature of my role as a principal resident, a large part of what I did was collaborative. I worked with our data manager and front desk for areas such as student attendance and student enrollment. I worked with the social worker, guidance counselors, and the 6th grade assistant principal with implementing MTSS. Additionally, I worked with the social worker, ISS coordinator, administration, and teacher leaders on introducing Restorative Justice to the staff. Finally, I have worked closely with the technology facilitator with coordinating efforts for Reading Plus interventions. All of these efforts have aided Brogden with providing its students with effective instruction and the staff members with the necessary supports. With regards to MTSS and Restorative Justice we have created the frameworks necessary to continue these structures in subsequent years.
As a principal resident, I served as a co-facilitator for MTSS. We presented the framework for the school to the staff in partnership with Justine Ward. Through this presentation the staff gained an understanding of what MTSS is and appropriate interventions.
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.
I am a founding member of the COSEBOC Restorative Justice Team at Brogden. We have created the implementation plan for these practices and presented them to the staff. The team also facilitates professional development and supports the staff through feedback provided through walkthroughs. Through this we have begun embedding these practices into our school identity.
Parent and Student Orientation for the 6th grade is an important component of building the identity of Brogden. In August, I presented to the incoming parents on Remind, a form of communication we utilize at the school. In February we had another orientation for the upcoming 6th grade class. I organized the translators for this event. This allowed the orientation to be inclusive of all families.
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.
One of the most common ways we celebrate the staff is through emails. We will also send celebrations in the biweekly Dragons Den, our staff newsletter.
When looking at the acknowledgement of failure at Brogden we work to always come up with a game plan when moving forward. For example, there was a beginning teacher who I had for my first observation. The observation failed to meet the teacher evaluation standards. With that, I treated it as the formal observation that it was intended to be. When we met for our post conference we discussed the strengths and weaknesses of the observation. At the conclusion of the conference I shared that I would like to redo her observation as I believed that this observation did not accurately reflect her classroom. With that, the observation was redone. Additional supports have also since been provided to the teacher such as the Educational Resource Group (ERG) and very frequent walkthroughs. Below are the notes from her first to her second observation. I was able to collect additional data so to allow for a more comprehensive observation.
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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.
As an administrative team, we celebrate our teachers through providing them with duty free lunch once a quarter, selecting two teachers for teacher of the month, and through biweekly shutouts in the school newsletter, the Dragon's Den.
Another area that we at Brogden have worked to empower stakeholders has been with the school walkout in response to the shooting in Florida. The national junior honors society brought to the attention of administration their desire to partake in this nationwide event. With that, we provided them the time and resources to host circles with the students as well as facilitated a tribute that brought meaning and understanding to the events that were occurring.
The Restorative Justice practices that we have worked very hard to implement have been taken into the hands of the students and teachers. At the beginning of the year, we provided the resources needed for circles and we have reached the point where many will self initiate the circle topic.
Another area that we at Brogden have worked to empower stakeholders has been with the school walkout in response to the shooting in Florida. The national junior honors society brought to the attention of administration their desire to partake in this nationwide event. With that, we provided them the time and resources to host circles with the students as well as facilitated a tribute that brought meaning and understanding to the events that were occurring.
The Restorative Justice practices that we have worked very hard to implement have been taken into the hands of the students and teachers. At the beginning of the year, we provided the resources needed for circles and we have reached the point where many will self initiate the circle topic.
Coursework
Distinguished Leadership in Practice with NCPAPA
Ron Clark Experience
School Visits
Professional Development and Specialized Training
Crucial Conversations
Social Justice Retreat
Readings
How to Win Friends and Influence People (Carnegie)
Reframing Organizations (Bolman & Deal)
Seven Habits of Highly Effective People (Covey)
Speed of Trust (Covey)
Whistling Vivaldi (Steele)
Leading in a Culture of Change (Fullan)
Leverage Leadership (Bambrick-Santoyo)
The Energy Bus: 10 Rules to Fuel Your Life, Work, and Team with Positive Energy, (Gordan)
Distinguished Leadership in Practice with NCPAPA
Ron Clark Experience
School Visits
Professional Development and Specialized Training
Crucial Conversations
Social Justice Retreat
Readings
How to Win Friends and Influence People (Carnegie)
Reframing Organizations (Bolman & Deal)
Seven Habits of Highly Effective People (Covey)
Speed of Trust (Covey)
Whistling Vivaldi (Steele)
Leading in a Culture of Change (Fullan)
Leverage Leadership (Bambrick-Santoyo)
The Energy Bus: 10 Rules to Fuel Your Life, Work, and Team with Positive Energy, (Gordan)