STANDARD THREE
Cultural Leadership
Principals 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 principal 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.
Principals 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 principal 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.
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.
Friday Administrative PLC
I was charged with the lead for each Friday morning our administrative team. We would meet to discuss the PLC conversations from the week in our designated groups. I prepared the document with our notes to share out with the team to discuss productivity and data discussed during certain weeks. The goals for our Big 4 EOC PLCs for this semester were to increase our data discussions. Also to create lists of focus students and appropriate strategies to use when working with those students to increase achievement scores. This process was important to increase administrative consistency among PLCs. |
|
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.
Spartan Pledge The administrative team created this pledge along with our leadership team to address the vision and mission of our staff members. All staff got a chance to offer feedback before pledging to commit to this standard. After the pledge had been revised according to suggestions, the staff made the pledge as a group and then signed all around it like a social contract. This poster was then laminated and posted at all faculty meetings as a reminder to our pledge of excellence. This process allowed me to establish my commitment to the Spartan community. |
|
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
Various Community Recognition I made various visits to community events and to celebrate SSStrong students. I was sure to be present when our AVID program was recognized for amazing national highlights for showing above standard achievement. I also visited Selma Middle School's college fair to show my support for our rising Spartans. Through participating in these experiences I was able to make connections with many stakeholders in our community. |
|
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.
Dedicated Spartan Recognition
This form was created to allow teachers to submit times throughout the school year when they are asked to go above and beyond their required services to trade out for time at the end of the school year. They can submit things such as attending evening activities such as family nights and informational sessions, covering classes during their planning periods, and any additional time spent outside of their required time if classified. This streamlines our process for teachers to feel respected for their time and to shift the culture to be more productive with our time together. |
|