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.
Element IIIa. Focus on Collaborative Work Environment: The principal/assistant principal understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture. Artifact: True Colors Professional Development I led the faculty in the True Colors personality assessment. We used the results to discuss how best to work in PLTs and other teams. Each faculty member created their own True Colors Palette, and the list hangs in the faculty work room for all to refer to. This new understanding of each other has impacted the work of PLTs and other school teams. Just recently in a PLT, I overheard a teacher say, "Well, you know I'm a blue. I just want to make sure your feelings weren't hurt." To which the other teacher responded, "Girl, I am a gold. I don't even worry about that. Let's just get it done."
Staff members made their color palette, and we hung them in the staff workroom!
Element IIIb. School Culture and Identity: The principal/assistant principal develops and uses shared vision, values and goals to define the identity and culture of the school. Artifact: Forest View Views SurveyAt the beginning of my Residency, I conducted a survey to assess the perceived strengths and weaknesses of the school community. I used the results of this survey to tailor the work of the School Leadership Team, School Improvement Team, and School Advisory Teams. (Results not shown to honor the privacy of those who completed the survey.) When we introduce a new initiative, we are certain to reference the feedback. This has resulted in teachers being more willing to give feedback when asked for it, and has created a feeling of empowerment and engagement that supports our positive school culture.
Element IIIc. Acknowledges Failures; Celebrates Accomplishments and Rewards: The principal/assistant principal acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
Artifact: Teacher and Instructional Assistant of the Year CertificatesThe school has always chosen a Teacher of the Year (TOY). However, in recent years an IA of the Year (IAOY) had not been chosen. I resurrected the IAOY selection process and revised the TOY selection process. One to the features of the new process was the celebration of all nominees. Every teacher and IA who was nominated by his or her peers was recognized in a faculty meeting with a certificate.
Artifact: 30 Second Feedback and Teacher Thank You Note I visit classrooms at least three times a week. When I do, I make sure to leave written feedback calling attention to something the teacher did exceptionally well, and its impact on student learning.
Artifact: Grade Level Half-Day PLT Coverage Problem Solving Our Instructional Assistants (IAs) are essential to the smooth running of our school. For example, they provide coverage in the cafeteria every Thursday, so teachers are freed from lunch duty to have extended PLT planning time. They are also frequently pulled from class to provide class coverage when a substitute teacher cannot be secured. This context became very important during the first semester, when I was tasked with creating a coverage schedule to allow teachers to have a half-day release from class to plan for the second quarter. I was told that this was an established event, and that IAs and Interventionists were called on to provide coverage. Operating on that information, I drew up a schedule and sent it out. Teachers were pleased, but IAs were not. They did not appreciate not being consulted and several of them very clearly communicated their displeasure. I listened, and apologized for not checking in first. Because of that misstep, the next time I had to create a coverage schedule for half-day planning, I was sure to reach out to IAs and interventionists in advance. That went over MUCH more smoothly!
Element IIId. Efficacy and Empowerment: The principal/assistant principal develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
Artifact: Grade Level Leadership TeamsWith the Leadership Team, I led the grade level PLTs to choose members to serve in various leadership capacities. Below is the record of these leadership positions.
Artifact: Continue - Cease - CommenceFeedback Activity Mid-year, at my suggestion, we engaged the staff in an opportunity to give feedback on the direction of the school. Staff members were asked to identify things that are working well and should Continue, things that are not working and should Cease, and things that we aren't currently doing that we should Commence. After receiving the feedback, the administrative team and the School Steering Team acted on several of the suggested items. When we introduce a new initiative or make a significant change, we are certain to reference the feedback. This has resulted in teachers being more willing to give feedback when asked for it, and has created a feeling of empowerment and engagement that supports our positive school culture.