Standard 3: 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. 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.
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. 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.
It is my personal belief that “Cultural Leadership” is key in affecting both teaching and learning at the school level. I like to refer to “cultural leadership” as “the way we do things around here!” Cultural leadership encompasses the processes, traditions and common practices at the school level--including the way teachers and staff are valued or devalued at the school level, the voice that teacher-leaders have or lack thereof, and the common administrative and teaching practices that are accepted.
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.
When asked to speak at the December session of Greene County Schools’ District meeting for student service personnel, I decided to conduct a “Garage Sale” activity to assess the culture of student services. The focus was aimed at categorizing the current processes as worthy of being “kept”--not for sale, “revised”--repair shop, or “discarded”--trash can. The activity served as an anchor for conversations surrounding each process.
As a result of the meeting, a small team was assembled to look at the district enrollment process. A few minor changes were made to address this concern, and the student services staff was reconvened to note final changes. We still need to address the request for scripted responses for talking to parents/guardians about homelessness/“displacement”. My recommendation would be PD with real-life scenarios that may arise. Personnel can be split into small groups to address each scenario and then reconvene to share with the whole group.
As a result of the meeting, a small team was assembled to look at the district enrollment process. A few minor changes were made to address this concern, and the student services staff was reconvened to note final changes. We still need to address the request for scripted responses for talking to parents/guardians about homelessness/“displacement”. My recommendation would be PD with real-life scenarios that may arise. Personnel can be split into small groups to address each scenario and then reconvene to share with the whole group.
The artifact below shows the way various processes were categorized during the district-level Garage Sale activity.
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As a follow-up to the district-level “Garage Sale”, I conducted a school-level exercise with the West Greene’s leadership team to look at those things which should be continued, recycled, or removed from processes implemented at the school level. The artifact below is a recorded video that was shown to the SLT to introduce the activity. The artifact right below the video displays the activity setup in the PLT room at West Greene.
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The artifact below is an email from the Director of Student Services for GCS to follow-up on the Garage Sale activity that I conducted. Follow-up is key in education, since without follow-up, there is often little or no action on the issues at hand.
Element 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.
The artifact to the below is a flyer for a presentation by Tara Brown, aka "The Connection Coach" held with all GCS district employees as well as the community stakeholders. Tara spoke about controversial topics such as white privilege, drug addiction, the LGBTQ community, racial inequities in schools, and the lack of diversity amongst teachers across the district. While I do agree that this was a good initial step at addressing some of the current-day issues that affect public school students, I feel that it was a failed opportunity since the attention to these topics started and ended with this presentation. Where follow-up is key, this initiative should have moved forward with required PD at the school level throughout the year. Nothing will change where these issues are concerned if there is no action taken to affect them.
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The picture below is a magnolia tree--a symbol of dignity and nobility--that now stands where a whipping post--a device meant to strip one of their dignity--was once erected at Franklinton Center at Bricks. Utilized as a place to break unruly slaves, the setting is ideal for educational retreats and family gatherings to renew the spirit. As school administrators, it is key that we take time to listen to ALL stakeholders before we seek resolution.
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The artifact below is a picture that we discussed at length during our equity training at Franklinton Center at Bricks. This is an ideal illustration to spark discussion about topics that we need to address as a school leaders, considering our own biases and those of others.
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 the school.
The artifact below displays a video of me getting pied by one of our second grade students--who just so happens to be my nephew, Corbin Felton--to celebrate our students accomplishment of setting a new record for monies raised for Jump Rope for Heart. We raised over $7k! The students had a energy-filled afternoon celebrated a mission accomplished!
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The artifact below is a picture that we took as a staff to show our support for heart month! We utilized the photo to promote donations for Jump Rope for Heart, an annual fundraiser to benefit the American Heart Association. It is key to teach our students the importance of giving back to people in the community.
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Element 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 artifact below depicts the display that I envisioned to celebrate the two staff members who are nominated as Rocking Rams each month. It provides an attractive way to celebrate their accomplishments and receive kudos from their peers.
The artifact below is the "Spotlight on Learning" that I wrote for the weekly bulletin for the week of October 2-6, 2017. We utilize the "spotlight on learning" as a way to showcase exceptional instructional practices happening in the classroom.
"On Thursday, Mrs. Sarah Moore’s second grade students learned how to distinguish a personal narrative from other types of stories. The students learned that a personal narrative is:
"On Thursday, Mrs. Sarah Moore’s second grade students learned how to distinguish a personal narrative from other types of stories. The students learned that a personal narrative is:
- A story about a big event from your life,
- It presents a problem & and solution, and
- It involves feelings!