Standard 3: 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
achieve individual and collective goals
Element 3A: Focus on Collaborative Work Environment
I held a "Cereal Bar" for breakfast on a teacher workday which allowed teachers to talk about themselves and get to know each other. This event led to teachers building trust and relationships. Once teachers learned about each other, they felt comfortable collaborating and asking for help with classroom issues.
I held a "Cereal Bar" for breakfast on a teacher workday which allowed teachers to talk about themselves and get to know each other. This event led to teachers building trust and relationships. Once teachers learned about each other, they felt comfortable collaborating and asking for help with classroom issues.
Element 3B: School Culture and Identity
The teachers participated in a Certified Needs Assessment in order for administration to use their information to determine what areas of improvement there were at Franklinton Middle School. I asked the teachers questions that gave them the opportunity to discuss strengths and weaknesses that they felt are present at FMS. Using this data, there were different programs implemented to work toward alleviating the listed concerns.
The teachers participated in a Certified Needs Assessment in order for administration to use their information to determine what areas of improvement there were at Franklinton Middle School. I asked the teachers questions that gave them the opportunity to discuss strengths and weaknesses that they felt are present at FMS. Using this data, there were different programs implemented to work toward alleviating the listed concerns.
3C: Acknowledges Failures; Celebrates Accomplishments and Rewards
I worked with our leadership team and instructional coaches to have 9 week benchmark celebrations, as well as monthly increased lexile level celebrations. These celebrations motivated the students to take their work seriously. As time passed this year, students found themselves with higher lexile levels and increased proficiency.
I worked with our leadership team and instructional coaches to have 9 week benchmark celebrations, as well as monthly increased lexile level celebrations. These celebrations motivated the students to take their work seriously. As time passed this year, students found themselves with higher lexile levels and increased proficiency.
3D: Efficacy and Empowerment
I worked with instructional coaches to create a data room that displayed teacher data. Using this data, teachers also worked with their students to create data folders which allowed both teachers and students to create goals for themselves. Teachers moved the data cards to represent the proficiency of the student. Teachers began to take more ownership of the student scores.
I worked with instructional coaches to create a data room that displayed teacher data. Using this data, teachers also worked with their students to create data folders which allowed both teachers and students to create goals for themselves. Teachers moved the data cards to represent the proficiency of the student. Teachers began to take more ownership of the student scores.