STANDARD THREE - CULTURAL LEADERSHIP
School executives will understand and act on the understanding of the important role a school’s culture contributes 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 “reculture” 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 as 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.
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In the second semester, I worked with the assistant principal to provide a Virtual Bingo day with prizes and two rounds of a Baby Photo GUESS WHO game contest. Also, I worked with the Staff SEL team to start planning for the rest of the year of things we can do for staff. Because of COVID there was not a high attendance at events and it was hard to host gatherings of staff so I worked to provide online options for staff like the BINGO and GUESS WHO game. The Ap and I worked to develop activities to support Staff SEL and engagement: staff Outings, Virtual Staff Bingo, Break/Refreshment Cart, and a Baby Photo GUESS Who contest. The contests offered staff a break during remote learning days and opportunities to connect/feel connected while maintaining physical distancing.
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Above is a copy of the Instructional Leadership Team PLT Agenda and Notes. We meet every Monday and we hold discussions every week with the leadership team to help complete tasks and support the school for the upcoming weeks. In the agendas you will see where sometimes I have lead a discussion or shared out information to the team. As the intern, I always join the team meeting on Mondays and participate in the conversations the team is having.
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Above is a copy of the 4th grade PLT Agenda. Every person on the Instructional Leadership Team sits on a grade level PLT. My PLT I work with is the 4th grade PLT. As a part of the team, I am sharing information, supporting their needs, sharing ideas, and participating where I am needed. I am a resource for the team and when they are struggling or have questions I always make sure I follow up with the team and ensure they have answers and the needed support or materials they need to be successful.
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- 3B. School Culture & Identity The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
The Public School Data Profile above is a google site that outlines Washington GT Elementary's academic achievement data ,school culture, discipline data, student population, celebrations, accomplishments, school identity, communication outreach, school website analysis, and an overview of the campus through pictures and personal reflections.
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The Holistic Needs Assessment analysis was completed at the beginning of my internship as a review of Washington's educational program regarding student performance trends and other performance indicators. I completed this task by answering the following questions:
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- 3C. Acknowledges Failures; Celebrates Accomplishments & Rewards The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
Throughout the year administration took opportunities to celebrate our staff. Sometimes it was shoutout in the Monday Memo with a written recognition or a photo taken of them. Other times it was a snack/coffee cart to show our appreciation multiple times a year with treats. We also provided fun activities around the Holiday with a Holiday Staff Spirit Week where we gave out treats throughout the week, had a competition with the Spirit Week wear, and ended the week with handwritten Holiday cards with a gift of time from administration.
- 3D. Efficacy & Empowerment The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
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Above you will find the three different parts of a final project I completed as part of my NCSU requirements. I was able to create a graphic explaining my personal philosophy of empowering teachers and staff, examine the strategies used by my former principal to empower teachers, and create a strategic plan of action to empower teachers through an infographic.
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Above you will find how Washington GT Magnet empowers teachers by providing the opportunity for everyone on a grade level team to serve on the following core teams: intervention, equity, 4CATS, PBIS/SEL, and Magnet. Also, there is a graphic of our SIP Goals/Plans that link each core team to the School Improvement Team Plan. Therefore, every staff member is a part of the school improvement process. These core teams meet once a month to plan how their core team will help support the school community. Each team is also provided PD time to provide any professional development they feel is needed to support the success of their teams. I served on the 4CATS team to help support the teach needs of our students and staff. Also, to help support our teachers during the virtual learning environment by providing a PD session on digital resources they can use to increase participation, engagement, and the effectiveness of their virtual instruction.