Standard Three
Principals/assistant 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/assistant 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/assistant 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.
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.
The Early College High School staff participate in weekly professional learning communities. The teachers and administrative staff developed a set of norms for the PLCs and also analyze their student data. By participating in PLCs, I have learned the importance of providing time for teachers to collaborate. This time is very important to review data and allow teachers to share strategies and suggestions.
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.
define the identity and culture of the school.
The students at the Early College were allowed to vote on the school colors and school mascot. The coordinator and I wanted the students to take ownership in creating the identity of the school. I assisted by creating the survey and I announced to the students the school colors and mascot. The students selected the mascot to be a wolf and the colors are carolina blue, white and gray. Participating in this process was very stressful; however, I learned that students really want to take ownership of their school. I also learned how to listen to student ideas. I have also learned that students have great ideas and will work harder when they can take ownership with decisions.
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.
failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
At the beginning of every staff meeting and PLC meetings, we have teachers to share their accomplishments. Teachers are encouraged to share any celebration; it does not have to be work related. I learned that celebrating teacher’s accomplishments indicates that leaders care not only about their success in the classroom, but also about them personally.
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.
staff which influences the school’s identity, culture and performance.
Washington County Schools experienced a few snow days that resulted in some two-hour delay days and extended days. One of the teachers volunteered to create a delay schedule as well as a regular extended day schedule. I learned that when the leaders create an environment where teachers are valued and feel empowered they would take action and complete task without being asked by the leaders.
|
|