North Carolina State UniversityThe Friday InstituteNCSU College of EducationNCSU NELA Project Hompage
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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.

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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.
Experiences
  • Seek input from special educators, regular educators, Academically and Gifted student teacher, parents and AIG students to gather information to help the administrative team make data-driven decisions on how to implement the school's AIG Program.
  • Utilized data gained from survey and other sources to identify perceptions of the work environment especially in the implementation of co-teaching model and inclusive practices.
  • Worked with teachers to initiate changes resulting from data gained from parents, students and teachers.
  • During our Data Day Training on EVAAS, ACRE, Metametrics and NC WISE we had discussion on how data instruments can be used in schools to generate shared responsibility, spring 2012.
  • Our Schooling by Design long-day session provided us valuable insights on utilizing collaborative work environment predicated on site-based management and decision-making, a sense of community, and cooperation within school; working with others to monitor the implementation and response to school policies.
  • Our Site Visit to KIPP Gaston has introduced us methods for ensuring collaboration both among teachers and between teachers and students, fall 2011.
  • Crucial Conversations Training gave us tools on how to work with others to initiate changes.
  • I benefited from our Facilitative Leadership: Certified training on getting maximum appropriate involvement and facilitating agreement, January-May 2010.
  • Read and joined discussions of the following books and selected readings:
  1. The Fifth Discipline (Senge, 2004)
  2. Trust Matters by Moran
  3. Leading in a Culture of Change by Fullan
  4. Leading Change by Kotter
  5. How It’s Being Done by Chenoweth
  6. Crucial Conversations by Patterson
  7. The Speed of Trust: The One Thing that Matters by Covey
  8. Leading with Inquiry & Action: How Principals Improve Teaching and Learning by Militello
  9. Working with and Evaluating Difficult School Employees by Eller
  10. The School Leaders Our Children Deserve by Theoharis
  11. What’s Worth Fighting for in the Principalship by Fullan
  12. Schooling by Design by Wiggins
  13. Managing Transitions by Bridges
  14. Reframing Organizations by Bolman & Deal
Coursework
  • Site visit to Gaston College Preparatory: KIPP; presentation of methods used for ensuring collaboration among teachers
  • Site visit to Bunn High School where all teachers observe the classes of at least two of their colleagues over the course of the school year
Artifacts and Documentations
  • The following surveys are designed to seek input from special educators, regular educators, Academically and Gifted student teacher, parents and AIG students to gather information to help the administrative team make data-driven decisions on how to implement the school's AIG Program.







  • Data gained from different surveys helped identify perceptions of the work environment especially in the implementation of co-teaching model and inclusive practices.


  • As a result from the data gained, some changes in teachers training were recommended, co-teaching lesson plan and co-teaching planning agenda templates were developed in an attempt to initiate changes for increased student achievement.
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.
Experiences
  • Worked with teachers to address diversity and equity as the school develops, monitors, and adjusts the school improvement plan. Created and proposed School Improvement Plan (SIP) adopted from the SIP template that uses the PDCA cycle. All the schools that use the template are either School of Excellence. High Growth, or School of Distinction.
  • Worked with the teachers implementing the co-teaching model to establish a culture of collaboration to improve students learning.
  • Worked with others to foster a commitment to diversity and equity in the instructional program. Collaborate with the principal, teachers, office personnel to create Monday Monitor flyer.
  • Created a video on Framing School Culture as part of our Fall Assessment Day Activity.
  • I completed several projects as part of my NELA internship assignments develops and uses shared vision, values and goals to define the identity and culture of the school. Phase I of our Internship project required us to look at the "School Profile from Public Data" and Phase II is the "Detailed Examination of the School Community and Human Resources". In accomplishing these projects, I was able to create a digital story about the community asset of my internship school
  • I revised my vision statement to align to my internship school's vision and included my vision in my letter of introduction to the staff.
  • All of our developmental projects in K-12, included analysis of school and community.
  • In one of our courses facilitated by Dr. Cathy Williams we had class investigation on creating collaborative environment. It included presentation on leadership styles that encourage healthy PLCs. Our investigation of the Teacher Working Condition (TWC) survey included examination of school climate constructs. We also studied three different cases - elementary, middle and high schools; discussed in groups three main areas needing improvement and three areas of strength.
  • Our DLP 3 sessions on Culture Identity included day-long description and discussion about the intricacies of school culture and how a leader intentionally fosters a positive identity, with shared vision, spring 2011.
  • Our Site Visit to KIPP: Gaston, included discussion of developing shared vision, values and goals. Also, panels with teachers, students, custodial staff, parents and administrators, all of which discussed the values and goals that identify KIPP: Gaston. Fall, 2011.
  • Visited AB Combs Elementary: Magnet School of Distinction with exemplary school culture and unique identity. Fall, 2011
  • Our Facilitative Leadership Training included activities designed to understand the meaning and importance of a shared vision, Fall 2010.
  • Read and joined discussion90/90/90 School research and addressed key issues of aligning school identity to its goals and creating a culture of success. April-May, 2011.
  • Read and joined discussions of the following books and selected readings:
  1. The Fifth Discipline by Senge
  2. Trust Matters by Moran
  3. Leading in a Culture of Change by Fullan
  4. Leading Change by Kotter
  5. How It’s Being Done by Chenoweth
  6. Crucial Conversations by Patterson
  7. The Speed of Trust: The One Thing that Matters by Covey
  8. Leading with Inquiry & Action: How Principals Improve Teaching and Learning by Militello
  9. Working with and Evaluating Difficult School Employees by Eller
  10. The School Leaders Our Children Deserve by Theoharis
  11. What’s Worth Fighting for in the Principalship by Fullan
  12. Schooling by Design by Wiggins
  13. Managing Transitions by Bridges
  14. Reframing Organizations by Bolman & Deal
Artifacts and Documentations
  • This brochure is a product of Working with the teachers implementing the co-teaching model to establish a culture of collaboration to improve students learning.

  • I was in-charge in making the Monday Monitor every other month and I used the Monday Monitor to foster a commitment to diversity and equity in the instructional program. I collaborated with the principal, teachers, office personnel to create Monday Monitor flyer.








  • This video on Framing School Culture was created as part of our Fall Assessment Day Activity. Creating videos like this is a powerful tool to develop and use shared vision, values and goals to define the identity and culture of the school.


  • All of our developmental projects in K-12, included analysis of school and community.

  • Here is a sample of the case studies that we read that helped me revise our student handbook.

  • Our DLP 3 session on Culture Identity included day-long description and discussion about the intricacies of school culture and how a leader intentionally fosters a positive identity, with shared vision. This session helped me better understand the relationship between a school's culture and the performance of adults and children.


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.
  • One of our assignments in Facilitative Leadership is to write a reflection on how we use the skills we learned from our Facilitative Leadership Training. In this assignment, I used the Celebration Tracking Worksheet to help me track good behavior and accomplishments of my fellow teachers, family members, teacher assistants and my students. I note the name of the person, the specific behavior or accomplishment to acknowledge, why it deserves celebration and what reward was given for the occasion.







  • Collaboratively worked with my principal and the members of the School Improvement Team as we revise the Student Handbook Students Handbook from google docs. I added some criteria for reward and recognition.


  • I always find opportunity to recognize individual and collective contributions of teachers and staff toward the attainment of our goals. I expressed my gratitude to teachers for their collegiality, professionalism, and their commitment to learning. In these issues of the Monday Monitor, I recognized both individual and collective contributions of teachers and staff.



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.
Experiences
  • Identified and used strategies for building a sense of efficacy and empowerment among staff.
  1. I revised some of the schools forms and created templates and gave the opportunity for the grade level PLC chairs to present all of them to their groups.
  2. I created survey to evaluate the implementation of Co-Teaching and I gave opportunity to all Special educators involved in the Co-teaching model to take the lead in conducting the survey.
  3. I created parent survey, student survey, regular educator survey to evaluate the school's AIG program and the AIG teacher took the lead in conducting the survey.
  4. I created technology needs survey of all teachers and the PLC chairs led in conducting the survey. It's amazing that all teachers in one grade level completed the survey the very day I gave the survey to their grade level chair.
  • Identified and used strategies for developing a sense of well-being among staff, students and parents/guardians. Through using the Love and Logic principle, I was able to impact positive changes on the lives of students who frequently being written up for their behaviors. The students who used to be always written up took the lead in organizing Anti-Bullying Patrol. I already tapped the leadership of the AIG teacher to continue to organize Anti-Bullying Patrol next year. I already gave her anti-bullying materials/resources that she can use.
  • I provided support to one of our teachers who was recommended to NELA Cohort Three. Plans are also ongoing for this teacher to take the lead in sharing her best instructional practices to her grade level peers.
  • Consistently model and promote sense of well-being among staff, students and parents/guardians. It's amazing to see how teachers are open to suggestions and go the extra mile to try some instructional strategies that I shared to them.
  • Created and gave all the teachers, staff, paraprofessional and custodians a survival kit as a way to remind them that they have power.
Coursework
  • Aspiring Leaders Self-Assessment
  • Problem of Practice (Phase 1-4)
  • DLP 2 & 3
  • High School Turnaround Case Study
  • Weekly and monthly internship logs
  • Personal Vision Statement & Letter of Introduction
  • School District Digital Story
  • Fall 2011 Assessment Day: Video reflection on culture, triad role plays on teacher interactions
  • Facilitative Leadership reflection
  • Leadership Digital Story
Specialized Training
  • Schooling by Design
  • School Visits: KIPP Gaston, AB Combs, Bertie Middle School
  • Facilitative Leadership
  • Teacher Evaluation Instrument
  • Ruby Payne training
Artifacts and Documentation
In this issue of Monday Monitor, I used quotes to develop a sense of well-being among staff and students.








The survival kit I created and shared to all Belmont teachers and staff.
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