Standard+III

// 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. //
 * Cultural Leadership **




 * 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. //**

> **__ Coursework __**
 * __ Experiences __**
 * Visited to East Garner Middle School, Olive Chapel Elementary School, Gaston College Preparatory: KIPP, and Bunn High School all shared their various collaboration strategies used amongst teachers...I obtained a strong sense of each school's culture during my visits
 * Collaborated with Principal Mentor, Guidance Counselor & Executive Coach to determine Problem of Practice ~ Fall 2012
 * Co-facilitated a PD session with AP – utilizing PD 360
 * Participated in PLC, Grade Level Planning, and Planning Days – during internship
 * Involved in weekly Administrative Team, One on one check-ins with mentor, and Curriculum Resource Teacher
 * Participated in district-wide 3rd grade PLC – unpacking the common core standards
 * Observed district-wide Principal PLC
 * Visited Bunn High School where all teachers observe the classes of at least two of their colleagues over the course of the school year
 * High School Turnaround Case Study
 * Monthly / Weekly Internship Log
 * Fall 2011 Assessment Day: Video reflection on the importance of school culture, what a strong school culture looks like and how it can be cultivated. Prefaced with video case study of one strong school culture, fall 2011
 * Facilitative Leadership & Crucial Conversations reflection
 * Change Course: Class investigation with Dr. Cathy Williams on creating collaborative environment. Included presentation on leadership styles that encourage healthy PLCs, fall 2011.
 * Change Course: investigation of the Teacher Working Condition (TWC) survey included examination of school climate constructs, fall 2011.
 * Data Day: training on EVAAS, ACRE, Metametrics and NC WISE. Discussed how data instruments can be used in schools to generate shared responsibility, spring 2012.
 * Schooling by Design
 * Developmental Projects: Lower & Upper Elementary, Middle, and High School
 * High School Turnaround Case Study: Bunn High School
 * Monthly / Weekly Internship Log:
 * Fall 2011 Assessment Day: Video reflection on the importance of school culture, what a strong school culture looks like and how it can be cultivated. Prefaced with video case study of one strong school culture, Fall 2011
 * Facilitative Leadership & Crucial Conversations reflection
 * Change Course: Class investigation with Dr. Cathy Williams on creating collaborative environment. Included presentation on leadership styles that encourage healthy PLCs, Fall 2011.
 * Change Course: investigation of the Teacher Working Condition (TWC) survey included examination of school climate constructs, Fall 2011.
 * DLP 3: collaborated with teachers and mentor principal to assess the level of collaboration and functionality of PLCs. Fall, 2011.


 * __ Specialized Training __**
 * Data Day: training on EVAAS, ACRE, Metametrics and NC WISE. Discussed how data instruments can be used in schools to generate shared responsibility, Spring 2012.
 * Schooling by Design:
 * Site Visit to KIPP Gaston: introduced to methods for ensuring collaboration both among teachers and between teachers and students, Fall 2011.
 * Crucial Conversations
 * Teacher Evaluation Instrument
 * Facilitative Leadership: Certified training on getting maximum appropriate involvement and facilitating agreement, January-May 2010.


 * __ Related Readings __**
 * The Fifth Discipline (Senge, 2004)
 * Trust Matters by Moran
 * Leading in a Culture of Change by Fullan
 * Leading Change by Kotter
 * How It’s Being Done by Chenoweth
 * Crucial Conversations by Patterson
 * The Speed of Trust: The One Thing that Matters by Covey
 * Leading with Inquiry & Action: How Principals Improve Teaching and Learning by Militello
 * Working with and Evaluating Difficult School Employees by Eller
 * The School Leaders Our Children Deserve by Theoharis
 * What’s Worth Fighting for in the Principalship by Fullan
 * Schooling by Design by Wiggins
 * Managing Transitions by Bridgers
 * Reframing Organizations by Bolman & Deal


 * __ Selected Artifacts __**

media type="custom" key="15438706" High School Developmental Project - Erica Royster, Yolanda Wiggins, Shelley Williams & Douglas Miller


 * 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 __**
 * Problem of Practice: Phase I: School Profile from Public Data and Phase II: Detailed Examination of the School Community and Human Resources
 * Problem of Practice: action research assessing the culture of internship school (e.g. interviews with stakeholders, climate data, TWC analysis). Fall, 2011.
 * Letter of Introduction: Developed letter of introduction to staff
 * School Newsletter
 * Participated in school-wide PLCs
 * Discussed & shared Problem of Practice with staff
 * Attended PTA Meetings & after school events (Parent Night, Talent Show, Fall Festival, etc)


 * __ Coursework __**
 * Developmental Projects: Action research included a resource analysis of school and community.
 * High School Turnaround Case Study: Conducted an analysis of internship school and state-recognized turn around schools, Spring 2011
 * Fall 2011 Assessment Day: digital story defining school culture, Fall 2011.
 * Change Course: Class investigation with Dr. Cathy Williams on creating collaborative environment. Included presentation on leadership styles that encourage healthy PLCs, Fall 2011.
 * Change Course: investigation of the Teacher Working Condition (TWC) survey included examination of school climate constructs, Fall 2011.
 * Change Course: Studied three different cases - elementary, middle and high schools; discussed in groups three main areas needing improvement and three areas of strength.
 * DLP 3: assignment included in-depth written reflection on the importance of school culture, Spring 2011.
 * DLP 3 interim assignment included discussion and evaluation of school culture through validated assessment tool, Spring 2011.
 * 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.


 * __ Specialized Training __**
 * 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.
 * Site visit to AB Combs Elementary: Magnet School of Distinction with exemplary school culture and unique identity. Fall, 2011
 * Facilitative Leadership: activities designed to understand the meaning and importance of a shared vision, Fall 2010.


 * __ Related Readings __**
 * 90/90/90 School: research and discussion addressed key issues of aligning school identity to its goals and creating a culture of success. April-May, 2011.
 * The Fifth Discipline by Senge
 * Trust Matters by Moran
 * Leading in a Culture of Change by Fullan
 * Leading Change by Kotter
 * How It’s Being Done by Chenoweth
 * Crucial Conversations by Patterson
 * The Speed of Trust: The One Thing that Matters by Covey
 * Leading with Inquiry & Action: How Principals Improve Teaching and Learning by Militello
 * Working with and Evaluating Difficult School Employees by Eller
 * The School Leaders Our Children Deserve by Theoharis
 * What’s Worth Fighting for in the Principalship by Fullan
 * Schooling by Design by Wiggins
 * Managing Transitions by Bridger
 * Reframing Organizations by Bolman & Deal

Images of Long Mill below... media type="custom" key="15428758"
 * __ Selected Artifacts __**


 * 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. //**


 * __ Experiences __**
 * Created and revised Personal Growth Plan and personal vision statement
 * Weekly check-ins with mentor principal
 * Participated in monthly staff meetings – “Wow Awards,” were distributed to various staff members given by principal and Lion Awards were given by staff
 * Weekly PLC or Grade Level Meetings
 * Participated in PBIS award recognitions
 * Reflection discussion with mentor principal, coach & weekly/monthly logs
 * Assisted in student recognition (9-week celebrations, principal breakfast)


 * __ Coursework __**
 * DLP 2 (Maximizing Human Resources for Goal Accomplishment)
 * Weekly Internship Logs
 * Monthly Internship Logs
 * Formal Teacher Evaluations
 * Personal Vision Statement & Letter of Introduction
 * School District Digital Story
 * Internship Site Assets Video
 * Aspiring Leaders Self-Assessments


 * __ Specialized Training __**
 * Facilitative Leadership
 * Social Justice
 * Schooling by Design
 * School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * Crucial Conversations
 * Teacher Evaluation Instrument
 * Conflict Resolution


 * __ Related Readings __**
 * 90/90/90 School: research and discussion addressed key issues of aligning school identity to its goals and creating a culture of success. April-May, 2011.
 * The Fifth Discipline by Senge
 * Trust Matters by Moran
 * Leading in a Culture of Change by Fullan
 * Leading Change by Kotter
 * How It’s Being Done by Chenoweth
 * Crucial Conversations by Patterson
 * The Speed of Trust: The One Thing that Matters by Covey
 * Leading with Inquiry & Action: How Principals Improve Teaching and Learning by Militello
 * Working with and Evaluating Difficult School Employees by Eller
 * The School Leaders Our Children Deserve by Theoharis
 * What’s Worth Fighting for in the Principalship by Fullan
 * Schooling by Design by Wiggins
 * Managing Transitions by Bridger
 * Reframing Organizations by Bolman & Deal


 * __ Selected Artifacts __**


 * 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 __**
 * Participated in monthly staff meetings
 * Interacted with staff in various capacities
 * Learned staff members strengths and collaborated with principal to determine recommended leadership p
 * Attended PLC meeting
 * Interacted with all staff in the school communities


 * __ 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


 * __ Related Readings __**
 * 90/90/90 School: research and discussion addressed key issues of aligning school identity to its goals and creating a culture of success. April-May, 2011.
 * The Fifth Discipline by Senge
 * Trust Matters by Moran
 * Leading in a Culture of Change by Fullan
 * Leading Change by Kotter
 * How It’s Being Done by Chenoweth
 * Crucial Conversations by Patterson
 * The Speed of Trust: The One Thing that Matters by Covey
 * Leading with Inquiry & Action: How Principals Improve Teaching and Learning by Militello
 * Working with and Evaluating Difficult School Employees by Eller
 * The School Leaders Our Children Deserve by Theoharis
 * What’s Worth Fighting for in the Principalship by Fullan
 * Schooling by Design by Wiggins
 * Managing Transitions by Bridger
 * Reframing Organizations by Bolman & Deal

media type="custom" key="18482454" Lynda Tredway, University of California at Berkeley, facilitated a multi-day workshop on issues of race and equity. The work included personal, organizational and institutional development as well as tools to engage in this work as school leaders. As a part of this training, Cohort Fellows explored the impact that our students (from Northeastern North Carolina) have had on us as educators and as people in general. We also had "Courageous Conversations" about our backgrounds, race and our experiences. In addition, we explored equity traps that educators fall into that prevent real social justice from occurring and ways to have discussions with people to help schools meet the needs of racially diverse students.
 * __ Selected Artifacts __**