Standard+3

**Cultural Leadership** 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.

INSERT GRAPH OF GROWTH OVER TIME!

**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 & Selected Artifacts__**
 * Experience ||  Description  ||  Artifact  ||
 * PLC Formation || Worked with the Principal to develop a systematic way of documenting/guiding PLC’s. || [|mbs team meeting focus form.docx] ||
 * Collaborate on Best Practices || I worked with the principal to develop a systematic way of having teachers share best practices. Teachers were given a report that required them to assess and reassess the students. During their PLC's they were to discuss the best strategies used with different student dynamics. || PLC Principal Report ||
 * Culture of Collaboration || I would often speak of collaboration and it's importance in the weekly keynotes that went out to teachers and staff every Monday. || 1. Key Notes, 2. Key Notes ||

**__ Coursework __**
 * High School Developmental Project
 * Internship Project / Problem of Practice
 * DLP 3
 * High School Turnaround Case Study
 * Monthly / Weekly Internship Log
 * High School Turnaround Case Study
 * Fall 2011 Assessment Day: Video reflection on school culture
 * Facilitative Leadership & Crucial Conversations reflection

__ **Specialized Training** __
 * Fall 2011 Assessment Day: - Video reflection on school culture
 * Data Day: EVAAS, ACRE, Metametrics, NC WISE
 * Schooling by Design
 * School Visits: KIPP Gaston, Bertie Middle School
 * Crucial Conversations
 * Teacher Evaluation Instrument

**__Related Readings__**
 * 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 Bridgers
 * Reframing Organizations by Bolman & Deal


 * 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 & Selected Artifacts__**
 * Experience ||  Description  ||  Artifact  ||
 * Empowerment || Every week in the Weekly Keynotes, I acknowledge the success of staff members. || Recognition Kudos ||
 * Teacher Wish List || Towards the end of the school year, teachers will be given this form letting me know what their top three choices are for teaching positions next year. || Teacher Choice Form ||
 * Celebration || Teachers formally celebrate each other through the Teacher of the Year Ballot and the Teacher Assistant of the Year Ballot || Teacher Assistant of the Year Sample Ballot ||
 * Self Assessment Conf. || At the beginning of the year, I observed the conference between the principal and teachers as they discuss their self assessments of the teacher evaluation rubric. || Observation Notes ||
 * Intro Letter || In the beginning of the year, I wrote and distributed a letter to all staff members stating my values, purpose and beliefs for this school year. || Introduction Letter ||

**__ Coursework __**
 * School Improvement Team Meetings & Participation
 * Introductory Letter to Staff
 * School District Digital Story
 * Internship Site Assets Video
 * Fall 2011 Assessment Day:
 * Video reflection on school culture
 * Triad role plays re: teacher interaction
 * Action plan for teacher
 * Professional Growth Plan

__ **Specialized Training** __
 * Site visits to A. B. Combs, KIPP GCP, Bertie Middle
 * Facilitative Leadership
 * Crucial Conversation
 * <span style="font-family: Georgia,serif; font-size: 12pt; vertical-align: baseline;">Teacher Evaluation Instrument

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**
 * Same as above.


 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">3c. Acknowledges Failures; Celebrates Accomplishments and Rewards **<span style="background-color: #ffffff; font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.

<span style="font-family: Georgia,serif; font-size: 17px;">**__Experiences & Selected Artifacts__**
 * Experience || Description || Artifact ||
 * Awards Day || Students are presented with quarterly awards for their academic success and outstanding character. || Awards List ||
 * Daily Reading Awards || Students reading achievement are publically announced on the morning news. || Reading Award Board Pic ||
 * Quarterly AR Celebration || Students who meet their goals are provided the opportunity to attend the school wide celebration. || Celebration Picture ||
 * Annual PBIS Celebration || Students who display inappropriate behavior during school have to complete a PBIS referral. At the end of the year students who have redeemed their behavior or who have no PBIS referrals are allowed to attend the school wide celebration. || Celebration Picture ||
 * Daily Eagle Drawing || Students are given paper eagle awards during the day. Students submit their awards to the drawing box and 6 students names are drawn at the end of everyday. They are given a prize from the prize cabinet. || Drawing Picture ||
 * Counselor Celebration || After working with the counselor to improve her efficiency in coordinating school wide testing, I celebrated her improved performance. || Praise Email ||

<span style="font-family: Georgia,serif;">**__ 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

<span style="font-family: Georgia,serif;">__ **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

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**
 * Same as Above


 * <span style="background-color: #ffffff; font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">3d. Efficacy and Empowerment **<span style="background-color: #ffffff; font-family: Tahoma,Geneva,sans-serif; font-size: 16px;">: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance.

<span style="font-family: Georgia,serif; font-size: 17px;"> <span style="font-family: Georgia,serif; font-size: 17px;"> <span style="font-family: Georgia,serif; font-size: 17px;">
 * <span style="font-family: Georgia,serif; font-size: 17px;">__Experiences & Sample Artifacts__ **
 * Experience || Description || Artifact ||
 * Teacher Assist. Schedule || Observe teacher assistants in a meeting with the Principal where they volunteered and developed the duty schedule for the year. || Duty Schedule ||
 * Motivational Notes || After monthly observations, I sent out motivational notes to empower teachers. || Sample Notes ||
 * Celebration || Teachers formally celebrate each other through the Teacher of the Year Ballot and the Teacher Assistant of the Year Ballot || Teacher Assistant of the Year Sample Ballot ||


 * <span style="font-family: Georgia,serif;">__ 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

__<span style="font-family: Georgia,serif; font-size: 17px;">**Specialized Training** __
 * Schooling by Design
 * School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * Facilitative Leadership
 * Teacher Evaluation Instrument
 * Ruby Payne training


 * <span style="font-family: Georgia,serif; font-size: 17px;">__Related Readings__ **
 * Same as above.