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. **



Graph based on self assessment.

**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__**
 * **Problem of Practice:** action research assessing the culture of internship school (developing PLC)---(see Administrative Internship).
 * **Utilize data** gained from the Teacher Working Condition Survey to improve school's culture (facilitated revision of School Improvement Plan to adjust and include suggestions made concerning TWC results) (Analyzed the TWC data)
 * **Professional Learning Communities** (attend and participate)
 * **Department Chair Meetings** (attend, participate, and support Leadership Team, Grade Level Teams, Curriculum Teams)
 * **Total school involvement** (support staff to Administrative Staff)
 * **Participates and supports** the PBIS team (plans are aligned with the Leadership Team and School Improvement Plan)

**__ Coursework __**
 * **Developmental Projects:** Researched the included a resource analysis of school and community
 * **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.
 * **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

__**Selective Artifacts **__

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This year at Bertie Middle we have reviewing our “true” vision and mission. Our staff meetings and PLCs have been focused around understanding our vision and mission so that we could carry out our work more effectively. I have also been working with the Leadership Team in aligning our TWC Survey, SIP, PBIS plan, and staff suggestions. The staff has been guided to focus on a collaborative mission that sets high expectations for our students and staff.

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Leadership Team (discipline---discuss/input from staff) Participated and Supported as discipline improvement




 * 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 (see standard 1)
 * **Facilitated the revision** of the mission and belief for the school
 * **Facilitated an activity** to allow staff to understand more about the culture of our school. At recent DLP, I received training on “selling” your school and building positive culture at the school. The Staff designed their own 30 second commercial of BMS. The staff enjoy this activity, and it began the “positive selling” talk of the school which continues to build a positive culture and the realization of vision.

**__ Coursework __**
 * **Developmental Projects:** Action research included a resource analysis of school and community.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">**High School Turnaround Case Study:** Conducted an analysis of internship school and state-recognized turn around schools, spring 2011
 * <span style="font-family: Georgia,serif; font-size: 10pt;">**Fall 2011 Assessment Day:** digital story defining school culture, fall 2011.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">**Change Course:** Class investigation with Dr. Cathy Williams on creating collaborative environment. Included presentation on leadership styles that encourage healthy PLCs, fall 2011.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">**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.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">**DLP 3:** assignment included in-depth written reflection on the importance of school culture, spring 2011.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">**DLP 3** interim assignment included discussion and evaluation of school culture through validated assessment tool, spring 2011.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">**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.

<span style="font-family: Georgia,serif;">__ **Specialized Training** __
 * <span style="font-family: Georgia,serif; font-size: 10pt;">**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.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">**Site visit to** **AB Combs Elementary:** Magnet School of Distinction with exemplary school culture and unique identity. Fall, 2011
 * <span style="font-family: Georgia,serif; font-size: 10pt;">** Facilitative Leadership: ** <span style="font-family: Georgia,serif; font-size: 10pt; vertical-align: baseline;">activities designed to understand the meaning and importance of a shared vision, Fall 2010.

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**
 * <span style="font-family: Georgia,serif; font-size: 10pt;">**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.
 * <span style="font-family: Georgia,serif; font-size: 10pt;">The Fifth Discipline by Senge
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Trust Matters by Moran
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Leading in a Culture of Change by Fullan
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Leading Change by Kotter
 * <span style="font-family: Georgia,serif; font-size: 10pt;">How It’s Being Done by Chenoweth
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Crucial Conversations by Patterson
 * <span style="font-family: Georgia,serif; font-size: 10pt;">The Speed of Trust: The One Thing that Matters by Covey
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Leading with Inquiry & Action: How Principals Improve Teaching and Learning by Militello
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Working with and Evaluating Difficult School Employees by Eller
 * <span style="font-family: Georgia,serif;">The School Leaders Our Children Deserve by Theoharis
 * <span style="font-family: Georgia,serif;">What’s Worth Fighting for in the Principalship by Fullan
 * <span style="font-family: Georgia,serif;">Schooling by Design by Wiggins
 * <span style="font-family: Georgia,serif;">Managing Transitions by Bridger
 * <span style="font-family: Georgia,serif;">Reframing Organizations by Bolman & Deal

__**Selective Artifacts**__ [|Visit Bertie Middle Agenda]

[|Phase I Project (Bertie Middle School Facilities)]

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Staff Meeting Agenda [|(Understanding Culture)]



The pictures are depicting the staff “selling” the best of BMS to another staff member. The Staff designed their own 30 second commercial of BMS.

DLP #3 Staff rating (Assessing Cultural Leadership) media type="custom" key="17264594"


 * <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__**


 * **Developed a Celebration Day** for Staff and Students
 * **I send** out "Shout Outs"
 * **I send** positive email messages
 * **Leaves** positive notes for staff
 * **Writes and sends** positive notes for students to parents (parent communication)
 * **Celebrates** with teachers and students about achievements made in class (see email attached)
 * **Participates, supports, and celebrates** with students and staff about achievement in Accelerated Reader Program (see Thank You note from Media)

<span style="font-family: Georgia,serif;">**__ Coursework __**
 * =====<span style="font-family: Georgia,serif; font-size: 12px;">**DLP 2** (Maximizing Human Resources for Goal Accomplishment) =====
 * =====<span style="font-family: Georgia,serif; font-size: 12px;">**Weekly Internship Logs** =====
 * =====<span style="font-family: Georgia,serif; font-size: 12px;">**Monthly Internship Logs** =====
 * =====<span style="font-family: Georgia,serif; font-size: 12px;">**Formal Teacher Evaluations** =====
 * =====<span style="font-family: Georgia,serif; font-size: 12px;">**Personal Vision Statement** & Letter of Introduction =====
 * =====<span style="font-family: Georgia,serif; font-size: 12px;">**School District Digital Story** =====
 * =====<span style="font-family: Georgia,serif; font-size: 12px;">**Internship Site Assets** Video =====
 * =====<span style="font-family: Georgia,serif; font-size: 12px;">**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

__**Selective Artifacts**__





(Click on Links below to see more pictures and Celebration Program Leaflet) [|The Pictures are of Celebration Day (February 14, 2012) at BMS for staff and students.]

Shout-Out / Celebrating Staff--- Examples



During Teacher Appreciation week---
 * Planned w/ administration events
 * Planned w/ administration various “goodies” to be given
 * Worked with administration in carrying out the week


 * <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;">__Experiences__ **
 * I **worked closely** with administrators, teachers, and parents as we planned and made revisions to the School Improvement Plan which would impact the identity, culture, and academic performance of the school and its stakeholders.
 * I **worked with teachers to participate i**n the developing and refining strategies, and common core understandings that they could present at PLCs and staff meetings.
 * I **recruited all staff** to be an active club advisor for the students of BMS, so that better relationships could develop between the staff and students.
 * I **worked** with and supported the efforts of our media specialist to ensure that teachers implemented Accelerated Reader.


 * <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.

**__Selective Artifacts__**

This is an example of Staff Meeting Agenda (Teachers working together to present information about Common Core)

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Recruitment of Staff for Club Dy