STANDARD THREE - Cultural Leadership
School executives will understand and act on the understanding of the important role a school’s culture contributes 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 “reculture” 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 as 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.
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.
Social Contracts
In addition to using Social Contracts in the classroom, we create and enforce them in all meetings as a faculty. These contracts are crucial to building a powerful and positive climate and culture. It is designed to let all participants know what behavior is acceptable and what is not. It is an agreement of behavior to promote self-management a productive collaboration.
In addition to using Social Contracts in the classroom, we create and enforce them in all meetings as a faculty. These contracts are crucial to building a powerful and positive climate and culture. It is designed to let all participants know what behavior is acceptable and what is not. It is an agreement of behavior to promote self-management a productive collaboration.
PLT Project
As a part of our course work, my group designed a Professional Development Session that focused on the 6 PLT Characteristics and how to get PLTs to hold each other accountable. Based on the 6 PLT Characteristics, teams were tasked to create norms using a detailed graphic organizer and provided a framework for effective and productive collaborative work.
As a part of our course work, my group designed a Professional Development Session that focused on the 6 PLT Characteristics and how to get PLTs to hold each other accountable. Based on the 6 PLT Characteristics, teams were tasked to create norms using a detailed graphic organizer and provided a framework for effective and productive collaborative work.
KES Culture - Inbounds & Out of Bounds
One of the issues we were having at KES was related to teachers not holding each other accountable and checking their teammates when they were displaying behavior that was not a part of our school culture or impacting the work each day. We collaborated with the school staff to create a visual to show what our culture is and isn't. I facilitated this discussion with the administrative team at our first day of school opening meetings and we review this at every staff meeting. Through this experience, I have found value in having the staff create their own norms. I have also learned that you must be consistent and refer to them frequently.
One of the issues we were having at KES was related to teachers not holding each other accountable and checking their teammates when they were displaying behavior that was not a part of our school culture or impacting the work each day. We collaborated with the school staff to create a visual to show what our culture is and isn't. I facilitated this discussion with the administrative team at our first day of school opening meetings and we review this at every staff meeting. Through this experience, I have found value in having the staff create their own norms. I have also learned that you must be consistent and refer to them frequently.
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.
Capturing Kids Hearts
Knightdale Elementary School is a Capturing Kids Hearts Showcase School for the second year in a row. Our teachers and staff are expected to model desired behaviors and hold each other accountable. We also focus on social emotional learning techniques and classroom facilitation tools. This allows for teachers to peak student interest, establish collaborative agreements of behavior in every classroom, create high performing groups, increase pro-social skills, create more time-on-task, and increase student performance. We have a team of Process Champions who support and encourage our staff using the CKH skills. Below are the survey results for this school year completed by teachers and students to get feedback on our implementation consistency. Our CKH program is aligned to our school improvement plan as our goal is : ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.
Knightdale Elementary School is a Capturing Kids Hearts Showcase School for the second year in a row. Our teachers and staff are expected to model desired behaviors and hold each other accountable. We also focus on social emotional learning techniques and classroom facilitation tools. This allows for teachers to peak student interest, establish collaborative agreements of behavior in every classroom, create high performing groups, increase pro-social skills, create more time-on-task, and increase student performance. We have a team of Process Champions who support and encourage our staff using the CKH skills. Below are the survey results for this school year completed by teachers and students to get feedback on our implementation consistency. Our CKH program is aligned to our school improvement plan as our goal is : ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.
Opening Session
For the opening meeting with the teaching staff, we led them through our KES Culture and our focus for the school year using the EXCEL model below. This set reminded us of our current culture which is one that feels like a family. We chose a sports theme for this school year and used it to connect it tour culture and initiatives for the upcoming school year.
E - Team Huddle MVPs, Our KES Culture, Social Contract)
X - Team Stats (Good Things, Affirmations, News & Needs)
C - Team Playbook (Know & Understand-Rigor, Equity, & Personalization)
E - Team Game Plan (Do- Heartwork & Digital Portfolios & PDP Goals)
L - Team Cheer (SC Rater, Pep Talk-Let’s GO!) Team Photo
For the opening meeting with the teaching staff, we led them through our KES Culture and our focus for the school year using the EXCEL model below. This set reminded us of our current culture which is one that feels like a family. We chose a sports theme for this school year and used it to connect it tour culture and initiatives for the upcoming school year.
E - Team Huddle MVPs, Our KES Culture, Social Contract)
X - Team Stats (Good Things, Affirmations, News & Needs)
C - Team Playbook (Know & Understand-Rigor, Equity, & Personalization)
E - Team Game Plan (Do- Heartwork & Digital Portfolios & PDP Goals)
L - Team Cheer (SC Rater, Pep Talk-Let’s GO!) Team Photo
Cultural Heritage Nights
On October 17, our school held a Hispanic Heritage Night in our gym. Plans included Hispanic food, art, games, dancers, music, and piñata fun. We also had displays of student work created for Hispanic Heritage Month by classes. We also have a Black History Night planned for the Spring. These nights have taught me the importance of bringing the community in the school and being inclusive of the cultures of the students you serve. I also learned the importance of planning low stakes events so parents have positive interactions with the school and have the opportunity to build relationships with the school staff. Our Cultural Heritage Nights are aligned to our school improvement plan regarding Family Engagement as our goal is: The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).
On October 17, our school held a Hispanic Heritage Night in our gym. Plans included Hispanic food, art, games, dancers, music, and piñata fun. We also had displays of student work created for Hispanic Heritage Month by classes. We also have a Black History Night planned for the Spring. These nights have taught me the importance of bringing the community in the school and being inclusive of the cultures of the students you serve. I also learned the importance of planning low stakes events so parents have positive interactions with the school and have the opportunity to build relationships with the school staff. Our Cultural Heritage Nights are aligned to our school improvement plan regarding Family Engagement as our goal is: The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).
3C: ACKNOWLEDGED 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.
Crystal Apple Award
Each month, we send out a request to all school staff for them to nominate someone for the Crystal Apple Award. The award is based on characters traits such as responsibility, respect, and kindness. In addition to submitting their name, they also have to explain why this person is deserving of the nomination. Once we have collected the names, we send out a ballot and teachers vote via email for the top choice. We then announce the winner of the Crystal Apple Award at the next staff meeting.
Each month, we send out a request to all school staff for them to nominate someone for the Crystal Apple Award. The award is based on characters traits such as responsibility, respect, and kindness. In addition to submitting their name, they also have to explain why this person is deserving of the nomination. Once we have collected the names, we send out a ballot and teachers vote via email for the top choice. We then announce the winner of the Crystal Apple Award at the next staff meeting.
Affirmations
One area we are focusing on at Knightdale Elementary is affirmations. Over the course of the school year, I have affirmed and celebrated the work of teachers in staff meetings by giving them shoutouts, notes in their mailboxes, snacks, and in my twitter feed. Because our teachers love Twitter and use it to showcase the learning happening in the classroom, it is a quick way for me to affirm great teaching and to let them know that I see what they are doing with their students.
One area we are focusing on at Knightdale Elementary is affirmations. Over the course of the school year, I have affirmed and celebrated the work of teachers in staff meetings by giving them shoutouts, notes in their mailboxes, snacks, and in my twitter feed. Because our teachers love Twitter and use it to showcase the learning happening in the classroom, it is a quick way for me to affirm great teaching and to let them know that I see what they are doing with their students.
Understanding by Design Rollout
The first grade PLT was struggling with lesson planning due to having a very large team, two beginning teachers and an unstable grasp on the first-grade curriculum (Letterland, EL Education, Recipe for Reading, C-Mapp). Because they were spinning their wheels during their planning periods, I designed an Understanding by Design (UBD) document to help them think through the components of their lessons while beginning with the end in mind. While the activity was worthwhile and teachers did gain a better understanding, the document was too much to complete during each planning period. I went back to the team and talked about this and we decided to use the document as a guide to ensure they discuss the components of the lesson without having to fill it out.
The first grade PLT was struggling with lesson planning due to having a very large team, two beginning teachers and an unstable grasp on the first-grade curriculum (Letterland, EL Education, Recipe for Reading, C-Mapp). Because they were spinning their wheels during their planning periods, I designed an Understanding by Design (UBD) document to help them think through the components of their lessons while beginning with the end in mind. While the activity was worthwhile and teachers did gain a better understanding, the document was too much to complete during each planning period. I went back to the team and talked about this and we decided to use the document as a guide to ensure they discuss the components of the lesson without having to fill it out.
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
Leadership Roles
To give teachers a voice in the work we do at Knightdale Elementary, we give everyone the opportunity to serve on a committee. Every teacher is required to have at least one leadership role in building. Teachers that serve on the ILT cannot be on another committee. This prevents us from only having the same leaders and encourages others to make a difference.
To give teachers a voice in the work we do at Knightdale Elementary, we give everyone the opportunity to serve on a committee. Every teacher is required to have at least one leadership role in building. Teachers that serve on the ILT cannot be on another committee. This prevents us from only having the same leaders and encourages others to make a difference.
Teacher Empowerment Philosophy
As a part of my coursework, I wrote a philosophy of leadership statement. The purpose of this artifact was to develop a philosophy of leadership informed by the concept of teacher empowerment and leadership. I also developed a plan for the strategic development of my teachers (see standard 4).
As a part of my coursework, I wrote a philosophy of leadership statement. The purpose of this artifact was to develop a philosophy of leadership informed by the concept of teacher empowerment and leadership. I also developed a plan for the strategic development of my teachers (see standard 4).
Book Study - Culturally Proficient Instruction
As a way to support teachers as we focus on Rigor, Equity and Personalization, we offered a book study after school. We spent 10 sessions reading and discussing, "Culturally Proficient Instruction". We launch the topic at our staff faculty meetings in the morning as a teaser to get teachers to come to the afternoon book study. This book empowers teachers because it is an interactive model that uses tools of cultural proficiency to look at students and for teachers to look inward at themselves. This time serves as self-reflection and helps us change teacher's hearts so that we reach out goal of being culturally proficient staff. This book study empowers teachers with instructional practices to add to their toolbox. All teachers preview each chapter during our staff meetings and a small group of around 10 teachers, participate each month in an after school.
As a way to support teachers as we focus on Rigor, Equity and Personalization, we offered a book study after school. We spent 10 sessions reading and discussing, "Culturally Proficient Instruction". We launch the topic at our staff faculty meetings in the morning as a teaser to get teachers to come to the afternoon book study. This book empowers teachers because it is an interactive model that uses tools of cultural proficiency to look at students and for teachers to look inward at themselves. This time serves as self-reflection and helps us change teacher's hearts so that we reach out goal of being culturally proficient staff. This book study empowers teachers with instructional practices to add to their toolbox. All teachers preview each chapter during our staff meetings and a small group of around 10 teachers, participate each month in an after school.