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.//



**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__**
 * **Internship:** Weekly internship logs included reflection on work with the school improvement team and partnerships with teachers, 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.
 * **Internship:** Collaborated with South Johnston SIT to gather school climate data, fall 2011.
 * **DLP:** Collaborated with teachers and mentor principal to assess the level of collaboration and functionality of PLCs. Fall, 2011.
 * **Internship:** Worked with new Freshman Academy to develop a shared vision in the newly established hall, fall 2011.
 * **Internship:** Internship project included action research assessing the culture of South Johnston (e.g. interviews with stakeholders, climate data, TWC analysis). Fall, 2011.

**__Course Work__** **__Example Artifacts__** //Adapted PLC Meeting Minutes to Google Spreadsheet. Attended over 20 PLCs, could give feedback through Google Spreadsheet for any PLC.// media type="custom" key="15392116" //Interviews taken as part of action research to define a purposeful Problem of Practice:// media type="custom" key="15392162" //A Prezi presented to Freshman Academy teachers prior to the kick off of the school year. Includes emphasis on collaboration within the FA, as well as a series of inspirational videos and discussion prompts:// media type="custom" key="15425272" media type="custom" key="15426994"
 * **Specialized Training:** Certified training on Facilitative Leadership and practice of skills at school sites, including finding maximum appropriate involvement and facilitating agreement, January-May 2010.
 * <span style="font-family: 'Times New Roman',Times,serif;">**Specialized Training:**Community Schools Learning Lab presentation on collecting and utilizing valid data from stakeholders in the community, March 2011.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14px;">**Change Course:** Training on the Teacher Working Condition (TWC) survey included examination of school climate constructs, fall 2011.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14px;">**Specialized Training:** Site visit to KIPP: Gaston, introduced to methods for ensuring collaboration both among teachers and between teachers and students, fall 2011.

<span style="background-color: #ffffff; color: #800000; display: block; font-family: 'Courier New',Courier,monospace; font-size: 130%; text-align: center;">**3b. School Culture and Identity** <span style="background-color: #ffffff; display: block; font-family: 'Courier New',Courier,monospace; font-size: 14px; text-align: center;">The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. <span style="color: #800000; font-family: Georgia,serif; font-size: 17px;">**__Experiences__**
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Internship Daily Activities:** providing feedback on teacher observations and evaluations and facilitating PLCs. Fall-Spring, 2011-12
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Internship Activities:** facilitated committee meetings to develop a common vision for hour-and-twenty-minute intervention block. Spring 2012
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Internship Activities:** worked with SIT to develop a vision for technology, including what budgetary commitment would be needed to meet future goals. Spring 2012.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Internship:** Collaborated with South Johnston SIT to gather school climate data, fall 2011.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Internship:** Weekly internship logs included reflection on work with the school improvement team and partnerships with teachers, fall 2011.
 * <span style="font-family: Georgia,serif; font-size: 110%; line-height: 21px;">**Internship:** Worked with new Freshman Academy to develop a shared vision in the newly established hall, fall 2011.
 * <span style="font-family: Georgia,serif; font-size: 110%; line-height: 21px;">**Internship:** Internship project included action research assessing the culture of South Johnston (e.g. interviews with stakeholders, climate data, TWC analysis). Fall, 2011.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Problem of Practice:** Phase I: School Profile from Public Data and Phase II: Detailed Examination of the School Community and Human Resources
 * <span style="font-family: Georgia,serif; font-size: 110%;">Problem of Practice: Internship project includes written analysis of TWC surveys for South Johnston, fall 2011.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Problem of Practice:** action research assessing the culture of internship school (e.g. interviews with stakeholders, climate data, TWC analysis). Fall, 2011.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Internship:** Developed letter of introduction that incorporated vision, values and goals.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Internship:** Developed letter of introduction that incorporated vision, values and goals.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">**__Coursework__**
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Developmental Projects:** Action research included a resource analysis of school and community.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**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: 110%;">**Fall 2011 Assessment Day:** digital story defining school culture, fall 2011.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**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: 110%;">**Change Course:** investigation of the Teacher Working Condition (TWC) survey included examination of school climate constructs, fall 2011.
 * <span style="font-family: Georgia,serif; font-size: 110%;">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: 110%;">**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: 110%;">**Change Course:** Training on the Teacher Working Condition (TWC) survey included examination of school climate constructs, fall 2011.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**DLP 3:** assignment included in-depth written reflection on the importance of school culture, spring 2011.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**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: 110%;">**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; font-size: 110%;">**DLP:** Collaborated with teachers and mentor principal to assess the level of collaboration and functionality of PLCs. Fall, 2011.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">__**Specialized T**____**raining**__
 * <span style="font-family: Georgia,serif;"> **Site Visit** **to KIPP**: Gaston, included discussion of developing shared vision, values and goals including methods for ensuring collaboration both among teachers and between teachers and students. 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;">Site visit to KIPP: Gaston, introduced to **methods for ensuring collaboration both among teachers and between teachers and students**, fall 2011.
 * <span style="font-family: Georgia,serif;"> ** Facilitative Leadership: ** activities designed to understand the meaning and importance of a shared vision, Fall 2010.
 * <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;">**Specialized Training:** Certified training on Facilitative Leadership and practice of skills at school sites, including finding maximum appropriate involvement and facilitating agreement, January-May 2010.
 * <span style="font-family: Georgia,serif; font-size: 110%;">**Specialized Training:** <span style="display: block; font-family: Georgia,serif; font-size: 14px; text-align: justify;"><span style="font-family: Georgia,serif;">Community Schools Learning Lab presentation on collecting and utilizing valid data from stakeholders in the community, March 2011.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">**__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

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">__**Example Artifacts**__ //Reflection on Cultural Leadership:// media type="custom" key="15415868"

<span style="background-color: #ffffff; color: #800000; font-family: 'Courier New',Courier,monospace; font-size: 130%;">**3c. Acknowledges Failures; Celebrates Accomplishments and Rewards** <span style="background-color: #ffffff; color: #5a4949; font-family: 'Courier New',Courier,monospace; font-size: 14px;">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="color: #800000; font-family: Georgia,serif; font-size: 130%;">__**Experiences**__
 * **DLP:** included self-assessment of celebrating accomplishments and acknowledging failures as a professional habit. Fall, 2011
 * **DLP:** brainstorming session on incorporating celebrations into school culture, fall 2011.
 * **Internship:** Organized process for nominating and selecting Crystal Apple award for South Johnston, fall 2011—spring 2012.
 * **Specialized Training:** Certified training on Facilitative Leadership and practice of skills at school sites, including celebrating accomplishments, January-May 2011.
 * **Specialized Training:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Crucial Conversation training provided strategies and skill-building exercises for acknowledging failure in a productive and ultimately beneficial way. February, 2011.
 * ** Internship Project ** : Conducted 18 full-cycle observations of teacher from fall 2011—spring 2012

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">__**Exampl****e Art****ifacts**__ <span style="color: #800000; font-family: Georgia,serif; font-size: 110%;">//A process was established to allow for greater p////articipation//

<span style="color: #800000; font-family: Georgia,serif; font-size: 110%;">//Survey// c//reated a quick and easy way to participate in the process. Every month more than 65 staff members responded, up from around 30 in the previous year.//



//In addition to multiple announcements made by myself, the Crystal Apple recipient earns an embossed emblem from Horace Mann.//

media type="custom" key="15392240"

<span style="background-color: #ffffff; color: #800000; font-family: 'Courier New',Courier,monospace; font-size: 130%;">**3d. Efficacy and Empowerment** <span style="background-color: #ffffff; color: #5a4949; font-family: 'Courier New',Courier,monospace; font-size: 14px;">The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">__**Experiences:**__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Internship:** Worked with leadership team to develop RtI implementation plan, fall 2011—spring 2012.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Internship:** Acknowledged positive work in group e-mails, fall 2011—spring 2012.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Internship:** Created system for nominating and recognizing Crystal Apple recipients, fall 2011—spring 2012.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Leadership Course:** Created and revised personal vision statement on education, fall 2011.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Internship:** For internship project, collaborated with DPI, teachers, administration, district and professional developers to implement Xtreme reading program for at-risk 9th graders, fall 2011.

__<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">**Course Work:** __
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Leadership Course:** Developmental research assignment involved compiling research about motivation, self-esteem and self-efficacy through Meece & Daniels (2009). One each semester.


 * <span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">__Related Readings:__ **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Reading and discussing of Why Transformations Efforts Fail, (Kotter, 1995), included strategies for promoting sustained levels of urgency in staff. March 2011
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Reading and discussing Social Intelligence and the Biology of Leadership (Goleman & Boyatzis, 2008) specifically addressed how effective leaders model and promote a sense of well-being. March, 2011

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">__**Example Artifacts:**__ //Action plan collaboratively created by leadership team to incorporate RtI into South's school culture.// media type="custom" key="15446640"

//Mid-Week Updates included "Shout Outs" recognizing exemplary teacher traits and strategies:// media type="custom" key="15446922"

<span style="color: #800000; display: block; font-family: 'Courier New',Courier,monospace; font-size: 120%; text-align: center;">**Gap Analysis of Growth over Time**

<span style="font-family: Georgia,serif; font-size: 110%;">**3a:** During the fall and spring of the 2011-2012 school year, I learned what a collaborative work environment looks like and continually reflected on the purposeful actions Mr. Price takes to establish this at South Johnston. In addition, work with Drs. Corn and Williams helped to reveal the way this is operationalized in schools and analyzed in the Teacher Working Conditions Survey.

<span style="font-family: Georgia,serif; font-size: 110%;">**3b:** As I’ve said repeatedly, coming from a homeschool background I never had experience in a positive public school climate. This has changed with my experience at South, though I consider myself developing because I have yet to wrap my head around the way school culture is purposefully fostered. Because the development of a positive school culture is something that happens over time, I believe to master this standard with continued experience. Moreover, DLP sessions and activities are helping to develop my understanding and further my experience with the process.

<span style="font-family: Georgia,serif; font-size: 110%;">**3c:** Before this semester I could explain how schools can celebrate accomplishments and acknowledge failures, although it wasn’t until I took on a leadership role that I understood how powerful and important it is. More importantly, I didn’t realize how purposeful, proactive and sensitive a leader must be to the various stakeholders in the school community when celebrating or building acknowledgement.

<span style="font-family: Georgia,serif; font-size: 110%;">**3d:** The belief that all children can learn and all teachers can grow is something that does not happen without intention. Mr. Price encourages both of these beliefs through a variety of activities and systems within the school. More importantly, he walks the talk by modeling expectations. I have incorporated several of his systems and tweaked them to fit my personality. Reflecting on his practice and my own has refined my ability to empower others.