Standard+3


 * // 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.

Internship Activities
 * Participated in planning meetings with teachers
 * Participated in PLC meetings
 * Participated in CASA (Collaborating Around Student Achievement Meetings)

Coursework, Trainings and Readings
 * Site visit to Gaston College Preparatory: KIPP; presentation of methods used for ensuring collaboration among teachers
 * Distinguished Leadership in Practice assignments on cultural leadership - Educational Garage Sale
 * Weekly internship logs included reflection partnerships with teachers.
 * Class investigation with Dr. Cathy Williams on creating collaborative environment.
 * Collaborated with South Edgecombe Middle to gather school climate data, fall 2012.
 * Attended training on the Teacher Working Condition (TWC) survey included examination of school climate constructs.
 * DLP assignment: collaborated with teachers and mentor principal to assess the level of collaboration and functionality of PLCs.
 * Certified training on Facilitative Leadership and practice of skills at school sites, including finding maximum appropriate involvement and facilitating agreement.

Selected Artifacts


 * 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.

Internship Activities
 * Provided feedback on teacher observations and evaluations and facilitated PLC’s, 2012-2013 school year.
 * Created a School Profile from Public Data for Phase I of Internship project and for Phase II, completed a detailed Examination of the School Community and Human Resources
 * Completed a written analysis of TWC surveys for South Edgecombe Middle

Coursework, Trainings and Readings
 * Reading and application of principles from //How to Win Friends and Influence People// (Carnegie, 1981)
 * Reading and application of principles from article "Social Intelligence: The Biology of Leadership" (Goleman, 2010)
 * Digital Storytelling Retreat – community digital story
 * Visited William R. Davie Middle School with NELA cohort fellows for Middle School Developmental Project
 * Participated in NELA class on culture and change.
 * Participated and completed work for Social Justice class sessions with Dr. Lynda Tredway from Berkeley University of California
 * Completed DLP assignments and training that included discussion and evaluation of school culture
 * Studied three different cases - elementary, middle and high schools; discussed in groups three main areas needing improvement and three areas of strength
 * Conducted an analysis of internship school and state-recognized turn around schools
 * Investigated with Dr. Cathy Williams how to create collaborative environment.
 * Investigated Teacher Working Condition (TWC) survey which included examination of school climate constructs.
 * Discussed and evaluated school culture through validated assessment tool

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.

Internship Activities
 * Attended a Board meeting to celebrate teachers and students receiving awards
 * Letters/notes/cards to teachers who go beyond regular job duties
 * Participated in culture-building activities at school (example: Monthly Celebrations and Holiday social)
 * Participated in and led meetings about test data
 * Sent emails acknowledging accomplishments of staff

Coursework, Trainings and Readings
 * Middle School Developmental Project – Worked collaboratively to create a product that showcases how William R. Davie meets the developmental needs of its students


 * 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.

Internship Activities Coursework, Trainings and Readings
 * Provided support through informal observations and conversations with new teachers around developing classroom procedures, setting expectations for students, and planning and implementing engaging instruction
 * DLP Training and assignments (assessing the effectiveness of the school’s PLCs using teacher survey and data from Teacher Working Conditions Survey)

Selected Artifacts