DLP 3

DLP Interim Assignment #3
Jenny OMeara
NELA Cohort 4
Assignment 3.1
Part One
Assessing'Cultural'Leadership'Practice
Question
1
2
3
4
5
6
7
8
9
10 Total
Admin'1'Rating
2
3
3
3
3
4
4
3
3
3
31
Admin'2'Rating
3
2
2
3
3
2
4
2
1
3
25
Teacher'1'Rating
2
2
1
2
2
1
2
2
1
1
16
Teacher'2'Rating
4
1
4
3
4
4
1
4
4
4
33
Teacher'3'rating
4
4
3
3
4
3
4
3
3
3
34
Teacher'4'Rating
4
2
2
2
4
4
2
2
2
3
27
Average'Rating
3
2
3
3
3
3
3
3
2
3
28
This-staff's-action-demonstrate-a-Culture<
Under<
Constuction.-Affirm-any-practices-rated-as-4,-talk-with-peers-about-improving-those-rated-3-or-less,-and-aimhigher
Part Two
In December, we created our Cultural Leadership Assessment Team
(CLAT). It consisted of four teachers, two administrators, and me, a principal
resident. Each member was asked to complete the Assessing Cultural
Leadership in Practice assessment. After, we averaged the scores together.
Our answers resulted in an average total of 28, which, according to the
assessment, means that (t)his staffs action demonstrate a Culture-Under
Construction. None of our ratings were above a 4. I think it would be
unrealistic to try to improve all of the items right away. We must be strategic
in identifying items that we can work on right now that will result in a large
impact. As discussed with the CLAT, we have improved quite a bit since
years past, but we clearly still have more work to do.
Two items jumped out as the areas of greatest concern. Number two
was Creates a collaborative work environment predicated on site-based
management that supports the team as the basic unit of learning and
decision-making within the school. Number nine was Promotes a sense of
well-being among staff, students and parents. After discussing, it came to
light that teachers rated number nine lower, because it involved parents. I
would suspect that many teachers at our school believe that one of our
weakest areas as a staff is involving and empowering parents. When I

discussed this with my school principal, he mentioned the idea of triage to
me. Merriam-Webster defines triage as the process of deciding which
patients should be treated first based on how sick or seriously injured they
are1. My principal likened the situation we are currently in to having to
perform triage on our school. He has been there for almost one year now.
Upon arriving, he explained, he had to look critically at what needed
improvement immediately. Involving parents was not on that list and is still
not a major focus. Once we can improve in other areas, then we will start to
look to involve more parents in an authentic way. Item Two, on the other
hand, seems like a good place to begin building our cultural leadership.
Right now, our School Improvement Cabinet meetings are facilitated by our
principal. I wonder if we were to begin to use this time to empower teachers
to work together to design and implement plans to improve our school, then
perhaps we would improve in collaborative leadership. Furthermore, what if
we facilitated their leadership by having members of the School
Improvement Cabinet facilitate staff meetings? Perhaps, then, teachers
would feel more like a part of a team and the decision-making process.
We did not have any ratings above a three. It would be unrealistic to
try to improve in every item right away. Therefore, I believe, just like in
triage, we have to look closely at what we can begin to work on now. Clearly,
the second item is one that we can change if the administrative team is on
board. Another one that may be important to begin to look at and ties into
item two in many ways is item four: Influences the evolution of the culture
to support the continuous improvement of the school as outlined in the
School Improvement Plan. Our School Improvement Cabinet has not yet
been a part of developing a School Improvement Plan (SIP). By providing
them training on creating a SIP and time to do so, we would already be
changing the collaborative culture of our school. Although I dont believe it a
must, it would be a good idea to bring a SIP expert to our school on a
workday to work with the the team. By building teacher-leaders capacities,

we will be simultaneously building our culture. Item seven could also be a
place to begin: Symbolically and fairly acknowledges failures and celebrates
accomplishments of the school and staff. As of right now, we do celebrate
staff, but could be more intentional. Occasionally, someone will shout out a
staff member or at the end of a meeting, we will have celebrations for staff
members, but we do not have a systematic and meaningful way of
celebrating our teachers. I think it would be worth the time to bring together
a small team of teachers (a morale team, perhaps) to come up with some
ideas to celebrate our staff.
In terms of cultural leadership, we certainly some work to do.
Nonetheless, we have the power to take steps to improve our school culture.
Beginning with a a focus on collaboration, teacher empowerment through a
School Improvement Plan, and celebration, we can make the first changes
that will lead us to ultimately have a Culture-of-Distinction.
1
http://www.merriam-webster.com/dictionary/triage
Assignment 3.3
I have witnessed the power of strong classroom culture on student
achievement. When students feel that they belong and are appreciated, look
forward to being in a class, and believe they can be successful, they are so
much more likely to learn and grow. At the school level, this statement rings
true for both students and teachers.
A strong positive school culture involves, according to Peterson and
Deal, ...a shared system of norms, folkways, values, and traditions... which
infuse the enterprise with passion, purpose, and a sense of spirit. I have
not been a part of a school yet where there is a culture of distinction. I have,
however, had the privilege to visit schools with incredible strong positive
cultures. For example, NELA Cohort 4 visited South Mebane Elementary
School in Alamance County, NC. Here was a school that has a clear vision
(end in mind) and is taking the small steps to achieve it. Their values based
mission statement drives the structures put in place to support learning.
They have worked hard to align their values, and a common language has
been established in the school. They also know and regularly tell the story of
South Mebane Elementary School. The culture of the school was contagious. I
could see it on the walls, which were plastered in student work, personal
missions, celebrations, and challenges. I could see it in the teachers and
students, who were engaged in learning and loved being there. Although
there is always room for growth, South Mebane Elementary Schools culture
will be on my mind when setting the vision for my own school one day.
As a school leader, I must continue to grow and advance my current
cultural leadership knowledge, skills, and dispositions. Ive begun reading the
book Leverage Leadership, by Paul Bambrick-Santoyo. In it, BambrickSantayo describes seven levers, four instructional and three cultural. He
encourages principals to start with two levers: student culture and datadriven instruction. I have not yet read the chapter on student culture, but I
believe by doing so, I will increase my own knowledge and beliefs about
building culture. I also want to do something that I did as a classroom
teacher. While teaching math, every year, I didnt just go to the classroom
with an instructional plan. I also mapped out a long term culture plan that
took steps towards the vision I had for my kids. I think creating a culture map
as a school leader would be an excellent practice. Right now, I can practice
making one alone and ensure that it is flexible so that I might pull pieces
from it as a school leader one day. I envision myself empowering and
collaborating with teachers, however, at the beginning of the school year to
develop a culture map towards achieving our school vision. Of course it
would be adjusted depending on the needs of students and teachers, but I
think it would be a good place to start. I will also commit to having more
conversations with staff about culture to learn their ideas.
I want to work somewhere where Im excited to show up every day.

Culture plays a huge part of this. Im excited to explore it more, get better,
and be a part of developing a stronger positive culture for the schools I
serve.

DLP 3

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DLP Interim Assignment #3

weakest areas as a staff is involving and empowering parents. When I

workday to work with the the team. By building teacher-leaders capacities,

I want to work somewhere where Im excited to show up every day.

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