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.
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.
IIIA. Focus on Collaborative Work Environment:
Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture.
Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture.
I have worked really hard with the other administrative team members at Tarboro High School to create a collaborative culture that involves multiple stakeholders. In working with the guidance counselors and the college advisor we have created a culture in which we invite college representatives in to work directly with our students with the opportunity for onsite acceptances. This is important because many of our students would have difficulty visiting colleges on the weekends because of their parents work schedules. One of my priorities is to ensure students have completed applications, requested unofficial/official transcripts and took proper steps to be considered for acceptance once college representatives arrive at our campus. What I learned is that many of our kids are marginalized due to socioeconomic barriers but our students can avoid some of that through collaboration and innovation. I learned that culture drives everything else within a school particularly ours. This also aligns with priority #4 of our district plan as it relates to purposeful partnerships.
IIIB. School Culture and Identity:
School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
In Tarboro High School's Student & Staff Handbook the school vision, values, and goals are clearly communicated for staff and for students. I worked closely with the school improvement team as we adopted our shared visions. I learned from this experience that shared visions are so much more sustainable; otherwise the vision simply becomes a checklist item.
IIIC. Acknowledges Failures; Celebrates Accomplishments and Rewards:
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.
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.
One problem that we face at Tarboro High School at times is absenteeism. This is an issue that we are constantly evaluating. As the administrator over the Attendance Committee, it became evident that we needed a school wide program or initiative that would allow students to catch up, and buy back lost time. I created a program called V.I.P, or Vikings In Progress. This goals and objectives of the program are to:
1. Provide an opportunity for students to buy back lost instructional time due to absences
2. Provide a safe space for students to get quality work done with computer and internet accessibility
3. Provide an alternative environment for help sessions to occur between teachers and students
I learned that students sometimes are marginalized in ways that don't register through a normal filter. Some students don't have stable environments at home to complete assignments. Some students miss school because of situations beyond their control. It is our job (my job) as a school leader to provide opportunities for students to succeed even in the midst of failed situations and opportunities.
1. Provide an opportunity for students to buy back lost instructional time due to absences
2. Provide a safe space for students to get quality work done with computer and internet accessibility
3. Provide an alternative environment for help sessions to occur between teachers and students
I learned that students sometimes are marginalized in ways that don't register through a normal filter. Some students don't have stable environments at home to complete assignments. Some students miss school because of situations beyond their control. It is our job (my job) as a school leader to provide opportunities for students to succeed even in the midst of failed situations and opportunities.
Above: Students reporting to V.I.P. (Vikings In Progress) for remediation, assignment completion, and instructional time buyback.
IIID. Efficacy and Empowerment:
Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
This school year there were several instances in which teachers were called upon to spearhead and or lead initiatives and operations. My role in this as a school leader was to give teachers an opportunity to lead and innovates. As the school lead over our buses and transportation, I was charged with creating the meal delivery plan amid CORVID-19. I delegated and shared this responsibility with other teachers. These teachers jumped in and organized delivery teams as the one you see pictured below. I learned that when you empower teachers to lead, they rise to the occasion. The key is creating a culture where that empowerment is part of the school wide expectation and not seen as unusual.