focus on school climate and culture principal leadership questionnaire – improve leadership skills school climate survey build trust and respect among teachers through PLC teambuilding exercises and activities –like the ropes course or workshops implement basic technology usage
First Year Goals Hickory Ridge High School
School Culture and Climate
Principal Leadership Questionnaire
(Leithwood, 2008)
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“Leadership that moves individuals toward a level of commitment to achieve school goals by identifying and articulating a school vision, fostering the acceptance of group goals, providing individualized support, providing intellectual stimulation, providing an appropriate model, and having high performance expectations.” (Jantzi & Leithwood, 1996 as cited by Mees, & Valentine, 2008).
Transformational Leadership
School Culture and Climate
Effective leaders believe being visible around a school is more important than paperwork.
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Principal Leadership Style
Identifies a vision Models appropriate behavior Acceptance of group goals Provides individualized support Promotes intellectual stimulation Holds high performance expectations for staff members (Leithwood, 2008)
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School Culture and Climate
Principals can only impact the school culture if they understand it.
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School Culture and Climate
Principal O’Connor must evaluate the current school culture at Hickory Ridge High School. (Gruenert & Valentine, 1998)
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School Climate Survey
Collaborative leadership Professional leadership Professional development Collegial support Unity of purpose Learning partnerships (Gruenert & Valentine, 1998)
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School Culture and Climate
Recreate a new school vision done through a collaborative approach and open communication. This shared decision-making becomes part of the culture, increasing teacher motivation.
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School Culture and Climate
With a clear understanding of where they are and where they want to be, the principal, administrators, and teachers are able to develop an appropriate course of action to move the school forward. (Change Toolkit, 2002)
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School Culture and Climate
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Team Building
Team Building
Attributes of High-Achieving Schools are: academic rigor and high expectations for all students, effective curriculum and instruction, a common focus, a healthy, supportive school culture and climate, small, safe, personalized learning communities, flexible structures, and learning partnerships (Seattle School District, 2002)
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Team Building
Design a team of stakeholders that identify needs of the school and develop ways to solve those needs in a collaborative nature. H.R.H.S. Unity
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Team Building
Team-teaching positions Create groups of willing participants to collaborate and pilot new programs “Expert” teachers in certain aspects of the curriculum develop workshops to present to their peers
Team Building
Principal O’Connor provides time for teams to meet regularly to exchange ideas, set team goals, and develop plans
Professional Collaborative Culture
Creating a democratic school community, including shared decision making through a representative leadership team and involving all faculties in making decisions about high impact issues affecting learning, teaching, and assessment. Fostering the skills and practices of strong leadership among administrators and teachers to manage and facilitate change, and to stay focused on teaching and learning.
Establishing regular common planning time to talk about learning and teaching. Embedding professional development in the daily practices of the school, through practices such as action research to explore important classroom questions, peer observation to promote collegial feedback, and looking at student work. Building the faculty's capacity to look critically and constructively at teacher work. (Center for Collaborative Education, 2003)
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