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. //



**Components of Cultural Leadership**

**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 ** =** RELEVENT NCSU NELA COURSEWORK, READINGS, & TRAINING **= // COURSEWORK //
 * ===** “B-MOD” Project, Behavior Modification with most disruptive students in school **===
 * ===** Student Leadership Team in place to help select classrooms and teachers with disruptive classroom behaviors **===
 * ===** Professional Learning Communities (PLCs) **===
 * ===** Department Chair Meetings **===
 * ===** Total school involvement (Support staff to Administrative staff) **===
 * ===** Student leadership involvement **===
 * ===** Developmental Projects **===
 * ===** High School Turnaround Case Study: Wilson Beddingfield, Wilson, NC **===
 * ===** Monthly / Weekly Internship Logs **===
 * ===** Fall 2011 Assessment Day **===
 * ===** Facilitative Leadership & Crucial Conversations reflection **===
 * ===** Change Course: ** investigation of the Teacher Working Condition (TWC) survey included examination of school climate constructs, Fall 2011. ===
 * ===** Distinguished Leadership in Practice 3: ** Cultural Leadership ===

**//SELECTED ARTIFACTS//**
media type="youtube" key="4JJ60DGM75Q" height="250" width="447" //This is a video filmed on a collaborative school stakeholder project, "The Circle". The circle consisted of student leaders, school administration, and department chairs. A variety of topics were discussed from leadership to school culture. It was an educational and inspirational project for all those involved.//

//Distinguished Leadership in Practice 3: Cultural Leadership Assessment //

**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 ** ** RELEVENT NCSU NELA COURSEWORK, READINGS, & TRAINING ** // COURSEWORK // // READINGS/SPECIALIZED TRAININGS //
 * === Problem of Practice: Phase I: School Profile from Public Data and Phase II: Detailed Examination of the School Community and Human Resources ===
 * === Problem of Practice: action research assessing the culture of internship school (e.g. interviews with stakeholders, climate data, TWC analysis). ===
 * === Letter of Introduction: Developed letter of introduction for Hertford County High School prior to opening day of school ===
 * === Developmental Projects: Action research included a resource analysis of school and community ===
 * === High School Turnaround Case Study: Conducted an analysis of internship school and state-recognized turn around schools ===
 * === Fall 2011 Assessment Day: digital story defining school culture ===
 * === Change Course: Class investigation with Dr. Cathy Williams on creating collaborative environment. Included presentation on leadership styles that encourage healthy PLCs, fall 2011. ===
 * === Change Course: investigation of the Teacher Working Condition (TWC) survey included examination of school climate constructs, fall 2011. ===
 * === Change Course: Studied three different cases - elementary, middle and high schools; discussed in groups three main areas needing improvement and three areas of strength. ===
 * === Distinguished Leadership in Practice 3: assignment included in-depth written reflection on the importance of school culture, spring 2011. ===
 * === Distinguished Leadership in Practice 3: interim assignment included discussion and evaluation of school culture through validated assessment tool, spring 2011. ===
 * === Distinguished Leadership in Practice 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. ===
 * === 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 on Hertford County, NC ===
 * === NELA Assessment Day – [[file://localhost/Reflection+Videos#Culture|video response]] discussing key elements of being a culture shaper ===
 * === Instruction on culture and change - NELA class ===
 * === Social Justice class sessions with Dr. Lynda Tredway from Berkeley University of California ===


 * SELECTED ARTIFACTS **

Cultural Leadership Reflection Cultural Leadership Assessment

media type="youtube" key="pfeFu3JDDcg" height="251" width="449"

This is a video created as a DLP project in hopes of garnering stakeholder support (PTSO, community, LEA and School leaders). It addresses some aspects of the negative school culture in the community and possible solutions on how to help turn those negatives into positives.

**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 ** ** RELEVENT NCSU NELA COURSEWORK, READINGS, & TRAINING ** =// COURSEWORK //= =** SELECTED ARTIFACTS **= media type="youtube" key="2h9RgJVN01o" height="251" width="449"
 * === Janitor/Support Staff Celebration Day (gifts and announcements made) ===
 * === B-MOD celebration luncheon (those students in the B-MOD POD who have shown measurable progress in their referrals will attend a recognition/awards luncheon in June 2012) ===
 * === Student Leadership Team rewards program (t- shirts, homework passes) ===
 * === Student Leaders chosen to work with teachers and students to decrease disruptive classroom behavior and encourage learning ===
 * === Developmental Projects: Action research included a resource analysis of school and community and how stakeholders can join in the celebrations, rewards, and honors ===
 * === High School Turnaround Case Study: Wilson-Beddingfield High School Awards board, highlight on accomplishments and school honors ===
 * === Fall 2011 Assessment Day: digital story defining school culture ===
 * // READINGS/SPECIALIZED TRAININGS //**
 * === 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 on Hertford County, NC ===

This video highlights the presentation of awards to the janitors at Hertford County High School. They are often overlooked by school personnel but have so much to do with helping to shaping and maintaining the school's culture.

**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 // // READINGS/SPECIALIZED TRAININGS // // SELECTED ARTIFACTS //
 * === Janitor/Support Staff Celebration Day (gifts and announcements made) ===
 * === Student Leadership Team rewards program (t- shirts, homework passes)-provided a platform for ownership into the school ===
 * === Student Leaders chosen to work with teachers and students to decrease disruptive classroom behavior and encourage learning ===
 * === PLC work on empowering staff and students ===
 * RELEVENT NCSU NELA COURSEWORK, READINGS, & TRAINING **
 * === Developmental Projects: Action research included a resource analysis of school and community and how stakeholders can join in the celebrations, rewards, and honors ===
 * === High School Turnaround Case Study: Wilson-Beddingfield High School Awards board, highlight on accomplishments and school honors ===
 * === Distinguished Leadership in Practice 3: Defining school culture and all of the stakeholders ===
 * === 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) ===

media type="custom" key="12672516" width="268" height="192" The following video gives a brief outline on the work of the "Student Leadership Team". With the blessing our school administrators and staff, I formed the "SLT" which consists of student leaders from each class on campus. The group meets weekly with my guidance to collaborate on current school and community issues. I meet with various members of the team independently of the group meetings for special projects and ideas. School leaders often underestimate the power of a student's voice. The SLT at HCHS has successfully tackled student discipline issues, come up with ways to reward student and school success, and worked with teachers and administrators on special projects. As a result of their work, there have been drastic improvements in student behavior, compliance with uniform policy, and a sense of pride instilled back into the students. Below is a video giving a brief outline of the SLT project at HCHS.