Service Leadership Project (SLP):

Organizational Management (SLP 4)

Jerry Taylor Matkins
Service Leadership Project
Show Your College Pride: Promoting Staff Climate through Organizational Management

Coversheetpg 2-7
Data Collection and Data Analysis.pg 8-18
Identification of Areas of Improvement.pg 19
Professional Language Summary..pg 20-26
Action Plan.pg 27-28
Project Evaluation and Impact Summary..pg. 29-36

DPI Evidence 6: School Improvement Leadership Project

Project Name:

Stellar Stars: Increasing School Morale through Management and Organization

Overview
School: E.B. Aycock Middle School
District: Pitt County Schools
MSA Students Name: Taylor Matkins
Principals Name: Janarde Cannon
University Professor/Supervisor: Dr. Daly
Brief Abstract describing project:
The principal at E.B. Aycock Middle School and I determined that my Service Leadership
Project should be to increase school morale that would help improve our schools success. Since
this SLP involves organization and management, I will look through the scope of organizing and
managing a rewards program that will increase school morale. The rewards program, Stellar
Stars, will be organized and managed in a way that each week one teacher and three students will
be recognized for the great things that they are doing in our school. Morale can be low at
Aycock, so the idea is to help build it up with this program. The students and staff will receive
gift cards from local restaurants like Chik-Fil-A, Dairy Queen, Texas Roadhouse, and Sweet
Frogs. I will organize a system that will be used each week for the voting of the winners and
distribution of rewards. The program will also require management to make sure that each week
the winners are decided and announced for the school to see. The hope is that the school morale
will increase. The management and organization of this program will be crucial since it is a multi
step process that goes on each week for 21 weeks. In the end, this SLP will have taught be ways
to increase school morale while managing and organizing a complex rewards program.
Brief Impact/Evaluation of project:
At the beginning of this project, I was hoping to simply increase the moral of the students and
staff members at my school. For such a long time, staff members were feeling neglected and not
appreciated for the work that they were doing. After reviewing climate surveys, students had a
similar outlook. Our school happens to be the second largest school in Pitt County. It got to that
position practically over one summer as well. In the end, other things took precedent and the two
most important things were neglected. Those two things were the students and the staff.
Obviously, the biggest impact that I have seen happen with this project is the increase of morale
in our school. Since the beginning climate survey that was taken in the fall of 2014 until the
climate survey taken in the spring of 2015, our schools overall morale has increase by 10% in
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our students and 14% in our staff. The major function of this project was to increase the feeling
of worth and the climate survey was able to back that up.
The second impact was the increased stakeholders and community involvement that we now
have with our school. Those same businesses that I was able to contact and receive awards from
are continuing to help within our school with other projects. Texas Steakhouse was generous
enough to provide us $10 gift cards for our teachers. They are now partnering up with our
athletic club and selling peanuts at football, baseball, softball, and soccer games. The restaurant
donates the peanuts and the school gets to keep the profit made from the selling of the peanuts.
We are also currently in the process of partnering with them to set up a luncheon for the staff
members during Teacher Appreciation Week. Another partner, Chik-Fil-A, has also come back
and given our school more gift cards to be used in raffles and incentives. At the beginning of this
year, our school had zero partnerships with outside stakeholders. Suddenly, with the creation of
this rewards program, we have seen an increase of activity from our local businesses. Not only
are we creating these partnerships, but we are improving staff and student morale with the
creation of these bonds.
Briefly describe your interactions with various cultural groups:
Since this project encompasses my entire school, I had plenty of interactions with all cultural
groups. For this project I worked with 27 core subject teachers that covered the Caucasian,
Asian, and African American races. I worked with 12 encore teachers that covered those races as
well, along with one South American race (Venezuela). I worked with eight special education
teachers, three administrators, one secretary, one bookkeeper, and one data manager that included
both the Caucasian and African American races. Having the opportunity to work with the entire
school gave me the opportunity to explore new areas and get to know more about the staff that I
work with every day.
I have worked at this school for four years. I have seen it transform a lot over the four years. I
was pleased with the support and appreciation that the school provided. Even though I have
worked there a short time, I have had the privilege of getting to know many people. This Service
Leadership Project allowed me to branch out and get to know all of the 70 plus staff members
that work at the school. I did not know what degrees or certifications were necessary for certain
positions, but this project allowed me to explore them. I was able to network with more people
that will allow my future projects to go smoothly.

DPI Evidence 4: Organizational Management

Project Name: Stellar Stars: Increasing School Morale through Management and
3

Organization
Descriptors
of the elements addressed in the evidence: DPI: 4c2. 5al. 5a2. 5dl. 5d2. 6b1
,
DPI pre-service Descriptors
Service Leadership Project Evidence
4c2. Works with others to implement district For this project, I have worked with our
and state evaluation policies in a fair and
principal and two assistant principals to
equitable manner.
formulate a system that we could use to allow
the staff members to vote for other staff
members in a fair way. We also developed a
way for the same thing to be done with the
students. The school votes on those staff
members and students that are displaying hard
work and extra effort in the school from week
to week. (Action Plan)
5a1. Works with others to incorporate the
input of the School improvement Team in
budget and resource decisions

I worked with our SIT team to discuss different

ways that we could work our budget and
provide rewards for our winners. Our school
was fortunate, because all of the rewards were
donated to the school and did not require any
of the schools budget. We also discussed
methods we could use to solicit rewards from
restaurants. (Action Plan)

5a2. Works with others to use feedback and

data to assess the success of funding and
program decisions.

I have discussed with our SIT team and our

administrators different areas of this project
that needs to be changed or modified. I will
also create a survey for our staff members to
complete at the end of the year to provide
feedback on the project as well. The
anticipated result will be increase school
morale that will be measured by the school
climate survey that will be given in the Spring
of 2015. (Action Plan, Data Collection)

5d1. Works with others to communicate and

enforce clear expectations, structures, rules,
and procedures for students and staff.

Between the administration and myself, we

have communicated clear expectations for this
project The expectations were communicated
with the staff early on through a faculty
meeting. We have also created a rubric for the
staff members to go by when completing the
surveys. The teachers will inform he students
of the rewards program and each student
winner will receive a congratulatory letter sent
home to inform the parents of their hard work.

5d2 Works with others to effectively

implement district rules and procedures.

6b1. Works with others to ensure

compliance with federal, state, and district
mandates.

(Action Plan, Data Collection)

I have worked with our administrators to
ensure that all district rules and procedures
have been followed with this project. We
reviewed the policies of Pitt County Schools,
and determined that we were within our
boundaries. (Action Plan)
I have worked with our administrators to look
at the mandates that our federal, state, and
district has. We have completed everything that
is necessary. (Action Plan, Data Analysis)

Section 1: Data Collection and Data Analysis School Improvement SLP:

E.B. Aycock Middle School

1. History of E.B. Aycock Middle School

E.B. Aycock Middle School, home of the Jaguars, was built in 1969. When E.B. Aycock
opened, it was a junior high school that served grades 6 through 8. In the 1980s, E.B.
Aycock was switched over to become a middle school. It has served over its time,
thousands of students. Altogether, E.B. Aycock has had 23 principals that have served as
leaders in its halls. In the last ten years, E.B. Aycock has had three principals. E.B.
Aycock has also experienced great diversity through its time as well. Since it is an innercity school, it has experienced five different redistricting initiatives that have been
documented. After each redistrict, it has brought in a new set of faces each time.

Analysis:

2.

E.B. Aycock has been open for a while, and throughout its history, it has experienced a
great diversity in students and staff.
E.B. Aycock has experienced a lot of administration turnover in both the principal and
assistant principal positions.

Basic Demographics
Traditional Calendar School
Grades 6, 7, and 8
Total number of teachers 48 including Encore
2013-2014 student enrollment 651
1. Average class size by grade level
6th grade

7th grade

8th grade

203 students
235 students
213 students
Administrative turnover
o Most recent principal was transferred to another Pitt County School after 3 years
of service in 2013.
o Current principal: Mr. Janarde Cannon
o Current Assistant Principals: Ms. Sharon Ward and Mrs. Ruth Christian
Breakdown of Demographics by Subgroups for 2014-2015 for E.B. Aycock Middle
School (Subgroups not represented are not included in the data).
o Total students 651
Subgroup

Males

Females

Total

Percent of Total

Academically
Gifted
American
Indian
Asian
Black
Hispanic
Limited English
Proficiency
Two or More
Races
White
Minority
Students with
Disabilities
Economically
Disadvantaged

55

49

104

Population
16%

10

1.5%

10
200
30
18

6
197
16
15

16
397
46
33

2.5%
61%
7%
5%

12

21

33

5%

68
255
30

82
247
22

150
475
52

23%
73%
8%

227

203

430

66%

Analysis:

E.B. Aycock has a large portion of economically disadvantaged students in its

population.
E.B. Aycock also has more minorities that attend the school than any other race.

3. NC Teacher Working Conditions Survey (2013-2014): Sections on Time, Facilities

and Resources, and Managing Student Conduct
E.B. Aycock Middle School did participate in the NC Teacher Working Conditions
Survey during the 2013-14 year. The school did give a climate survey for the teachers to
complete as well.
1. Total number of teachers 48 at our school
2. 88% of Respondents to the Staff Climate Survey (42 teachers participated)

Use of time
Please rate how strongly you agree or

NC TWC

NC TWC

Change
7

2012

2014

65.4%

50%

-15.4%

b. Teachers have time available to

collaborate with colleagues.

88.5%

77.3%

-11.2%

c. Teachers are allowed to focus on

educating students with minimal
interruptions.

30.8%

31.8%

1%

d. The non-instructional time provided for

teachers in my school is sufficient.

73.1%

50%

-23.1%

e. Efforts are made to minimize the amount

of routine paperwork teachers are required
to do.

68%

38.1%

-29.9%

f. Teachers have sufficient instructional

time to meet the needs of all students.

69.2%

50%

-19.2%

g. Teachers are protected from duties that

interfere with their essential role of
educating students.

73.1%

38.1%

35%

disagree with the following statements

about the use of time in your school.
a. Class sizes are reasonable such that
teachers have the time available to meet the
needs of all students.

Analysis: Overall, the teachers feel that their time spent at the school is not used
effectively. They feel that the instructional time that they are given is not used to the best
of their ability.
School Facilities and Resources
Please rate how strongly you agree or
disagree with the following statements
about your school facilities and
resources.

NC TWC
2012

NC TWC
2014

Change

a. Teachers have sufficient access to

appropriate instructional materials.

73.1%

50%

-23.1%

b. Teachers have sufficient access to

instructional technology, including

76.9%

45.5%

-31.4%

computers, printers, software and internet

access.

c. Teachers have access to reliable

communication technology, including
phones, faxes and email.

88.5%%

86.4%

2.1%

d. Teachers have sufficient access to

office equipment and supplies such as
copy machines, paper, pens, etc.

65.4%

40.9%

-24.8%

e. Teachers have sufficient access to a

broad range of professional support
personnel.

80.8%

76.2%

-4.6%

f. The school environment is clean and

well maintained.

92.3%

95.5%

3.2%

96%

81.8%

-14.2%

h. The physical environment of

classrooms in this school supports
teaching and learning.

88.5%

72.7%

-15.8%

i. The reliability and speed of Internet

connections in this school are sufficient
to support instructional practices.

76.9%

95.5%

18.6%

g. Teachers have adequate space to work

productively.

Analysis: The teachers feel that the resources and the facilities at the school are not up to
par. The teachers have expressed that the resources are limited and are not effective in
their classes.
Student Conduct
Please rate how strongly you agree or
disagree with the following statements
about managing student conduct in
your school.
a. Students at this school understand

NC TWC
2012

NC TWC
2014

Change

84.6%

66.7%

-36.5%

expectations for their conduct.

b. Students at this school follow rules of

conduct

46.2%

14%

-32.2%

c. Policies and procedures about student

conduct are clearly understood by the
faculty.

84%

71.4%

-12.6%

d. School administrators consistently

enforce rules for student conduct.

92.3%

33.3%

-59%

e. School administrators support teachers'

efforts to maintain discipline in the
classroom.
.

88.5%

52.4%

-36.1%

f. Teachers consistently enforce rules for

student conduct.

88.5%

61.9%

-26.6%

g. The faculty work in a school

environment that is safe.

100%

66.7%

-33.3%

Analysis: Teachers feel that over the years, the student conduct has dropped. The students
are not being dealt with consistently and the behavior is a result of that. Policies and
procedures are not being followed as well.

Analysis:

76% of the staff agrees that the current discipline in our school is consistent and fair.
100% of the staff agrees that our facilities are cleaned daily to promote student learning.
Our school did not participate in the Teacher Working Conditions Survery.

4. Review of Processes of Providing a Balanced Operational Budget for School

Programs and Activities
The three administrators meet with the schools treasurer to review and discuss the
schools operational budget each month. They discuss how the budget is being used each

10

month and areas of strengths and weaknesses. They review the budget and look at ways
of enhancing it.
The principal also reviews the budget with the assistant superintendent quarterly. They
discuss allotments and how the money is being used. They look at ways to make the
budget work better for the school.
The School Improvement Team and the members also look at the budget. They answer
any questions that may come up about the budget.
Analysis:

The budget is first looked at in house and then the district determines if there are any
areas of improvement.
The budget is also reviewed by the School Improvement Team to determine if there are
any areas that might need more attention.

5. Evidence of the Input of the School Improvement Team in Budget and Resource
Decisions
The School Improvement Team consists of one principal, two assistant principals, one
teacher from each grade level, one encore teacher, one special education teacher, on
student service representative, and three parents.
The School Improvement Team meets once a month to review issues, concerns, and
decisions that will affect the school. All team members share an equal voice in the
process of the budget and resource decisions. The team, as a whole, reviews the schools
budget and resource allocation. As a team they decide what is reviewed and allowed.

Analysis:

All members of SIT have an equal/share in making school improvement decisions.

All subjects and areas are represented at the SIT meetings. They all have a equal vote as
well.

6. Development of a Master Schedule for the School to Maximize Student Learning

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During the month of July, the administrators meet with five teachers and the
PowerSchool manager to discuss the years upcoming master schedule. The five teachers
represent each of the three grade levels, one encore teacher, and one special education
teacher. The group discusses the master schedule for each of the grade levels and
determines what would maximize student learning for each grade.
For the 2014-15 academic year, the group decided to implement a new schedule that
would affect the Fridays of each month that would be called Jaguar Hour. Jag Hour
occurs during the first hour of the school and contains enrichment for those students
doing well, and remediation for those students that need extra help. The remediation
occurs in the subjects of math, reading, and science.

Analysis:

The staff is looking at multiple ways to improve students achievement on the End-ofGrade Tests.
E.B. Aycock utilizes two master schedules in order to reach more students during a
normal week.

7. Policies and Procedures for Communicating and Enforcing Clear Expectations,

Structures, Rules, and Procedures for Students and Staff
E.B. Aycock utilizes a PBIS system for the students and the staff to follow. The PBIS
system has a matrix for the students in each of the areas of hallways, bathroom, cafeteria,
and classrooms. The matrices describe for the students what the expectation is each for
each of these areas in the school. The PBIS also has a series of guidelines to follow when
students break the guidelines. Each time a rule is broken, students receive a STEP. After
each STEP, there is a consequence that the student will receive. During each STEP,
communication is set up with the parent to inform them of their students behavior.
The staff is required to spend the first two weeks of school review PBIS and the matrix
with the students. Each part of the PBIS program is reviewed with the students and a quiz
is given at the end of the second week.

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E. B. Aycock Student Expectations and Rules

Matrix
Settings
Expectations

Prepared

Respectful

On-Task

Personal
Best

Safe

Cafeteria

Hallways

Classrooms

Bathroom
s

Have your
Get all items
Be on time & bring bathroom pass
Have your pass
before being
all needed items to ready, and be
visible.
seated.
class.
sure to sign
out and in
Respect others &
Use inside
their property. Use Keep walls &
Use inside
voices in the positive comments. surfaces free
voices.
halls.
Raise hand & wait
from writing.
to be recognized.
Remain
Stay in the
seated until
Go directly to
Focus on
restroom only
your teacher
your
instruction.
as long as
dismisses
destination.
necessary.
you.
Follow posted
hallway rules &
expectations
the first time
when directed
by all adults.

Be in the right
place, at the right
time, doing the
right thing.

Clean up after
yourself.
Dispose of all
items
appropriately.

Walk on the
right-hand side
Stay in
of the hallway &
designated
keep your
area.
hands & feet to
yourself.

Remain seated
until given
permission. Keep
hands & feet to
yourself. Keep
walkways clear.
Use tools
appropriately.

Wash your
hands and
return
promptly to
your class.

Use good
manners &
clean up
after
yourself.

Analysis:

E.B. Aycock has a defined system with PBIS to help their students achieve throughout the

13

year.
The PBIS system is communicated thoroughly at the beginning of the year and
periodically through the rest of the year.

8. Evidence of Working with Staff to Effectively Implement District Rules and

Procedures
SIT has the responsibility for following Pitt County Schools Policy and to help make
decisions regarding improving school performance.
All Pitt County Schools Have School Improvement Teams/School Improvement Plans
Both the State Accountability Program and Pitt County Board of Education policy require
each school to have a School Improvement Team that annually assesses the schools
progress toward goals and updates the schools School Improvement Plan. The School
Improvement Plan should identify the efforts by the school to improve student
performance with the expectation of having all students perform at grade level or higher
in the basic subject and skill areas identified by the State Board and to reach additional
educational goals set forth by the Pitt County Board. The Plan is updated annually based
on a needs assessment which would include student performance, teacher surveys, and
analysis of other school data. School Improvement Plans must be submitted for approval
and must address any student performance deficiencies identified by the testing program
and the schools self-analysis.
The School Improvement Team consists of the principals, assistant principals, teachers,
other instructional staff, instructional support staff, along with input from the community
(including parents, students, and representatives from businesses and other agencies).
Parents are elected to participate in accordance with G.S. 115C-105.27.

Analysis:

E.B. Aycock coordinates and adheres to all of the requirements for their School
Improvement Plan. They have monthly meetings and follow all legal requirements.
Minutes are recorded during each meeting and decisions are reported back to the school.

9. Student Discipline Data

Student Discipline data is reviewed by the three administrators every Monday of each
week. The three administrators review the discipline data for the previous week and
14

report on any findings. The administrators work to brainstorm possible avenues to cut
down on the discipline with repeat offenders.
The administrators report to each of the grade levels and encore to discuss what they have
observed each month. The go over the students that have become a problem and possible
steps that needs to be taken.
There is a Google Spreadsheet that has been created and shared with every staff member
at E.B. Aycock. The spreadsheet has the students that are serving In School Suspension
for the recommended days. It also contains the students that are serving Out of School
Suspension and the reasoning behind them.

Analysis:

E.B. Aycock has a detailed process in place to help all staff members know what students
are serving ISS and OSS each day.
The administrators are aware of the problems that students are having and making
conscientious efforts to help remedy the problem.

10. Data on Class Size and Non-Instructional Time Provided for Teachers
E.B. Aycock has an allotment for 35 class teachers. Each class size ranges from 24
students to 30 students. The higher-level math classes typically have class sizes above 30
students. Those classes are our Math 1 classes.
All of the teachers have a total of 90 minutes of planning time. The core teachers have
their two 45 minutes of planning back-to-back. The encore teachers have two 45 minutes
of planning separately. During this time of planning, teachers are required to meet with
their departments to collaborate and discuss lessons and direction of content. Teachers
also use the planning periods to set up IEPs and 504s with parents.

Analysis:

E.B. Aycock, over the past year, is reaching capacity at the school with their numbers
increasing each month.
With 90 minutes of planning, teachers are allowed to meet together and discussed lessons
and units. They also use this time to set up conferences and conduct IEPs.
15

11. Evidence of Facilities Reports

Each day, the head custodian conducts a walkthrough of the school before teachers arrive
to work. He takes notes and comments on improvements needed for action by the county.
He also takes note of how the custodians beneath him are completing their day-to-day
activities. Once the principal arrives, he alerts him of any business that needs to be
addressed immediately. Together, they walk through the school and discuss any of the
areas of concern and possible ways to remedy the problem.
If teachers have concerns with any parts of the school, they address it first with the head
custodian. If the problem is not fixed or cannot be fixed by the head custodian, then the
problem is then taken to one of the administrators.
The Greenville fire chief conducts two inspections of the school each year to determine if
the school is up to fire code. He, another fire inspector, and the head custodian have a
walk-through of all the classrooms and takes notes of things that need to be fixed before
his second inspection comes. All teachers and staff members are made aware of the areas
that need improvement in their classrooms. The school has a monthly fire drill along with
a biannual inspection of the school.

Analysis:

The head custodian completes an extensive review of the school each day to make sure
that it is up to code for the students and staff.
Two inspections are made each school year to make sure that the school is up to code
with fire safety.

12. Technology Plans and Utilization of Technology

E.B. Aycock is assigned a Technology Specialists that they share with two other schools.
Each Tuesday and Thursday, she comes to Aycock. With our Instructional Coach, they
brainstorm plans and ideas of technology that will benefit the staff members at the school.
Each Thursday, the two have sessions in the library on new programs and software that
would benefit teachers. The teachers are allowed to walk in and receive a mini

16

personalized session on how that program or software will benefit them and their
classroom. The two are also available at other times upon request.
Each grade level also has a total of four computer carts that are shared among the
teachers. The library also has two computer carts that are available for checkout by any
teachers. Finally, the library also has a computer lab that teachers can sign up for and
bring their students in there for use.

Analysis:

Technology is at a ratio of 1:4 at the school. There is about one computer for every four
students.
Plans are rolling out for the next two years for the school to be a 1:1.

13. Evidence of Compliance with District, State, and Federal Mandates

The three administrators each have monthly and bimonthly meetings that they have to
attend in order to make sure that they have compliance with mandates. The principal
meets bimonthly with the superintendent and assistant superintendents to discuss district,
state, and federal mandates. The principal has to provide sufficient evidence to show that
the school is complying. The assistant principals meet monthly with their supervisors to
discuss the same thing. They have to provide evidence that what they are overseeing is
sufficient enough as well.
The district also oversees all SIT plans and goals to make sure that they are in alignment
with mandates. The district reviews the plans and then conducts a hearing with the school
to determine if the goals are within the necessary means.

Analysis:
Pitt County Schools provides multiple ways to make sure that their schools are following
district, state, and federal mandates.
The district provides several ways to correct the problem if it does occur.

17

Section 2: Identification of Areas for Improvement

E.B. Aycock Middle School
Identified Areas for Improvement
After analyzing the data for E.B. Aycock Middle School, and meeting with the principal
and other stakeholders, I have come up with several concerns that I would address if I
were the principal at E.B. Aycock Middle School:
Currently, staff members feel that there is some room for improvement in the area
of support from administration.
Staff members have indicated that they feel that students do not respect authority
in the school.
Both reading and math scores are well below that of the district and states
averages.
There is no organization in terms of staff rewards or a program.
Technology development is readily available at E.B. Aycock, but teachers do not
utilize it, as they should.
Currently, there is no formal way of reporting facility problems within the school.
Most of it involves word of mouth that often gets lost along the way.
Class sizes are becoming large and teachers and students feel stressed and
overworked due to it. Teachers feel that they are being asked to do more with less,
while students feel that they are not getting the individual attention that they need.
Even though PBIS is in place, student discipline still continues to become a
problem with repeat offenders.
There are rewards in place for students and staff for their hard work, but the
school still feels like more rewards should be in place.

Focused Area for Improvement

During my first meeting with my administrators, we discussed some areas of interest that I had
analyzed through the schools data. Last year, our staff voted on our annual climate survey that
the overall climate of the school to be very low. The school voted 66% that the administration
18

provided the necessary motivation, while 81% voted that the administration provides the need
support for the staff. Our current administration saw the problems in this area and understood the
consequences if left alone. We also took a look at our organization and budget that we have for
correcting this problem.. Our school did not have any method of organization or program in
place to help combat this problem. Our administration had expressed their concern with this and
also wanted to see a change in this problem. As a group, we determined that these two areas were
where I needed to focus on with my Service Leadership Project. My objective was to improve on
the school climate while creating community involvement. I have totaled about 150 hours with
this project.
To begin this project, I sat down with a few of my colleagues and my administration to
brainstorm some ideas about how to improve upon the staffs morale while setting up a program
and a method to organize a rewards system. Together, we decided that it would be a great
opportunity to design a school recognition program for staff and students that would include
rewards from local community stakeholders. I first began by contacting local restaurants and
businesses and explaining to them what my school had in mind with our school recognition
program. I informed the businesses that any amount that they would like to contribute would be
greatly appreciated. Our school ended up receiving right at $1000 in donated gift cards from
these businesses to give to those hard workers at our school. After contacting those businesses
and collecting the rewards, I then sat down with my administrators and began to discuss how we
wanted the program to work. We designed the program to last for 21 weeks. Each week on staff
member would be recognized for the positives that they are doing to impact our school. In
conjunction with that, three students would be recognized for the great things that they were
showing their teachers as well. One student would represent each grade level and the teachers
would have the opportunity to vote and decide which students would represent their grade each
week. In the end, four members of our school are recognized each week. At the conclusion of
this program, 84 students and staff members will have the opportunity to see how their hard
work and dedication is paying off in their schooling and work.

19

Section 3-Summary of Professional Language

Part One: Stakeholder Language Examples Relating to Staff Culture
And School Improvement
Best Practice Language (positive)
Oh Wow!!! I cant believe that I won. I
havent won anything.
I feel good that the staff thinks that I do a
good job.
I cant wait to use these gift cards. My
husband is going to be so happy.
I love this school!
I cant believe that I get all of these things.
This is wonderful.
This is by far the best thing the school has
done.
I am impressed that you were able to do all
this. This must have taken a lot of time.
Thank you so much. This means a lot.

I am glad to know that the staff members are

appreciating your hard work. (Principal)
You have worked tremendously hard at this
project.and it definitely shows. (Assistant
Principal)
How much time did it take you to do all of
this. It looks like there was so much thought
and effort put into this and to do it alone must
have been hard. You definitely deserve some
recognition for doing this.
I am so glad that I got this. It makes me glad

Other Language of Practice (neutral/poor)

Oh no. I dont want to have my picture
taken.
At this rate everyone should eventually win,
right?
I already know that no one is going to vote for
me. I dont care.
When is a male ever going to win?
Is the voting rigged or something? Am I ever
going to win?
Well, I am glad I didnt win. I didnt really
like to eat at any of those places that are on the
gift cards anyway. Lucky me.
Why are you in charge of this?
How did Mrs. ___________ win over me?
She is always late to school, never goes to her
PLC meetings, never stays after school, and
hardly teaches in her classroom. I mean that is
pretty messed up that she won.
Why should I even care I win or not. It isnt
like I care what these people think of me. I just
work with them.
I never read your surveys. I just see them in
my inbox and delete them.
You know your weekly emails about the
surveys are just too much.

20

to know that my peers and administrators are

recognizing the hard work that I put into this
school. You know that means more to me as a
teacher than a lot of the other things that I get.
I am so glad that we started this. I hope that
this something that we can continue doing for
years to come also.
You should be proud of all that you are doing
for this school. You are definitely impressing
people and turning heads. Keep up the hard
work.

Summary of Stakeholder Language

After talking with several staff members and the administration, we decided that it would
be a great idea to create an incentive program for our staff members and students. We felt that
our staff members work extremely hard each and every day to not only do their job, but doing it
with a stellar performance. We also feel that many of our students succeed in our school and do
not get the recognition that they deserve. We thought that it was as equally important to
recognize their hard work as well. In order to do that, we created a program that recognizes one
staff member and three students weekly on their hard work that week. Each staff member
receives gift cards to Texas Roadhouse, Chik-Fil-A, Dairy Queen, and Sweet Frog. Along with
that they receive a candy bar and their picture goes up on our wall near the front office for all to
see. The students each week get a free Chik-Fil-A meal and their picture is displayed near the
office as well. The purpose of this is not only increase staff and student moral, but to also
increase the partnerships with local businesses that we have.
Each week I send out an email to all the staff members at our school. Within that email is
a survey for the staff to take in order to vote for that weeks winner. As soon as I sent out the very
first email with the first survey, I immediately received 35 out of 75 responses within twenty
minutes. By the end of the day I received 52 out of 75 responses. Almost 70% of the staff
members had responded to the email by the end of the day. Ever since that first week, I
constantly receive anywhere to 65-85% response with the staff surveys. The student winners are
on a different system than the staff winners. The teachers from each grade level send me one
winner for each grade level for that week. They describe why that student was picked that week.
Since the beginning, the each grade level has responded well and have all made an effort to
complete the winners. Once the conception of this program was completed, I have received more
positive feedback than negative from all staff members. I have received 23 different emails from
staff members thanking me on the hard work that I have done to make this happen. My assistant
principal told me You have worked tremendously hard at this project.and it definitely shows.

21

Other teachers have said, I am impressed that you were able to do all this. This must have taken
a lot of time. This is by far the best thing the school has done. I have been blown away with
positive remarks that I have received. It has definitely made this project well worth it.
On the other hand, as you can imagine, some people have not been as impressed with this
project. Some people believed that they should have been the winner during certain weeks and
the let it be known. I have had about three different people come to me personally and complain
about that weeks winner. They have shared with me why they thought that teacher did not
deserve to be the staff of the week winner. How did Mrs. ___________ win over me? She is
always late to school, never goes to her PLC meetings, never stays after school, and hardly
teaches in her classroom. I mean that is pretty messed up that she won. Even though some felt
differently about the process and the winners, it only made up a small percentage of the staff
population.
All in all, I have been impressed with the impact that this project has done. I originally
thought that this project would look at the staff and student morale and how to improve it.
However, I used this opportunity to broaden the stakeholders that are present in our school.
Bringing in businesses such as Chik-Fil-A and Texas Roadhouse has been great for our school
and community. It is nice to be able to publicize that we have the backing of big businesses such
as these. Overall, it has a wonderful experience for staff members, students, and myself.

22

Part Two: Researcher Language Examples Related to Staff Culture

What the researchers are saying:
High morale is a valid indicator that the staff
is satisfied with operation and
accomplishments of the school. Teachers
whose basic needs are satisfied tend to
constantly strive for fulfillment of higher goals,
and their efforts and attitudes ultimately will
overflow to the student body, resulting in more
productive students. (Washington & Watson,
1976, p. 4)
Many investigators have treated teacher
morale as though it were one-dimensional; yet
one of the few points of agreement among
recent investigators is that teacher morale is
multidimensional. (Rempel & Bentley, 1970,
p. 534)
Upon completing the research, and the survey,
researchers have discovered that there are not
just five dimensions to teacher morale. Instead,
there are thirteen dimensions that play a role in
teacher morale. All thirteen were deemed as
important too. (Coughlan, 1970, p. 232)

While surveying the twenty schools, all

researchers were able to determine that morale
was the most important thing to the staff
members. In fact, the staff survey was able to
gather that 92% of all the teachers deemed that
morale was one of the top two things that were
important to them in a school. (Coughlan,

What it means for us:

Morale in the education system is possibly one
of the single most important things that can be
accomplished. High morale equals to not only
happy and satisfied staff members. Instead, it
causes teachers to strive for better achievement
and goals that will better the school.
Ultimately, morale in teachers will equal to
better achievement in their students as well.
For a very long time, researchers looked at
teacher morale as only having one factor.
However, new research has come out that
discredits that. Instead, morale has multiple
factors that influence how a teacher feels in
his/her work environment.
Lately, new research has concluded that there
are many different dimensions to teacher
morale. This is helpful to leaders of the school.
This means that leaders know what areas to
target and how to better improve the morale in
their school. This will ensure that leaders are
more effective when it comes to increasing
morale.
Across schools, teachers have determined that
their overall morale has a positive influence on
their job and student satisfaction. Leaders can
take this information and use it in areas of need
for the future.

23

1970, p. 234)
Undeniably, teacher morale is recognized by
school administrators as one of the key
ingredients to the development of a successful
educational organization. (Cook, 1979, p.
355)

Leaders of schools face dilemmas no matter

the situation. However, leaders can take the
understanding of importance of morale in the
workplace and apply it. Leaders can help limit
many of the obstacles that they come across
simply by addressing the morale of their staff.
Many progressive school leaders cultivate the Forward-thinking school leaders understand
morale of their staffs with no less
that they work in a very complex and dynamic
determination than they apply to such timeenvironment. Many problems, obstacles, and
honored needs of those of the students, parents, situations come across their desk every day.
and boards of education. (Cook, 1979, p. 355) However, those leaders that have been most
successful have put teacher morale at the top of
the list. This is helpful for those leaders that are
struggling and need to reevaluate the direction
of their school.
Teachers, as instructional facilitators, are
School leaders should understand that all of
constantly attending to the learning needs of
their teachers put countless hours and days into
students. Specifically, they monitor the
ensuring the success of their students. That is
activities of those whom they are responsible,
an automatic. In order for leaders to become
look for symptoms that give cue relating to
great, they need to return the favor to their
these learners needs, assess the situation as
teachers and put countless hours and days
educational diagnosticians and prescribe a
making sure that they have what they need to
learning program necessary to meet students
be successful.
needs. So, too, in dealing with teacher morale,
the school administrators can utilize this same
approach to meet the morale needs of their
staff. (Cook, 1979, p. 356)
Yet, critical to each of the five components of There has been research to suggest that morale
teacher morale is a rather simplistic element:
has many different components. However, the
consistency. (Cook, 1979, p. 356)
single most important component is that of
consistency. Consistency is important for
teachers to experience from the leaders. Morale
boosters should not be sparse. School leaders
should not devote teacher appreciation to just
one week out of the year. Instead, it is
something that should be experienced on a
regular basis to fully expect results.
When teacher morale in a school is high and
Students are very observant, much more so
the school environment is healthy, teachers feel than we give them credit for sometimes.
good about themselves, each other and their
Student achievement often seems to be the

24

teaching, which in turn impacts on student

morale and achievement. (Mackenzie, 2007,
p. 92)
Alternatively, low morale for teachers can
lead to decreased productivity and a
detachment from teacher role, colleagues, and
students. Teachers with low morale may begin
to lose heart, take increased sick leave, look
for alternative employment and develop a
cynical approach to students, teaching and the
education system. (Mackenzie, 2007, p. 92)
Verdugo, Greenberg, Henderson, Uribe, and
Schneider (1997, p.55) claim that the closer
schools come to developing a community, the
greater will be teachers job satisfaction.
(Mackenzie, 2007, p. 93)

In other words, teachers in secondary schools

whose pupils achieve relatively high
scholastically appear to have high morale than
do teachers in schools with relatively low pupil
achievement. (Anderson, 1953, p. 696)
I interpret morale as primarily an attribute of
the individual, which is determined in relation
to individual goals. (Evans, 1992, p. 163)

My interpretation is centered around Smiths

distinction that job satisfaction is a static,
shallow concept, whereas morale is dynamic
and forward-looking. The basis of the
distinction is that temporal orientation; the one
being present-oriented and the other, futureoriented. (Evans, 1992, p. 163)

main focus of most schools across the world.

Research shows, however, that if you focus
first on teacher morale, then student
achievement will come naturally.
One of the biggest problems that our state
faces right now is the fact that beginning
teachers are leaving the profession sooner.
Majority are looking for alternative
employment opportunities due to the lack of
satisfaction. In order to retain those teachers
that we need for the future, our state leaders
need to look to opportunities to increase
morale.
Having a sense of community in a school is an
idea that should never be overlooked. No
matter how big or how small, developing a
sense of community is inviting. It allows
workers to get to know other people. It allows
for a network of colleagues to get together and
share ideas. Ultimately, it allows everyone to
get on the same page and become unified.
It is very simple. Higher test scores have been
linked to higher teacher morale. Those teachers
that feel a sense of accomplishment have had
more successful with student achievement.
Morale can sometimes be interpreted as a
group mentality or an individual mentality.
Personally, I believe that it is an individual
mentality. Everyone has different beliefs and
mindsets. Some are not as easily swayed as
others. Some have a hard time buying into an
idea. As a leader, the focus on individuality
should be understood.
Many people confuse job satisfaction with
morale. It is in fact a very gray line. The main
difference is that job satisfaction is not long
lasting. It is here then gone depending on the
day. It also does not carry as much weight.
Morale on the other hand, is much more
complex and involves the individual looking

25

Three characteristics of administrators were

examined in relation to student achievement:
how strongly administrators felt about
instruction, whether they communicated their
ideas concerning instruction, and the extent to
which they assumed responsibility for
instruction. Because they were related to each
other and to school success, and because the
term is in accord with common sense
meanings, this cluster of characteristics was
termed "administrative leadership in
instruction." (Wellisch, MacQueen, Carriere, &
Duck, 1978 p. 215)

ahead at the same time. Morale is much more

impacting than job satisfaction.
It is key to have a organized school that runs
like a well-oiled machine. In this article, they
took a look at different characteristics of
different administrators. They were able to find
that all of the administrators carried
characteristics that showed great leadership
and organization.

Summary of Researcher Language Relating to Staff Culture

After reading several articles in-depth and skimming through multiple other articles, I
was able to conclude several key concepts. The first and most important concept is that morale
plays a key role in the success of a school. The main focus of all school leaders should be to
assess the morale of the staff that works within that school environment. Numerous studies and
experiments have been conducted that point to the fact that student and school achievement rests
on how happy the teachers are. Satisfied teachers are individuals who put more time and effort
to lesson plans. They are the ones who ensure that all materials and outlines are ready for the
next day. They are workhorses of that school and they make sure the school is deemed effective.
It is simply common sense to a lot of people. Most people would agree that workers who are
happy would produce more. This idea is no different in a school. But why does that get over
looked so often? In five of the articles I reviewed, they said high teacher morale should be the
first thing that every administrator should achieve in their tenure.
The second concept that numerous researchers emphasized was that morale is not just a
simple concept with one explanation. Morale is a dynamic and complex factor. It is a factor that
needs to be assessed carefully. One thing all of the researchers agreed on was that morale needs
to be achieved in multiple areas. Since morale is complex, school leaders must not approach it
26

with a simplistic attitude. The well-being and sense of accomplishment for teachers needs to be
viewed from a multitude of angles, and is a thought that every future and present school leader
needs to take into account.

References
Anderson, L. W. (1953). Teacher morale and student achievement. The Journal of Educational
Research, 693-698.
Cook, D. H. (1979). Teacher morale: Symptoms, diagnosis, and prescription.The Clearing
House, 52(8), 355-358.
Coughlan, R. J. (1970). Dimensions of teacher morale. American Educational Research Journal,
221-234.
Evans, L. (1992). Teacher morale: an individual perspective. Educational Studies, 18(2), 161171.
Mackenzie, N. (2007). Teacher morale: More complex than we think?. The Australian
Educational Researcher, 34(1), 89-104.

27

Rempel, A. M., & Bentley, R. R. (1970). Teacher morale: Relationship with

selected factors. Journal of teacher education, 21(4), 534-539.

Washington, R., & Watson, H. F. (1976). Positive teacher moraleThe principal's

responsibility. NASSP Bulletin, 60(399), 4-6.
Wellisch, J. B., MacQueen, A. H., Carriere, R. A., & Duck, G. A. (1978). School management
and organization in successful schools (ESAA In-Depth Study Schools). Sociology of Education,
211-226.

28

Section 4: Action Plan

Goal 1: Improving Staff Culture and Morale while Increasing Community Partnerships
Actions
Data Collection

Person Responsible
Principal
Assistant
Principals
Mrs. Strickler
Data Manager

Analysis of Data

Gather information
and ideas for
increasing schools
morale while
including
partnerships

Create a
recognition
program that
would help
recognize staff &
student work

Methods
Collect school data
using resources
and stakeholder
input

Timeline
September 2226, 2014

Evidence
SLP Data Collection

Analyze school
data to determine
school needs

September 29,
2014- October 1,
2014

SLP Analysis of Data

Principal
Mrs. Strickler
Assistant
Principals
Taylor Matkins
Mrs. Strickler
Principal

Research different
ideas for
increasing the
morale in the
school for both
staff members and
students

November 3,
2014

Communication records

Taylor Matkins
Mrs. Strickler
Principal

Created a program
called Stellar
Stars. One staff
member and three
students are

November 4-5,
2014

Communication records,
emails

nominated each
week
Contact local
businesses &
organizations for
help in partnering
with the school

Taylor Matkins
Mrs. Strickler

Contact was made

with over 15
businesses to help
support the Stellar
Stars program.

November 1013, 2014

Phone Records

Collect businesss
support in the form
of gift cards

Taylor Matkins
Mrs. Strickler

November 13,
2014

Gift Cards

Create a wall of
recognition for
students and staff

Taylor Matkins
Mrs. Strickler

November 1719, 2014

Recognition Wall outside

of office at E.B. Aycock
Middle School

Discuss with staff

the expectations
and outline of
Stellar Stars.

Principal
Assistant
Principal

Collected the gift

cards donated and
provided
businesses with
thank-you notes.
Created a wall
outside of the
office that proudly
displays the
winners each week
Principal held a
faculty meeting
and discussed the
process of the
program.

November 19,
2014

Faculty Agenda

Create Staff
Surveys

Taylor Matkins

Surveys are
created each week
for staff members
to use to vote

November 2123, 2014

Survey Monkey surveys

Create Document
for teachers to
elect student
winners

Mrs. Strickler

Announce Winners
for Stellar Stars
Weekly

Student
Government
Association

Teachers elect a
student winner and
complete a
document that
describes the
reasoning.
Each week the
winners are
announced in the
morning for the
school to hear. The
winners receive
their prizes and
their pictures are
taken.

November 21,
2014

Google Document

December 1,
2014-June 5,
2015

Morning
Announcements/Google
Document

Section 5: Service Leadership Project Evaluation and Impact Summary

E.B. Aycock Middle School
Data Outcomes
All three administrators have expressed their appreciation for the work that went into
the Stellar Stars program.
A wall was created to display the winners each week. It is located near the entrance
of the school so that all that enter can see.
The district has recognized and given their support for the Stellar Stars recognition.
It has increased the partnerships that we have. Originally, the only partnerships that
the school had were with the athletic club. Now, the school can boost that it is
partnerships with local businesses.
Students from each grade level are recognized and rewarded for their good behavior
and academic success.
More teachers are recognized for the extraordinary tasks that they take on at school.
Teachers are being rewarded for doing more than what is required.
Morale has increase among staff members.
A committee has been created to continue this project on for the years to come.

Impact on Overall School Improvement:

The administrators of E.B. Aycock Middle school and I reviewed the school data from the
climate surveys, and decided that a focus area of our school should be staff climate while
increasing partnerships with local organizations. The staff climate surveys indicated that the staff
morale was low in our school. The climate survey indicated 66% of the staff thought that the
administration provided the necessary motivation, while 81% voted that the administration
provides the need support for the staff. We currently had zero partnerships with local businesses
and organizations in Pitt County. The administrators understand the importance morale is of staff
members and partnerships, and decided that for my Service Leadership Project that those would
be good areas to work on.
When I began this project, I discussed with some colleagues some ideas that could be
implemented to boost morale in our staff members. Collectively, we decided to create a program
that would recognize the wonderful things that the staff and students were doing in our school.
We discussed a program that would bring in rewards from local businesses and organizations.
These rewards could help us create partnerships that would help benefit both parties. Once the
conception of this program was completed, I have received more positive feedback than negative
from all staff members. I have received 23 different emails from staff members thanking me on
the hard work that I have done to make this happen. My assistant principal told me You have

worked tremendously hard at this project.and it definitely shows. Other teachers have said, I
am impressed that you were able to do all this. This must have taken a lot of time. This is by
far the best thing the school has done. I have been blown away with positive remarks that I have
received. It has definitely made this project well worth it.
In order to create start the recognition program, I had to make sure that I could elicit the help of
some local businesses. I contacted around 15 different local restaurants around Pitt County to ask
for help with rewards for our program. I was able to secure the help of four restaurants in the
form of gift cards for our students and staff. We have created partnerships with these businesses
and have even asked them for more help. One business helps supply peanuts at our football,
soccer, baseball, and softball games. The peanuts are donated to the athletic club at a reduced
rate and our school gets the profits from the selling of the peanuts. Another business has helped
donate more gift cards to other events at our school such as Relay for Life, Jag Jam, and our
academic breakfast.
In addition to the morale boost that the staff has experienced, our student population has been
affected as well. Three students get the opportunity to win the Student of the Week. With each
winner, they receive a free Chik-Fil-A meal. Once they win, they are called up to the office and
the principal congratulates them on a job well done. They get the opportunity to talk with the
principal for a while and discuss how things are going with their academics and life. I have had
the joy and the privilege of watching many students leave the principals office overjoyed.

Impact on Leadership Skills and Abilities:

Once I had completed the Service Leadership Project, I had a few moments to reflect on the
impact this project had on my leadership skills and abilities. Collaboration was the first area that
was targeted through this project. I had to communicate with over 60 individuals via email and
face-to-face to accomplish the recognition program. I worked with all cultural groups within my
school as well. On top of that, I also worked with core teachers, encore teachers, personnel,
business managers, business liaisons, and administrators to complete this project. Throughout
this endeavor, I had to learn how to communicate with over 80 individuals from all different
areas, businesses, and concentrations. I have come to understand how important it is to
communicate with individuals in an effective manner.
In my research of professional language, I was able to develop a deeper understanding for
community partnerships. I grew up in a community where everyone knew everyone and all came
out and supported the school. It did not matter the race, economic status, or the gender. All of the
parents would support their children. It was different when I arrived at this school. There were
parents that had never stepped foot into their childs school, and businesses that wanted to give
back to the school, but didnt know how. Through my SLP, I have started to see how important it
is to have partnerships with the community that surrounds the school. A student only spends but

a few waking hours at the school. In one students life, they have so many important figures that
help contribute to their success and failures. Schools need to harvest that energy from the local
community in order to help make every student become successful. I have often heard that It
takes a village to raise a child. That saying cannot be any more true now that I have completed
this project. A school cannot account solely for a student. It needs the help of the community and
all stakeholders.
Since this SLP, I have seen how creating positive school morale goes hand-in-hand with creating
partnerships with the community. If schools can get the help necessary from community
members, than school morale will improve. There are so many ways that partnerships can help
school morale. Students and staff start see that the community cares about what they are doing
their well-being. That creates a nurturing environment that allows the school to feel comfortable
in. In return the school gets the support that is crucial to the students success.