REVIVING THE PROFESSIONAL CULTURE

Mary Kent
Grand Canyon University: EAD 513
7/19/16

REVIVING THE PROFESSIONAL CULTURE

The following report is representative of findings from the Maynard High School
regarding the current school culture and establishing a new vision for the school related to this
assessment. Additionally, short-term and long-term goals and outcomes will be identified, as well
as noting the actions taken and will be taken to achieve these goals and outcomes. Moreover, the
particular leadership style to revive the professional culture will be addressed, along with how
progress will be made towards a student-centered environment rooted in the values of
democracy, equity, and diversity. Lastly, how students and families needs were advocated, how
relationships with the community were built, and how community interests were incorporated
will also be clarified.
Assessment of the School Culture
The Maynard High School services approximately 1,100 students, and is in its second
year of existence. This past year was a transition year in that an interim principal and assistant
principal had been assigned to the high school to complete the year. There are 45 full time
teachers employed, along with three administrative assistants, one receptionist, one attendance
clerk, and three guidance counselors. Upon review of the schools culture from observations
during the middle to the conclusion of the school year, the assessment revealed a negative school
culture. Evidence of this culture included the resignation of an assistant principal mid-year, ten
teachers who resigned at the end of the school year, and a breakdown in collegiality and
professionalism. This breakdown involved many teachers who had not received formal
evaluations, lack of fidelity with the implementation of the professional development plan and
the utilization of the standard curriculum, and a non-existent Professional Learning Community.
A culture of isolation prevails which is not conducive to promoting high expectations and the
success of both the students and faculty at the high school.

REVIVING THE PROFESSIONAL CULTURE

Setting the Vision

In order to establish a positive school culture moving forward, consideration and
reflection regarding the schools vision must occur. This new vision must incorporate the
collective beliefs and values that the school embodies, along with fostering the achievement of
both staff and students and must definitely include the aspect of social justice. According to Deal
& Peterson (2009), the vision should encompass student needs, the belief that a productive and
long-lasting relationship between the school and community will enhance learning, and that the
staff will harbor a commitment and responsibility for developing students towards their highest
potential. However, the creation of a new vision cannot be limited to the administrations beliefs
and values, but must also be reflective of all stakeholders. This collaboration can occur through
interviews and surveys for staff, students, parents, and community members to complete (Deal &
Peterson, 2009). A compilation of these ideas will be utilized to compose a new vision for the
Maynard High School.
Goals and Outcomes
The importance of a positive school culture cannot be overstated, and determining both
short and long term goals towards achieving this aim will allow for much-needed structure and
purposeful actions to be taken. In the short term, particular goals will include promoting trust and
building close relationships among staff, students, parents, and community members, and
establishing a new school vision collaboratively that encompasses the schools beliefs and values
to foster a shared sense of purpose. The outcome of these short-term goals is that through
building these close bonds with all stakeholders, the opportunity for nurturing a culture where
everyone feels appreciated and valued will ensue (Habegger, 2008). Additionally, Habegger

REVIVING THE PROFESSIONAL CULTURE

(2008) noted that creating a sense of belonging and providing a clear direction for all involved
(students, teachers, parents, and community) (p. 43) fosters a positive school culture.
Long-term goals will revolve around enhancing professional development and best
teaching practices, and the implementation of Professional Learning Communities. These goals
were determined based on the assessment of the school culture throughout the year as indicators
of areas in need of improvement. Incorporating a Professional Learning Community will address
enhancing quality professional development and best practices for teachers. According to Dufour
and Mattos (2013), the most crucial element of the improvement of teaching and learning is to
implement the collaboration of a Professional Learning Community. The outcome of
Professional Learning Communities is that the collective responsibility of teachers will be rooted
in being responsive to students needs and improve student outcomes, along with sharing
effective instructional practices and conducting professional dialogue with colleagues towards
continual improvement. These factors will contribute towards the proper implementation and
increase the fidelity of utilizing the curriculum standards within teachers professional practice.
Additionally, utilizing grade level teams to establish goals and develop common formative
assessments to monitor student learning will further promote the use of curriculum standards in a
supportive and efficient manner (Dufour & Mattos, 2013).
Action Plan
In pursuance of successful completion of both short and long term goals, particular
actions must be taken. To begin establishing a positive school culture, leadership must greet
students as they arrive and depart from school, visit with teachers and staff and hold
conversations to nurture trust and create close bonds, and invite feedback regarding school-based
decisions from all stakeholders. Additionally, surveys and interviews must be conducted to

REVIVING THE PROFESSIONAL CULTURE

identify strengths and areas in need of improvement within the building. Creating this sense of
belonging benefits all stakeholders. For students, developing caring relationships with faculty
and staff encourages and promotes a supportive learning environment committed to their success
(Habegger, 2008). Staff will feel empowered and valued when they are listened to and have a
voice in school-wide decisions. Within this context of nurturing and sustaining productive
relationships with stakeholders, administration must consider the existing culture and reflect on
effectively incorporating rituals, traditions, and ceremonies into the school through shared
leadership (Deal & Peterson, 2009). These rituals, traditions, and ceremonies will sustain a
positive school culture by solidifying common beliefs and values for the collective good of the
learning community to establish connectedness and a sense of belonging that is currently lacking.
Next, an establishment of Professional Learning Communities must be created and
sustained throughout the school. To begin with, administration must hire new staff for the open
positions for the upcoming year, and partnering the new hires with mentor teachers that are
positive and supportive in nature for a positive school culture to thrive. From there,
administration must form grade level teams that will collaborate on sharing the responsibility of
assisting students in content mastery before the beginning of the new school year. Ensuring that
staff has common planning time when completing the school schedule and identifying the
necessary resources available will allow for administration to provide support for the staff to
accomplish their goals and objectives. Periodic monitoring from administration and evaluation of
the Professional Learning Communitys progress will help to maintain fidelity with its
implementation. Adhering to a monthly schedule of Professional Learning Community meeting
dates, agendas, and notes will assure that quality meetings are being conducted in a regular
manner.

REVIVING THE PROFESSIONAL CULTURE

Leadership Style
Throughout the process of revitalizing the school culture, the particular leadership style
that would be the most beneficial in this case is Servant Leadership. The tenets of Servant
Leadership include building a shared vision collaboratively, nurturing trusting relationships, and
fostering leadership and empowerment in others (McGee-Cooper & Trammell, 2013). These
factors are witnessed throughout both the goals and objectives and within the action plan that
have been previously noted. Increasing the confidence and leadership capacities with both staff
and students will enable these goals to be met successfully. Encouraging feedback from others
will promote trust and enable creative problem solving strategies, which is another hallmark of
Servant Leadership (McGee-Cooper & Trammell, 2013). Additionally, listening respectfully and
empathetically to all stakeholders will ensure that the needs of everyone are heard, reflected, and
acted upon with the best interests of others at the forefront of the decision-making process
(McGee-Cooper & Trammell, 2013). In this manner, this leadership style will enable others to
achieve self-actualization, and will ultimately benefit improving the school culture by teacher
and student leaders working together for a successful learning community.
Collaboration With Faculty and Community
In order for a positive school culture to come to fruition, both staff and community must
come together as one to effectively collaborate to improve the educational environment through
committee participation. Throughout this collaborative process, attention must be paid to
evaluating pertinent data to assess whether or not students are meeting grade level content
mastery and growing socially as productive members of society. This data is representative of
achievement (summative and formative assessments) and disaggregated non-achievement data
(attendance, socio-economic, discipline reports, staff and parent surveys) to garner a well-

REVIVING THE PROFESSIONAL CULTURE

rounded picture of the schools educational environment. The goal of utilizing these forms of
data is to pinpoint underlying trends and discover valuable insights when determining the needs
of the school. The importance of staff and community involvement is to ensure that multiple
viewpoints are heard, reflected upon, and decisions are based on a collective commitment of
increasing academic and social success and that the best interests of all students are at the core of
each decision. Furthermore, these student-centered decisions based on data analysis are made
ethically and with the values of diversity and integrity throughout this collaborative process. In
addition, this evaluation of achievement and non-achievement data will ensure that collective
decisions are in keeping with advocating for the rights and needs of each and every student.
These long-lasting and productive relationships with parents and the community promote
a positive school culture invested in the students success both academically and socially. The
ultimate goal of community involvement for schools is empowering parents and residents with
making decisions and effective management of resources within the school (Henderson & Mapp,
2002). Moreover, collaboration amongst all stakeholders affords the opportunity for programs
and initiatives to be pertinent to the needs of parents and the community in an inviting and
welcoming manner. This partnership will embrace the philosophy of shared responsibility and
commitment towards achieving the schools mission and vision, and in so doing, will foster a
positive school culture.

REVIVING THE PROFESSIONAL CULTURE

References
Deal, T.E., & Peterson, K.D. (2009). Shaping school culture: Pitfalls, paradoxes, and promises.
San Francisco: Jossey-Bass.
Dufour, R., & Mattos, M. (2013). How do principals really improve schools? Educational
Leadership, 70 (1), 34-40.
Habegger, S. (2008). The principals role in successful schools: Creating a positive school
culture. Principal, 88 (1), 42-46.
Henderson, A.T. & Mapp, K.L. (2002). A new wave of evidence: The impact of school, family,
and community connections on student achievement. Retrieved from
https://www.sedl.org/connections/resources/evidence.pdf
McGee-Cooper, A., & Trammell, D. (2013). The essentials of servant leadership: Principles in
practice. Retrieved from http://www.amca.com.