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Supporting a Positive Student-Centered Culture

Cristen Simone

Grand Canyon University

EAD 513: Shaping School Culture

Dr. Jarret Sharp

March 31, 2021

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After close observation of two colleagues, it is evident that both teachers support student

centered-culture in their classrooms. Teacher 1 teaches balanced literacy and displayed great

classroom management, positive reinforcement, and a good rapport with all students. Teacher 2

teaches mathematics and displayed great student engagement and in-class discussions. Both

third-grade classrooms displayed a mutual respect between teachers and students. However,

teacher 1 can improve setting clear goals and expectations for students.

Teacher 1 had a very great lesson but some students displayed confusion with the

assignment and directions. The students and teacher need to work toward the same goals and

outcomes. One student raised his hand and could not locate the assignment, and one student was

unaware of what assignment they were supposed to complete. According to a study done, The

Case of Garden Grove Unified School District, a teacher should reflect on practices and see how

they can better help students (PACE, 2019). Teachers should reflect with the following

questions, What is my lesson trying to accomplish? How will we know if the change is an

improvement? And what change can we make that will result in improvement? (PACE, 2019).

A leader should encourage teachers and make them feel valued by offering support and guidance

when needed (PACE, 2019). The leader should discuss teaching practices and aid teacher 1 in

reflecting and making improvements. Teacher 1 can analyze her data and reflect on student work

and start setting new goals for future lessons.

The schools mission and vision lead with student well-being and academic achievement.

Standard 5 reflects our schools mission and vision by stating that educational leaders creates a

supportive school community that promotes the academic success and well-being of each student

(NPBEA, 2015). Teachers need to set clear goals for students and help them achieve those

goals. Leaders must help their teachers by lending support when needed. Standard 6 states that
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leaders help create continuous improvement of individual to achieve outcomes envisioned for

each student (NPBEA, 2015). My principal mentor read the above recommendations for teacher

1 and agrees that teachers need to set clear goals. If the student is unclear about what they are

learning or how to do their assignments, then they will not succeed. In future practice, I will

ensure that my teachers receive support when needed. Collaboration must take place so

everyone is working toward the same goals.

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Resources

Cottingham, B. W., Gong, A., Gallagher, H. A., & Stanford University, P. A. for C. E. (PACE).

(2019). A Student-Centered Culture of Improvement: The Case of Garden Grove Unified School

District. In Policy Analysis for California Education, PACE. Policy Analysis for California

Education, PACE.

National Policy Board for Educational Administration (2015). Professional Standards for

Educational Leaders 2015. Reston, VA: Author.