Slaton High School Cultural Functions in Practice
Activity PSEL Standard
School Mission It is the mission statement of Slaton High School to
maintain instructional focus on academic goals, objectives,
and the priorities that support academic achievement for
all students. It is the goal and purpose to provide an
atmosphere in which teaching and learning are emphasized
and rewarded. It is our belief that all students can master
the basic skills and become positive contributors to
society.
School Vision N/A- I asked, and we do not have a vision statement.
Perhaps I could advocate for one and help develop that for
next school year. If I had one, I have it say.. And align
with…
We will strive for success in all that we do in order to lead
significant lives upon graduating from Slaton High School.
Administrators’ 1. Ms. Potts leads by example in our weekly Cluster
Leadership and PLC meetings by participating as a teacher first
Behaviors that and administrator second. She is vulnerable with us
promote the and does not ask us to do anything she has not done
intended school or will do along with us.
culture
2. Celebrates teacher successes with “Good Things” at
the beginning of each staff meeting. She begins by
sharing 3 good things she saw with 3 different
teachers that week that motivated students to show
that all students could show growth.
STANDARD 1. MISSION, VISION, AND CORE VALUES:
Effective educational leaders develop, advocate, and enact a
shared mission, vision, and core values of high-quality education
and academic success and well-being of each student.
a) Develop an educational mission for the school to promote the
academic success and well-being of each student.
STANDARD 1. MISSION, VISION, AND CORE VALUES:
Effective educational leaders develop, advocate, and enact a
shared mission, vision, and core values of high-quality education
and academic success and well-being of each student.
b) In collaboration with members of the school and the
community and using relevant data, develop and promote a vision
for the school on the successful learning and development of each
child and on instructional and organizational practices that
promote such success.
STANDARD 1. MISSION, VISION, AND CORE VALUES:
Effective educational leaders develop, advocate, and enact a
shared mission, vision, and core values of high-quality education
and academic success and well-being of each student.
g) Model and pursue the school’s mission, vision, and core values
in all aspects of leadership
STANDARD 6. PROFESSIONAL CAPACITY OF SCHOOL
PERSONNEL: Effective educational leaders develop the
professional capacity and practice of school personnel to promote
each student’s academic success and well-being.
f)Empower and motivate teachers and staff to the highest levels of

3. Started a mentor program for low achieving
students. Paired them with an upperclassman who
could mentor and tutor them two times a week in an
after school snack and learn session.
4. Host Grand Central Station Night where community
businesses, area and local colleges and foundations
allowed students to visit with all of them about life
after high school through a booth fair.
Staff Functions 1. Weekly Cluster meetings with staff of other
or activities that departments in order to collaborate and share in
promote the instructional strategies learning
intended school
culture
2. Weekly PLC meetings in which a classroom teacher
professional practice and to continuous learning and
improvement.
STANDARD 10. SCHOOL IMPROVEMENT: Effective
educational leaders act as agents of continuous improvement to
promote each student’s academic success and well-being.
a) Seek to make school more effective for each student, teachers
and staff, families, and the community.
b) Use methods of continuous improvement to achieve the vision,
fulfill the mission, and promote the core values of the school.
STANDARD 8. MEANINGFUL ENGAGEMENT OF
FAMILIES AND COMMUNITY: Effective educational leaders
engage families and the community in meaningful, reciprocal, and
mutually beneficial ways to promote each student’s academic
success and well-being.
j) Build and sustain productive partnerships with public and
private sectors to promote school improvement and student
learning.
STANDARD 7. PROFESSIONAL COMMUNITY FOR
TEACHERS AND STAFF: Effective educational leaders foster a
professional community of teachers and other professional staff to
promote each student’s academic success and well-being.
c) Establish and sustain a professional culture of engagement and
commitment to shared vision, goals, and objectives pertaining to
the education of the whole child; high expectations for
professional work; ethical and equitable practice; trust and open
communication; collaboration, collective efficacy, and continuous
individual and organizational learning and improvement.
e) Develop and support open, productive, caring, and trusting
working relationships among leaders, faculty, and staff to promote
professional capacity and the improvement of practice.
STANDARD 7. PROFESSIONAL COMMUNITY FOR
 leads all content teachers in analyzing student data TEACHERS AND STAFF: Effective educational leaders foster a
in order to set goals and close achievement gaps professional community of teachers and other professional staff to
promote each student’s academic success and well-being.

f) Design and implement job-embedded and other opportunities

for professional learning collaboratively with faculty and staf

3. Participate in pre-conferences and post-conferences STANDARD 6. PROFESSIONAL CAPACITY OF SCHOOL

surrounding evaluations in order to explain lesson PERSONNEL: Effective educational leaders develop the
instructional cycle and receive feedback before and professional capacity and practice of school personnel to promote
after lesson from principal each student’s academic success and well-being.

e) Deliver actionable feedback about instruction and other

professional practice through valid, research-anchored systems of
supervision and evaluation to support the development of
teachers’ and staff members’ knowledge, skills, and practice.

student 1. Participate in school council meetings with principal STANDARD 5. COMMUNITY OF CARE AND SUPPORT FOR
functions or where students share “good things” and “tough STUDENTS: Effective educational leaders cultivate an inclusive,
activities that things” once a week with principal caring, and supportive school community that promotes the
promote the academic success and well-being of each student.
intended school
culture b) Create and sustain a school environment in which each student
is known, accepted and valued, trusted and respected, cared for,
and encouraged to be an active and responsible member of the
school community.

2. Showcase acceptance to colleges/university and STANDARD 3. EQUITY AND CULTURAL

scholarships at board meetings; showcase trade RESPONSIVENESS: Effective educational leaders strive for
certifications and job guarantees at board meetings equity of educational opportunity and culturally responsive
practices to promote each student’s academic success and
well-being.

b) Recognize, respect, and employ each student’s strengths,

diversity, and culture as assets for teaching and learning.

3. Lead pep rallies, homecoming parades, etc. to STANDARD 5. COMMUNITY OF CARE AND SUPPORT FOR
showcase school spirit of multiple student groups STUDENTS: Effective educational leaders cultivate an inclusive,
caring, and supportive school community that promotes the
 academic success and well-being of each student.

e) Cultivate and reinforce student engagement in school and

positive student conduct.

behaviors, 1. Lack of Parental Involvement- 5 phone numbers STANDARD 8. MEANINGFUL ENGAGEMENT OF

functions, or listed and non are in operation, lack of support with FAMILIES AND COMMUNITY: Effective educational leaders
activities that behavior problems, non attendance at ARD engage families and the community in meaningful, reciprocal, and
occur regularly meetings mutually beneficial ways to promote each student’s academic
that go against success and well-being.
the intended
school culture b) Create and sustain positive, collaborative, and productive
relationships with families and the community for the benefit of
students.

Reflection

From my observations, I felt a strong commitment from all staff members to support student learning and achievement of goals. I feel this is
because of the positive role model the principal serves for all of her staff and students. We know that, “As front line leaders in schools, principals
play an important role in developing the culture of a school. Student success in learning and staff success in teaching can be hindered or aided by the
culture that is developed by school leaders” (The Role of Leaders in Developing a Positive Culture, 2017). Our principal, Tiffany Potts fully
understands that implication and works to exemplify a leader that creates a positive school culture. From speaking with her in the past, I know that
she is very intentional in all that she does because she knows that there is little time to waste on things that are not going to have a positive impact on
the school. In my opinion, all of the activities listed above are working very well. Especially the peer mentoring group where a student is mentored
and tutored by an upperclassmen. I feel that students who “graduate” from this program are successful because they are taken out of a setting where
at times behaving well and learning are not seen as “cool” into a situation where they know someone in the school that they can be honest and
vulnerable with because they know they have to survive after high school. Another activity that is working well is the weekly Cluster and PLC
meetings. The Cluster meetings are led by a Master Teacher in which teachers learn new instructional strategies, and the PLC meetings are led by a
classroom teacher trained in instructional support (I happen to be that person on our campus) in which we analyze the data given from the new
learning in Cluster. The process is very effective because teachers are getting in house professional development and support. The process is directly
linked to closing student achievement gaps (DuFour & DuFour, 2010).
One thing that in my opinion is not working as well as it could is the student advisory group that meets with the principal to discuss “good
things” and “tough things” on campus in which the group is a great idea, I do not feel that the whole of the student population is represented in the
group of students who attend. I believe the meetings are open to any student and encouraged on campus; however, the only students in attendance this
week are students who are athletes and friends of the principal’s daughter. The group is tasked with reaching out but say they cannot get others to
attend. In order to fix this, I would suggest that the principal intentionally choose students to invite to the group that represent the diverse student
population on campus. Many that she wants to attend will not if they type of student that is attending continues to attend. Now those students'
opinions are not valued, but I believe we should encourage participation from groups of students who would not regularly attend.
 References

Dinsdale, R. (2017). The Role of Leaders in Developing a Positive Culture. BU Journal of Graduate Studies in Education, 9(1), 42–45.

DuFour, R., & DuFour, R. (2010). Raising the bar and closing the gap: Whatever it takes. Solution Tree Press.

National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author.