Case Study: Shaping School Culture

Case Analysis

In this case, I am a former assistant principal and have been named principal at a school

that has a “D” rating. The school is very diverse with most of the student population being low-

income. The school has a population of 700 with 33 general education teachers, one special

education teacher, and one gifted teacher. Most of the teachers are loyal, but the role of the

principal has been a revolving door and there are seven teaching positions open. Issues to be

resolved are the overall score of the school, behavior and discipline problems from students, and

the overall school climate and culture. Stakeholders involved are the leadership team, teachers,

and members of the community. There are no current laws or court rulings related to school

improvement. However, depending on the state and district, funds can be based on school

performance. Our district does not have a policy written in regard to school improvement, but

there are goals for students in the areas of intellectual development, physical development, social

development, and career development. It is also policy for schools to have a set school

improvement plan with goals laid out by the district that follow the plan for the district.

The first solution to the issue would be to create a cohesive and all-encompassing school

improvement plan with the help of the leadership team and teachers. This plan should include the

implementation of professional learning communities (PLCs), meaningful professional

development, and goals that are data driven. Then, there needs to be extensive training and

accountability for teachers in the area of PLCs. With the training and professional development,

myself and other administrators need to be involved and actively participating to show buy-in

and comradery. Once the plan is set, I will meet with all staff individually to determine their

wants and needs for the year. I will also meet with staff to come up with ways to engage
members of our school community in order to receive more support from the families of our

students.

With it being July, it is crunch time to create a school improvement plan and train

teachers. The first step will be to form a committee dedicated to school improvement. We will

meet and use data and research to develop a cohesive plan that represents the needs of our

school. Then teachers will have the opportunity to train on PLCs the week before school starts

and a comprehensive agenda, timeline, and guidance will be given to all teachers on how to

conduct PLCs and how they will be held accountable. Throughout the year there will be refresher

meetings built in and time for teachers to provide feedback and reflect. Meetings with each staff

member individually will be conducted during the first two weeks of school to ensure each staff

member is met with and heard. There will be a welcoming back to school event where families

are reached out to for the first time, and this will continue to be a regular relationship through

newsletters and events that help the community at our school.

Rationale

Based on the work of Dr. Daniel Carpenter, “values are the intrinsic qualities the school

stands for, what it considers good and provides a foundation for why the purpose is important”

(689). The school improvement plan should have set values through the goals and vision that will

be the foundation for building up the school. The use of a committee which includes teachers and

leadership will ensure equity as well as positive collaboration to develop a vision that represents

our school and its needs. Then Carpenter goes on to say in regard to professional learning

communities, “a positive school culture and an effective professional learning community

required effective collaboration” (689). For collaboration to be effective, teachers need to know

what they are doing and what their purpose is. Therefore, extensive training on PLC’s will lay
the foundation for effective collaboration. Dr. Carpenter also found “the authority and power

position held by administrators (principals) as “omni-competent” leaders has been internalized

and reinforced in education. When this structure is present, the school leader views themself as

the all-guiding, all-knowing force in the school that cannot participate in professional activities at

the same level of their teachers, thereby removing themselves from the continuous improvement

cycle. Leaders that removed themselves from the cycle further created boundaries where it was

difficult for teachers to propose divergent views or ideas about the improvement cycle. As a

product of the administrator removal from the improvement cycle, teachers withdrew from

effective collaboration” (690). Based on this information it is crucial for leaders to participate in

trainings with their staff teachers and show their unwavering support for them and what they are

doing to help students. Dr. Bill Mulford also reiterates principals who collaborate with teachers

to build capacity, and systems of accountability and evaluation advance student empowerment

and achievement (25). Incorporating the community will also ensure students have a strong

support system at home and school in order to be successful.

 References

Carpenter, D. (2015). School Culture and Leadership of Professional Learning

Communities. International Journal of Educational Management, 29(5), 682–694.

Mulford, B. (2013). Successful School Leadership for Improved Student Outcomes: Capacity

Building and Synergy. International Journal of Educational Leadership and

Management, 1(1), 7–32.