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Benchmark – Reviving the Professional Culture

Bridgett M. Bates

Grand Canyon University

EAD 513: Shaping School Culture

Jim Hattabaugh

December 21, 2022

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Scenario Summary

The current school culture at Maynard High School looks to need improvement based on

the data obtained since February. Even though the school is only beginning its second year, there

have already been a number of leadership changes and faculty departures. A few evaluations

weren't finished, and the professional development plan wasn't always followed. Additionally,

there aren't many opportunities for staff and teachers to work together, and the school hasn't done

a good job of interacting with the community and the families of its students.

Mission, Vision, and Outcomes

 Mission: Maynard High School aims to inspire all students to realize their full potential

and develop into responsible, contributing members of society by offering a supportive

and demanding learning environment.

 Vision: Maynard High School strives to be a premier public high school known for its

creative and student-centered approach to education and for the academic and personal

accomplishments of its graduates.

 Short-term Outcomes:

o Create a thorough evaluation system for educators that includes official

observations and ongoing feedback. This will guarantee that all teachers receive

the support they need to advance and that they are held accountable for their work

(Levin, 2012).

o Create a professional development plan that supports teachers in continuing to

advance their knowledge and abilities while being in line with the mission and

vision of the school. As a result, it will be easier to recruit, hire, and keep top-
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notch educators who are ready to fulfill the requirements of all students

(Hargreaves, 2011).

o Increase the chances for teachers and staff to work together through professional

learning communities or collaborative learning communities. This will help the

school address its problems and promote a culture of shared accountability and

continuous improvement. (DuFour & Eaker, 1998).

 Long-term Outcomes:

o Implement a tailored learning strategy that caters to the unique needs of each

student, regardless of whether they are struggling or gifted. To create

individualized learning plans and monitor achievement, this will call for ongoing

data analysis and engagement with educators, students, and families (National

Center for Education Statistics, 2023).

o Encourage a climate of social justice and equity where all kids are respected and

given the chance to achieve. This will entail looking at and dealing with systemic

learning hurdles, such as bias and discrimination, and making sure that all

students have access to the tools and assistance they require to achieve (Ladson-

Billings, 2009).

Collaborating for Data

 Use a variety of data collection techniques, such as surveys, focus groups, and interviews,

to learn about the educational environment at the school as well as the requirements and

worries of the kids, their families, and other stakeholders.

 Use the information gathered to make informed decisions and plans, and to analyze it to

find areas of strength and areas for development.

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 Involve faculty, staff, students, and families in the planning and decision-making,

through committees and review boards to ensure that their ideas and perspectives are

valued and used when applicable.

Collaborate with Faculty, Staff, Students, Families, and Community Members

 Keep all stakeholders informed of the school's progress and solicit their input and ideas

by communicating with them frequently, such as through newsletters, emails, social

media, and meetings.

 Hold community activities to involve families and other members of the community in

the life of the school and foster goodwill, such as parent-teacher conferences, open

houses, workshops, and seasonal festivals.

 Provide resources and support to families to help them better support their children's

education. This can be done through workshops, parent-teacher conferences, links to

community resources, and online resources.

 Offer volunteer opportunities, form advisory committees, and use other mechanisms to

promote and support parent and caregiver involvement in the school.

Productive Community Partnerships

 Find and interact with community partners, such as companies, nonprofits, and the local

government, to assess avenues for cooperation and support.

 Utilize the resources and knowledge of local partners to improve the learning

environment and student-centered culture at the school.

 Use public relations strategies, social media, and other platforms to reach out to the larger

community, which may increase the support the school receives, and it may help to

establish positive relationships.

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Public Advocacy

 Inform policymakers and advocacy organizations on a regular basis about the needs and

objectives of the school and its students, then strive to win the funding and support

required to satisfy those requirements.

 Share news and updates about the school with the community by using the school's

website, social media, and other means.

 Engage in regional and local educational advocacy campaigns to raise awareness of the

value of education and the needs of the school, perhaps through the use of community

coalitions or professional organizations.

Rationale

The choices made as part of the professional culture improvement plan are informed by

research on educational best practices, as well as the unique requirements and difficulties faced

by Maynard High School as determined through data collecting and stakeholder engagement.

For improved teacher effectiveness and retention, which is essential for student

accomplishment, the establishment of a thorough evaluation procedure for teachers as well as a

professional development plan that is in line with the school's mission and vision is

recommended. The school can create a supportive and cooperative environment that fosters

teacher development by incorporating teachers in the planning and decision-making processes as

well as by offering continuing assistance and feedback.

By fostering a culture of continuous improvement and shared responsibility, professional

learning communities or collaborative learning communities can help the school address its

challenges by expanding opportunities for collaboration among faculty and staff. Collaboration
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enables educators to pool their knowledge, skills, and experience in order to solve issues and

satisfy the needs of all students.

It will take continual data analysis and collaboration with teachers, students, and families

to design personalized learning plans and track progress if a personalized learning approach is to

be implemented that fits the individual requirements of all students, including those who are

struggling or gifted. It has been demonstrated that personalized learning helps students better

fulfill their various needs and increases student engagement, motivation, and achievement

(National Center for Education Statistics, 2023).

Examining and addressing systemic barriers to learning, such as bias and discrimination,

as well as ensuring that all students have access to the tools and support they need to succeed

will be necessary to foster a culture of social justice and equity where all students are valued and

have the chance to succeed. To ensure that their voices are heard, and their thoughts and opinions

are appreciated, this entails developing strong ties with families and the community and

involving them in the decision-making process.

Overall, the suggested plan will create a learning environment that prioritizes students,

increases possibilities for collaboration, personalizes learning, and fosters social justice within

the school by putting an emphasis on improving teacher effectiveness. The school may establish

a positive and encouraging environment that motivates all students to realize their full potential

by incorporating all stakeholders in the decision-making process and utilizing the resources and

knowledge of the community.

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References

DuFour, R., & Eaker, R. E. (1998). Professional Learning Communities at Work: Best practices

for Enhancing Student Achievement. National Education Service.

Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every

School. In Teachers College Press. Teachers College Press.

Ladson-Billings, G. (1997). The Dreamkeepers: Successful Teachers of African American

Children. Jossey-Bass.

Levin, B. (2012). The Flat World and Education: How America’s Commitment to Equity will

Determine our Future. By Linda Darling-Hammond. British Journal of Educational

Studies, 60(1), 105–107.

National Center for Education Statistics. (n.d.). Retrieved January 8, 2023, from

https://nces.ed.gov/forum/pdf/Personalized_Learning_Data.pdf