Case Study: Shaping School Culture 1

Case Study: Shaping School Culture

Keisha Thompson
Grand Canyon University
EAD 529: Clinical Internship II: Learner-Centered Leadership
Instructor: Dr. Truvillion
March 6, 2024
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Part 1: Case Analysis

The case revolves around a newly appointed principal at a middle school with a "D"

accountability label, indicating a need for school improvement. The school serves a

predominantly low-income, culturally diverse student population with significant disciplinary

challenges affecting instructional time and academic outcomes.

The issues to be resolved are, the principal must address the school's negative reputation,

low student achievement, and high disciplinary incidents, which hinder the school's ability to

fulfill its educational mission. The stakeholders involved in the issues include students, parents,

teachers, support staff, district administrators, community organizations, and local government

officials.

The principal must adhere to federal and state laws regarding student rights, special

education, and equitable access to education. Court rulings related to school discipline practices,

such as those emphasizing fairness and equity, are also relevant. District policies related to

curriculum, discipline, hiring practices, and school improvement planning will influence the

principal's decisions and actions.

The possible solutions include implementing a positive behavior intervention system

(PBIS), providing professional development on culturally responsive teaching practices,

strengthening community partnerships, increasing family engagement, and revising disciplinary

policies to emphasize restorative practices.

I choose to implement PBIS, provide culturally responsive professional development, and

enhance family engagement.

The Action steps for implementing each solution are:

1. PBIS: Establish PBIS leadership team, conduct staff training, develop behavior

expectations matrix, implement tiered interventions. Timeline: 1 year.

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2. Culturally responsive professional development: Identify training needs, select

appropriate workshops or consultants, schedule sessions, monitor implementation.

Timeline: Ongoing throughout the year.

3. Family engagement: Organize family nights, create parent advisory council, improve

communication channels (e.g., newsletters, social media). Timeline: Immediate

implementation with ongoing efforts.

The Potential consequences are: The chosen solutions may lead to improved student

behavior, increased academic achievement, and a positive school culture. However, there may be

challenges in implementation, resistance from staff or community members, and the need for

ongoing monitoring and evaluation to ensure effectiveness.

Part 2: Rationale

The solutions chosen are designed for continual and sustainable improvement by

addressing both academic and behavioral aspects of student outcomes. PBIS promotes a positive

school climate, while culturally responsive professional development ensures equitable practices

that meet diverse student needs.

Cultural competence is demonstrated through the emphasis on culturally responsive

teaching practices, recognizing and valuing the cultural backgrounds of students and families.

This approach fosters a supportive and inclusive environment where all students feel respected

and valued.

By implementing restorative practices and strengthening family engagement, difficult

issues related to discipline and community relationships are addressed collaboratively and

proactively, fostering trust and communication among stakeholders.

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Building and sustaining positive relationships with students, families, and community

partners are prioritized in the chosen solutions, recognizing the importance of collaboration in

achieving shared goals of student success and school improvement.

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References:

Shaping School Culture case study.

U.S. Department of Education. (2014). Guiding principles: A resource guide for improving

school climate and discipline. Retrieved from:

https://www2.ed.gov/policy/gen/guid/school-discipline/index.html

National Center on Safe Supportive Learning Environments. (2018). Positive behavioral

interventions and supports (PBIS).