Vision and Mission

Key Elements of School Culture

Creating a Shared Vision
A system of fundamental motivating assumptions, principles, values, and tenets that leads to a tangible vision  Role of educational leaders is “to take input of the entire vision community, focus it and bring it into a coherent, powerful vision” – Futurist Joel Barker

Values and Beliefs

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Values and beliefs are the shaping force behind the shared vision. Represent the core priorities in the school culture What are the personal attributes we promote? What are our operating principles? Beliefs and values create realities

What are the curriculum, instruction, assessment and environmental factors that support effective learning for our students? What are the values and beliefs that undergird these factors? What do we believe and value about good teaching and learning?

Vision and Mission
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What is the purpose of our school? Why does our school exist? Purpose
• • • • • • Comes out of core values and beliefs Needs to be compelling Needs to be flexible Not a description of what the school does now Broad, fundamental, inspirational and enduring Must grab the “soul” of each school member

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Describes the overall purpose of the school A brief, clear, and compelling goal that serves to unify the school community An effective mission must stretch and challenge the organization, yet be achievable Is tangible, value-driven, energizing, highly focused and moves the organization forward. Is crisp, clear and engaging


What you are in business to accomplish; the long-term goals that, if met, signify success; the purpose of school

Some examples

To make a contribution to the world by making tools for the mind that advance humankind. Apple Computer The role of SAI (School Administrators of Iowa) is to support, encourage and develop Iowa’s educational leaders and learners.

The mission of the Galena Park Independent School District is to prepare students to become productive citizens and lifelong learners. Kinkaid's mission is to promote educational excellence, personal responsibility, and balanced growth, and thereby to help its students to discover and develop their talents and to fulfill their best potential.

Must be part of daily operations  Helps guide decisions and practices throughout the school  Does curriculum reflect the mission  Do community relations reflect the mission  Look at “The School Profile: Writing/Revising the Mission Statement”

Thoughts on Mission
“The first job of the leaders in a nonprofit institution is to turn the organization’s mission statement into specifics.” - Peter Drucker

Thoughts on Mission
“In the social sectors, the critical question is not ‘How much money do we make per dollar of invested capital?’ but ‘How effectively do we deliver on our mission and make a distinctive impact, relative to our resources?’ ” -Jim Collins, Good to Great

Leadership goal: alignment of practices to mission
4 “brutal facts” about Mission Many Mission statements are vapid platitudes, not a statement of purpose. Mission statements are ignored in day to day schooling - there are no structures and policies to ensure that they are honored. Few teachers have designed their courses and teaching strategies to deliberately honor longterm goals (e.g. critical thinking). Curriculum writing and local assessment ensure that Mission and other long-term goals are ignored and lost.

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To what extent does our Mission directly influence our planning and actions? To what extent do staff, students and parents know our school Mission? Where do we most honor Mission in day to day schooling? Why there, and how has Mission been embedded in planning and action? Where are we least honoring Mission? Why do we lose our way there or systematically ignore Mission without realizing it?

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To what extent do our Programs and their Goals derive from Mission AND directly influence our lesson planning? To what extent do staff, students and parents know our Program Goals? Where do we most honor Program Goals in day to day schooling? Why there, and how has Mission been embedded in planning and action? Where are we least honoring Program Goals? Why do we lose our way there or systematically ignore Mission without realizing it?

Same logic applies to programs
• What is the ‘mission’ of the math, language arts, science, arts, history, phys ed. Programs? • How does long-term mission affect short-term planning? • How must syllabi, units, and lessons be designed to reflect program mission and shorter-term performance goals? • What’s the current reality? • What therefore needs changing?

Shared Vision
“Shared visions emerge from personal visions. This is how they derive their energy and how they foster commitment… If people don’t have their own vision, all they can do is “sign up” for someone else’s. The result is compliance, never commitment.” - Senge, The Fifth Discipline


Statement needs to be vibrant, engaging Specific description of what it will be like when the mission is achieved Provokes emotion and generates excitement Transforms the mission from words into pictures Brings the mission to life

What is your desired vision for the school? What would it look like, feel like, sound like when the mission of our school is implemented? The vision must be compelling and a part of daily operation.

What we would see IF mission were accomplished  A real and detailed picture of exemplary performance

School visions have several components:

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A vision features a compelling picture or image of what the school can become in the future. A vision is feasible and attainable. A vision is connected to and articulates deeper values and hopes for the future.

A vision will die if it is not regularly communicated. Putting a mission statement into a drawer will achieve nothing and might be counterproductive. A vision needs to be translated into actions and plans that can be and are implemented.


School goals are the intended outcomes of the vision. What would you say are the outcomes of the vision?

Creating S.M.A.R.T. Goals
Specific Measurable Attainable (Agreeable) Realistic Timely

Making the vision real…

What do you need in order to transform your classroom into the shared vision? What kind of support would you like to have to implement this vision in your classroom? How do your unit/lesson plans reflect the mission and vision of the school?

The key to lasting change: intrinsic incentives • A powerful vision in relation to mission - worthy, rich, valued, specific images of our aim • Credible, timely, and useful information about how we are doing against our goals - constant feedback • Owning the gap - acting on the (inevitable) discrepancy between vision and reality.

On the other hand: a “humility axiom”

We must plan to adjust - our initial plan will never adequately predict the complex reality Like the coach, we must perfect the art of timely & ongoing adjustments, based on feedback against our longterm core goals (not just short-term results)

From Good to Great, by Jim Collins

“All good-to-great organizations began the process of finding a path to greatness by confronting the brutal facts of their current reality.” “When you start with an honest and diligent effort to determine the truth of your situations, the right decisions often become self-evident.” “A primary task in taking an organization from good to great is to create a culture wherein people have a tremendous opportunity to be heard and, ultimately, for the truth to be heard.”

Some Resources issues/educatrs/leadrshp/le100.htm
• Critical Issue: Building a Collective Vision • “Developing a Vision and Mission”

– Gabriel & Farmer

Department of Educational Leadership Mission
Through its Catholic and Marianist traditions and principles, the mission of the Department of Educational Leadership at the University of Dayton has three primary purposes. The first charge is to prepare scholar-practitioners to serve effectively in administrative roles and other leadership positions in PK-12 public, Catholic, and other non-public schools. The second task is to contribute to the knowledge base in school administration. The third responsibility is to provide service and continuing education to PK-12 public, Catholic, and other non-public schools.

Department of Educational Leadership Philosophy
Departmental practices reflect our aspirations to educate for the formation of faith; to provide an integral and quality education, education in the family spirit; to educate for service, justice, and peace; and educate for adaptation and change.

To this end, we believe in the need to:
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Advocate practices of social justice. Place the needs of our students as a primary concern. Build respect for differences in a pluralistic society. Utilize the professional knowledge base in decision-making for school communities.

Develop learning communities in which students construct frameworks of knowledge that enable them to think critically. Recognize that effective leaders acknowledge the need for change. Facilitate collaborative efforts to ensure that educational leaders meet the evolving needs of students and their school communities. Engage in life long learning.

Department of Educational Leadership Vision
The vision of the Department of Educational Leadership is to prepare educators who are committed to effective leadership practices that move school communities toward educational excellence.

By 2015:
1. We will prepare educational leaders to engage in evidence-based practice as a process of integrating empirical research, other forms of data, tacit knowledge, and professional and social values. 2. We will continue to contribute to the knowledge base in educational administration by disseminating our research and other forms of scholarship through publications and presentations. 3. We will continue to develop and maintain flexible instructional approaches while maintaining program integrity.

4. We will explore ways to better serve highly diverse and low performing school districts. 5. We will develop a closer relationship with the Doctoral Program in Educational Leadership. 6. We will maintain selected off campus sites and cohorts in central and western Ohio.

7. We will maintain a mix of clinical, adjunct, and tenured/tenure track faculty. 8. We will continue to meet the NCATE standard on sufficient full time faculty. 9. We will have ample instructional spaces that are suitable for adult learners as well as sufficient work space for faculty and staff.

Department of Educational Leadership within the University of Dayton
The Department of Educational Leadership (EDA) is a part of the School of Education and Allied Professions’ institutional community. As a community partner within the school and also as a part of the University of Dayton, EDA plays a role in carrying out the mission and vision of the larger institution.

The Marianist tradition and foundation of the University of Dayton obligates EDA to embed the distinctive characteristics of the Society of Mary in our teaching, research, and service. Those five distinctive characteristics define the role of education and they should be visible and tangible to you in all that we do in EDA classrooms. We aspire to educate for the formation of faith, provide an integral and quality education, educate in the family spirit, educate for service, justice, and peace, and educate for adaptation and change.

Within the School of Education and Allied Professions, we join with our colleagues in the other departments to engage you and all of our students in accomplishing goals that are related to the school’s conceptual framework and goals in the four areas of: embracing diversity, scholarly practice, building community, and critical reflection.

The Department of Educational Leadership (EDA) is a part of the wider community of educational and professional organizations. As a part of the University of Dayton, we comply with the standards of the Higher Learning Commission (HLC) of the North Central Association (NCA). As a community partner within the University Council for Educational Administration (UCEA), we value and support research, aspire to professional excellence, and advocate for improved schools. As a constituent with The Educational Leadership Constituent Council (ELCC), we have aligned our programs with the high standards of this council as part of our membership in the National Council for Accrediting Teacher Education (NCATE).

Department of Educational Leadership within Professional Organizational Communities

We adhere to the ELCC standards which obligate us to this vision of school leadership: “Principals, supervisors, curriculum directors, and superintendents need increasingly to take initiative and manage change. They must build a group vision, develop quality educational programs, provide a positive instructional environment, apply evaluation processes, analyze data and interpret results, and maximize human and physical resources. They also must generate public support, engage various constituencies, and mitigate value conflicts and political pressures.” (National Policy Board for Educational Administration, 2002, p. 8)

Our goals are grounded in the Ohio Standards for Principals. These five standards include:
1. Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving their goals. 2. Principals support the implementation of high quality standards based instruction that results in higher levels of achievement for all students.

3. Principals allocate resources and manage school operations in order to ensure a safe and productive learning environment. 4. Principals establish and sustain collaborative learning and shared leadership to promote learning and achievement of all students. 5. Principals engage parents and community members in the educational process and create an environment where community resources support student learning, achievement and well-being.

Principles of academic practice form the structure of all EDA programs aligned with these professional standards. First, the pedagogical goals for you and all students in EDA include planned growth in your knowledge, performance, and dispositions, the constructs of our professional affiliation with ELCC.

Second, a “knowledge” base of effective school leadership exists and is the foundation of what you as a potential school leader need to master to be effective in producing improved student learning outcomes. “Performance” is defined by ELCC as those proficiencies in subject, professional and pedagogical knowledge, skills, and dispositions that benefit student learning. “Performance” is also described as related to the quality of institutional practice, in addition to individual practice. “Dispositions” are defined as those values, commitments, and professional ethics that influence your behaviors toward students, families, colleagues, and communities and affect student learning.

These principles include a heavy emphasis on pedagogy that is practice-related, problembased, i.e., “field” related. In EDA courses you will be continually engaged in building your knowledge - knowledge that is based in research and applied to practice in real schools. Throughout each EDA program, you will apply sound leadership knowledge to problems of contemporary PK-12 public, Catholic and other non-public schools.

Department of Educational Leadership Practices of Assessment toward Accountability
EDA faculty takes seriously their obligation to be accountable. We are accountable, first of all, to meeting your needs. We are accountable to the School of Education and Allied Professions, to the University, to the accrediting agencies of which we are members, and to the State of Ohio licensure requirements.

Our accountability goals in the EDA Department are that all assessments are consistently planned, valid, reliable, comprehensive, based on multiple measures, based on both insider and outsider perspectives, ethical, fair, standards-based, linked to program goals, systematic, and provide results that are used in formative ways for student, faculty, and program improvement.

To show evidence of the quality of EDA programs, courses, and faculty, we regularly assess the results of our work. In our assessment procedures, we value multiple measures for each outcome objective and we include both qualitative and quantitative evidence. The Department Chair reports the Praxis II scores to the faculty on a quarterly basis. At one department meeting each year the faculty reviews the EDA strategic plan, including the assessment results for all programs. Areas of strength and areas of needed improvement are identified and discussed. The EDA Futures Committee is responsible for proposing program changes to the EDA faculty.