Standard+3

**//Cultural Leadership//**  //Cultural Leadership fosters sustainable change by seeing beyond maintaining high standards and understanding the big picture of the commitment to vision and higher performance that upholds the success of a school beyond the immediate needs.// //Cultural Leadership comes from a leader who is a systems thinker, understanding that transformation comes from effective organization of people and teams. Cultural Leadership exhibits a social responsibility to others and the environment, an understanding of the change process, the ability to improve relationships, knowledge creation and sharing, and is willing to be challenged with new ideasthat are //// generated by new technologies and ideas. Cultural leadership values the process of addressing hard-to-solve problems because they have the tools to get to root causes and develop solutions, acknowledging failures and celebrating accomplishments. Cultural leadership understands that sustainable success is likely if there are leaders at different levels within the organization. //

//**By nurturing, cultivating and empowering others to be leaders success becomes sustainable. **// Coursework & Training Related Readings School Internship
 * 3.A. Focus on Collaborative Work Environment: The School executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school's culture. **
 * Certified training on Facilitative Leadership, including specific training on sharing a compelling vision, having maximum appropriate involvement and building consensus
 * Site visit to Gaston College Preparatory: KIPP
 * Distinguished Leadership in Practice assignments on cultural leadership -examine Teacher Working Condition Survey
 * Positive Behavior Intervention Support training
 * Data Day: training on EVAAS, ACRE, Metametrics and NCWISE. Discussed how data instruments can be used in schools to generate shared responsibility. Spring 2012.
 * School Visit to A.B. Combs Leadership Magnet Elementary School
 * School Visit to Hertford County Middle School
 * School Visit to Overhills High School
 * School Visit to Beddingfield High School
 * School Visit to William R. Davie Middle School
 * Understanding By Design workshop
 * Distinguished Leadership in Practice Assignment On Cultural Leadership- Educational Garage Sale
 * Class investigation with Dr. Cathy Williams on creating collaborative environment.
 * DLP assignment: collaborated with teachers and mentor principal to assess the level of collaboration and functionality of PLCs.
 * Senge, P. M. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Currency, Doubleday.
 * Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: how principals improve teaching and learning. Thousand Oaks, CA: Corwin Press.
 * Fullan, Michael.(2001). Leading in a culture of change. San Francisco,CA: Jossey-BassTschannen-Moran, Megan. (2004). Trust matters. San Francisco, CA: Jossey-Bass.
 * Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.
 * Weekly Administrative Team meetings
 * Met with principal, instructional coach and cohort fellows to discuss strategies for internship projects.
 * Collaborated with Riverside Middle School staff to gather school climate data, Fall 2012.
 * Monthly/Weekly internship logs included reflection partnerships with teachers.
 * Distinguished Leadership in Practice Assignment On Cultural Leadership- Educational Garage Sale
 * Problem of Practice: Re-culturing a school to work towards having a STEM identity in the community.
 * Worked with internship school staff to coordinate STEM events at the internship school.

Artifacts Reflection of School SIte Visit to Beddingfield High School media type="custom" key="22863868" **3.B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. **  Coursework, Training and Readings
 * Reading and application of principles from //How to Win Friends and Influence People// (Carnegie, 1981)
 * Reading and application of principles from article "Social Intelligence: The Biology of Leadership" (Goleman, 2010)
 * Digital Storytelling Retreat – community digital story on Halifax County
 * Visited Jamesville Middle School with NELA cohort fellows for Middle School Developmental Project
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Instruction on culture and change - NELA class
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Social Justice class sessions with Dr. Lynda Tredway from Berkeley University of California
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">DLP assignments and training that included discussion and evaluation of school culture
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Studied three different cases - elementary, middle and high schools; discussed in groups three main areas needing improvement and three areas of strength

School Internship
 * Worked with staff, students and families to identifying the attributes of a knight. Tonya's internship school, Riverside Middle School (Williamston, NC) is a new school, in a new location, with a new identity and mascot- the knights. Tonya worked with the staff, students and parents to identify the top 5 words the RMS family would associate with being a RMS Knight.


 * RMS is re-culturing to have a STEM identity. There has been an increase in STEM awareness and interest through RAISE (Raising Awareness and Interest in STEM Education). Two events have been held in the 2012-2013 school year, including a STEM Kickoff (January 2013) and an Earth Day Event (April 2013). Data collected through surveys administered during the event showed that there has been an increase in participation of students, teachers and community stakeholders from the first to the second event.
 * Community Feedback: Surveys administered during the first STEM event provided valuable feedback about how to improve upon the second event. Parents wanted to see more student involvement in presentation of projects and they wanted more representation from the local community. The RMS STEM team took this advice into consideration when planning for the second event, the Earth Day event.
 * Tonya initiated partnerships with businesses, higher education institutions and community stakeholders to bring access to educational materials, funding for projects, mentors and other resources that would increase the STEM identity of RMS.

Artifacts Phase 1 School Internship Project

Site Visit to Overhills Academy High School media type="custom" key="22928974"

SIte Visit to a Blue Ribbon School, Jamesville Middle School, Martin County Schools media type="custom" key="22929024"

To re-culture Riverside Middle School staff, students and community stakeholders took part in identifying the characteristics that defined "The Knights". media type="youtube" key="rMBSXRjnXB8" width="560" height="315"

Riverside Middle School is re-culturing itself with a STEM identity in the community. The following artifacts document events that occurred during the 2012-2013 RMS school year to increase RMS's STEM identity in the community. STEM Kickoff Promo shown to students, parents and community stakeholders to increase interest in attending the event. media type="youtube" key="l36RANniEzc" width="560" height="315" 2012 STEM Kickoff and Science Fair media type="youtube" key="Ul8EOH-ti8c" width="560" height="315"

Earth Day Community Event  media type="custom" key="22929632"

Coursework, Training and Readings
 * 3.C. Acknowledges Failures: Celebrates Accomplishments and Rewards. **
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Participate in culture-building activities at school for teachers called "Whine and Cheese", giving teachers non-academic time to fellowship.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Participated in and led meetings about test data
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Included a "Shout Out" corner in the school's memo to staff to highlight staff members' contributions and/or accomplishments
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Creation of the "Attendance Stars" reward program; supervised reward activities
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Created Animoto videos of the celebration of the 100 Days of School and shared with teachers and their classes

School Internship
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Letters/notes/cards to teachers who go beyond regular job duties
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Facilitated and participated in PBIS Awards programs for students who had not received any office referrals.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Facilitated and participated in Academic Awards Socials for students achieving Honor Roll and Principal's List status.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Participated in and led meetings about test data.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Included a "Kudos" section in the online newsletter to staff to highlight staff members' contributions and/or accomplishments

<span style="background-color: #c0c0c0; font-family: Georgia,serif; font-size: 17px;">Artifacts <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">Fall Celebration- Pears Muffins Tonya made for staff with pears from a 7th Grade Math Teacher's Pear Trees

<span style="background-color: #ffffff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 18px; text-align: left;">I always find opportunity to recognize individual and collective contributions of teachers and staff toward the attainment of our goals. I expressed my gratitude to teachers for their collegiality, professionalism, and their commitment to learning. <span style="background-color: #ffffff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 18px; text-align: left;"> <span style="background-color: #ffffff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 18px; line-height: 0px; overflow: hidden; text-align: left;"> **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 17px; line-height: 25px;">3.D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school's identity, culture and performance. **  Coursework, Training and Readings
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">DLP Training and assignments (assessing the effectiveness of the school’s PLCs using teacher survey and data from Teacher Working Conditions Survey)

School Internship
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Created digital stories using pictures taken from school events; shared with teachers, administration and Board of Education members to show the growth, accomplishments and pride teachers and students have in their school.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Analyzed internship school's Teacher Working Condition Survey for efficacy with mentor principal and select teachers as part of Distinguished Leaders in Practice
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Developed and implemented peer-to-peer learning walk observations school-wide
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Using established criteria, participated in informal observations to identify effective teachers and empower staff to implement best teaching practices

Artifacts