Reviving the Professional Culture
Date of Artifact: Sept. 2024
Course #: EAD513
Reviving the Professional Culture
The role of a school principal extends beyond administration, encompassing the cultivation of a positive school culture, academic achievement, and an inclusive, student-centered environment. As the incoming principal of Maynard High School, I am focused on addressing the key challenges that have impeded the school's development, including leadership instability, inconsistent professional development, and limited faculty collaboration. These issues threaten the effectiveness of the school as it prepares to expand to 1,450 students with the addition of Grade 12 next year. This revitalization plan outlines a strategic approach to restoring the school’s culture, enhancing partnerships with families and the community, and fostering a learning environment where every student can excel. Through leadership, data-driven decisions, and collaboration with all stakeholders, this plan aims to transform Maynard High into a thriving institution committed to academic success and equity.
Summary of the Existing School Culture
Based on the observations and information gathered since February, it is clear that Maynard High School, though still in its infancy, faces several challenges in building a cohesive and thriving school culture. The school, which opened just last year, is still grappling with issues of stability and consistency across multiple domains.
Staffing and Leadership Turnover
The resignation of both the principal and an assistant principal at the semester break has left a leadership void. A transitional team from the district has been managing the school, but this has created uncertainty for staff and students alike. Seven teachers from various departments will not be returning for the next school year, further emphasizing the issue of turnover.
Professional Development Gaps
Teachers have expressed that while there is a professional development plan, its implementation has been inconsistent. Sessions have often been minimal, with little follow-up or ongoing support. Teacher evaluations, a critical part of fostering professional growth, have also been inconsistent, with some staff not being formally observed or evaluated.
Lack of Collaborative Culture
There is a notable absence of professional learning communities (PLCs) or collaborative learning communities (CLCs). This isolation among teachers hinders opportunities for peer learning, reflection, and the sharing of best practices. Additionally, the use of the standard curriculum varies widely, with some teachers not adhering to it at all.
Administrative and Support Staffing Gaps
While the school has a small office staff and three school counselors, these individuals are stretched thin. With the school’s student population set to increase next year with the addition of Grade 12, more administrative support and additional school counselors will be crucial to maintaining effective operations and meeting student needs.
In short, Maynard High School currently lacks a cohesive vision, consistent leadership, and a structured approach to professional development and teacher collaboration. These issues have resulted in a fragmented school culture that struggles to meet the diverse needs of its students and staff.
Mission and Vision Statements
Mission Statement
At Maynard High School, our mission is to foster an inclusive, student-centered learning environment where every student is empowered to achieve academic excellence, personal growth, and social responsibility. We are committed to providing rigorous instruction, nurturing relationships, and equitable opportunities for all students to succeed.
Vision Statement
Maynard High School envisions a collaborative community of learners where students, staff, families, and the broader community work together to create a dynamic and supportive school culture. We strive to prepare students for success in an ever-changing world by equipping them with the skills, knowledge, and values necessary to thrive as lifelong learners and responsible citizens.
Short-Term and Long-Term Outcomes
Short-Term Outcomes (1 year)
Establish a Consistent Leadership Team:
Ensure the new leadership team, including the new principal and assistant principals, is well-embedded in the school’s day-to-day operations. Regular communication with staff, students, and families will be prioritized to create transparency and build trust. Each administrator will have clear roles and responsibilities, with one assistant principal focusing specifically on instructional leadership.
Revitalize Professional Development and Teacher Collaboration
Implement consistent, meaningful professional development (PD) sessions aligned with the needs of staff and the school’s instructional goals. Professional learning communities (PLCs) will be formally introduced, with dedicated time for teachers to collaborate, share best practices, and engage in reflective practice. The goal is to have at least 90% participation in PLCs by the end of the school year.
Long-Term Outcomes (3-5 years)
Increase Student Engagement and Achievement
Through a more focused, student-centered instructional approach and consistent teacher support, we aim to see a measurable increase in student engagement, academic performance, and graduation rates. By the end of Year 5, our goal is to have at least 85% of students meeting or exceeding academic benchmarks in core subject areas and an 80% graduation rate for the inaugural senior class.
Build a Collaborative School Culture
Create a strong, sustainable school culture where staff, students, families, and community members work together to support student success. This includes the establishment of long-term community partnerships, the development of parent advisory groups, and continuous opportunities for stakeholder feedback. By Year 3, we aim to have at least 70% of families actively engaged with the school through various programs and initiatives.
Collaboration
To build a thriving school culture, input and collaboration from faculty, staff, families, and community members are essential. I plan to involve these key stakeholders:
Faculty and Staff Collaboration
Rather than a top-down approach, teachers will be central to shaping the school’s instructional practices. As DeWitt (2017) insightfully states, “When the leader’s voice is the only voice, we end up enabling teachers to wait for the right answer instead of empowering them to help find the best answer together.” Monthly staff meetings will include dedicated time for teachers to share insights and discuss challenges. A teacher leadership team will be formed to represent each department, providing a direct line of communication between faculty and administration. Teachers will also take on leadership roles within PLCs, ensuring that PD is teacher-driven and relevant.
Family and Caregiver Involvement
Families are key partners in student success. According to Leddy (2018), “Parents who are involved in assisting with and supervising homework and other school-related tasks—such as reading to children and talking with them about academic issues—are part of a process that promotes student achievement.” To this end we will launch quarterly “Family Engagement Nights” where caregivers can learn about school initiatives, provide feedback, and receive resources to support their child’s learning at home. Additionally, we will create a parent advisory group that will meet with administrators monthly to discuss school culture and address concerns. Regular newsletters and an improved school website will also keep families informed.
Community Partnerships:
Engaging with local businesses, nonprofit organizations, and higher education institutions will provide resources and opportunities for our students. I will personally meet with community leaders to establish internships, mentorship programs, and community service opportunities for students. Community members will also be invited to participate in career days and other school events that provide students with real-world connections to their learning.
Building and Sustaining Relationships with Families and Caregivers
Responding to the needs of families begins with consistent, two-way communication. I plan to build positive relationships with families by:
Enhancing Communication Channels
In addition to quarterly Family Engagement Nights, we will maintain open lines of communication through emails, phone calls, and social media. A parent liaison will be appointed to help families navigate school resources, including translation services for non-English speaking families.
Providing Regular Updates on Student Progress:
We will implement an online parent portal where families can access their child’s grades, attendance records, and teacher feedback in real time. Additionally, parent-teacher conferences will be scheduled at the midpoint of each semester to discuss student progress and areas for improvement.
Responding to Community Interests
Community partnerships are vital in expanding educational opportunities and enriching the student experience. Here’s how we will engage the broader community:
Partnership Development
I will work to establish formal partnerships with local businesses, universities, and nonprofit organizations. These partnerships can provide students with internships, apprenticeships, and mentorship programs, particularly for those interested in career and technical education (CTE) pathways.
Community Service and Engagement Opportunities:
Students will be encouraged to participate in community service activities as part of their learning. We will organize an annual Community Day where students, staff, and community members collaborate on service projects that benefit the local area.
Public Advocacy
To advocate for the needs of students and their families, I will:
Actively Participate in School Board Meetings
I will regularly present at school board meetings to advocate for additional resources, including mental health services, technology upgrades, and expanded extracurricular programs that support student well-being and achievement.
Engage with Media and Public Forums
As the principal, I will engage with local media to highlight the successes and needs of Maynard High School. Regular press releases and social media updates (Brown & Vaughn, 2015a) will ensure the broader community is aware of our goals and progress.
Leverage Data to Support Advocacy
“Collecting, disaggregating, analyzing, and using an identified set of data is an essential step to improving school climate, assigning the right consequences and delivering the right interventions, and ultimately improving students' overall behavior and academic performance” (Lieber & Tissiere, 2015b). Data from student assessments, parent surveys, and community feedback will be used to justify the need for additional funding or resources from the district and external partners.
Rationale and Commitment to Social Justice
This plan prioritizes the development of a student-centered environment that promotes equity and social justice. By providing targeted support for both students and staff, advocating for community partnerships, and engaging families as active partners, we are ensuring that every student has access to a high-quality education. We will place particular emphasis on supporting marginalized students, ensuring that all policies and practices are designed to close achievement gaps and provide equitable access to learning opportunities.
The steps outlined in this plan are grounded in the belief that every student deserves a fair opportunity to succeed, regardless of their background. We are committed to creating a school culture that not only fosters academic achievement but also nurtures personal growth and social responsibility.
By focusing on collaboration, professional development, and community engagement, this plan aims to build a sustainable, student-centered culture at Maynard High School that prepares students for success both in school and in life.
References
DeWitt, P. (2017). How collaborative leadership leads to collective efficacy. In Principal.
Leddy, H. G. (2018). Involved minority parents enhance the quality of elementary school. Multicultural Education, 25–25, 37–40. https://www.caddogap.com
Lieber, C. M., & Tissiere, M. (2015b). To be effective, you may have to change “Gears.” In Principal Leadership.