OpenStax-CNXmodule: m17183 1 School Culture Assessment ∗ D. Michael Risen This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 2.0† Abstract This is a detailed description of an assessment that can be used in a graduate level of study in the area of the school principalship. This has been approved by NCATE as meeting all of the stipulated ELCC standards for which it is designed (ELCC/NCATE 1.1; 1.2; 1.3; 1.4; 1.5; 2.1; 2.2; 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1,6.2,6.3) This course of study is appropriate for use in either a school leadership class or one speci(cid:28)cally oriented to the study of being a school principal. This assessment is both skills and knowledge focused. The assessment measures the student’s ability to think critically and requires students to synthesize prior learning from readings, class discussion and research on the principalship. Finally, the assessment provides students the opportunity to apply what the students have learned about leaders that enable themtodevelopapositivecultureandclimate,whileapplyingthislearningtoarealworldsituationthe student is familiar with. note: This module has been peer-reviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a scholarly contribution to the knowledge base in educational administration. Directions to Candidates: This is an individual project. You have just completed the text Shaping School Culture by Deal and Peterson. Additionally,youhavecompletedsixweeksoflecture,discussionandstudyandanalysisofvarious case studies about both positive and negative school cultures. As a principal, you must plan, organize, monitor and evaluate your school’s culture and design improvements where needed based upon what you now know about the principles of school culture. This is a written assignment that includes a working de(cid:28)nition of culture in schools, identi(cid:28)cation and discussion of the issues involved in developing a strong culture, and application to a familiar school situation. Each paper will clearly de(cid:28)ne culture and its impact on school performance, what we know works when a culture needs improving, and a discussion of these principles as they apply to a school setting that is particularly familiar to the student. (ELCC/NCATE 1.1; 1.2; 1.3; 1.4; 1.5; 2.1; 2.2; 2.3, 2.4,3.1,3.2,3.3,4.1,4.2,4.3,5.1,5.2,5.3,6.1,6.2,6.3) (25 points possible) The following components should be addressed in your school culture paper: ∗Version1.1: Jul2,20086:20pm-0500 †http://creativecommons.org/licenses/by/2.0/ http://cnx.org/content/m17183/1.1/ OpenStax-CNXmodule: m17183 2 • Thecandidate’spaperre(cid:29)ectsdiscussionsthatareclearlyconnectedtotheprocessofcreatingaschool vision. (1.1a) • The paper is written professionally and provides culture discussion that is based on data and research from the text and/or other sources(1.2b). • Thedetailedde(cid:28)nitionre(cid:29)ectsideastomotivatesta(cid:27),studentsandfamiliestoembracethecomponents of a positive culture (1.3a). • Candidates demonstrate through the de(cid:28)nition discussion a signi(cid:28)cant understanding of the role a positive school culture plays and the need to involve all stakeholders in the process (1.4a) & (1.5a). • The paper re(cid:29)ects that candidates considered the relevant school culture issues related to the demo- graphics of the district (2.1a). • The paper also discusses the impact of culture to improve or hinder the school community’s e(cid:27)orts to support development of e(cid:27)ective instructional practices and provide appropriate curricular materials (2.2a). • The school culture paper is also clearly consistent with an understanding of appropriate research strategies that continue to promote an environment for improved student achievement (2.3c). • The culture paper also re(cid:29)ects careful consideration by the candidate that principles of e(cid:27)ective pro- fessional growth were considered and provided for in the culture application to the school studied (2.4c). • The analysis leading to the discussion of strengths and weaknesses clearly highlights the candidate’s attention to using data driven decision making for applying indicators of equity, e(cid:27)ectiveness, and e(cid:30)ciency to support the identi(cid:28)ed strengths or weaknesses (3.1a). • The analysis includes information that re(cid:29)ects the candidates used research based data and group process skills to identify and connect the culture with the organizational vision (3.2a). • Theanalysisalsore(cid:29)ectsthecandidate’suseofproblem-solvingskillsandunderstandingoftheimpor- tance of strategic planning to addressing the weaknesses identi(cid:28)ed (3.3a). • The discussion of leadership skills re(cid:29)ects a clear understanding of the methods needed to secure community support for (cid:28)xing the toxic culture issues while maintaining those that are positive (4.1c). • The paper de(cid:28)nitely highlights how the candidate’s propose preserving programs for students with both special and exceptional needs while addressing the leadership issues previously identi(cid:28)ed(4.2c). • The paper also strongly discusses ways to provide new resources and funds that might appropriately and e(cid:27)ectively encourage the community to provide new resources to address any emerging culture problems created by the identi(cid:28)ed reductions (4.3c). • Thepaperappropriatelyavoidsidentifyingindividualsa(cid:27)ectedbytherecommendedleadershipstrate- gies to address toxic culture issues so as to protect their dignity and maintain con(cid:28)dentiality (5.1a). • Leadership strategies are identi(cid:28)ed such that they re(cid:29)ect clear procedures that are to be implemented such that they are fair, arrived at impartially, and sensitive to the diversity of the district and com- munity (5.2a). • The recommended leadership strategies are designed such they are clearly consistent within the legal and ethical parameters expected of Illinois candidates (5.3a). • The recommended leadership strategies are designed such that they are clearly consistent within the legal and ethical parameters expected of Illinois candidates (5.3a). • Additionally, the strategies clearly account for the complex causes of poverty, their impact on families and the cultural diversity of the community (6.1c, 6.1d and 6.1f). • Strategies also provide clear means for communicating the policies to the diverse community groups withintheschoolsuchthattheywilladvocateforpoliciesthatpromoteequitablelearningopportunities (6.2a and 6.3c). The written document will need to be a minimum of four to a maximum of 10 typed and/or word processed pages double spaced. The format of this paper will need to conform to the conventions of APA style. Recent years have seen public school administrators more and more responsible for e(cid:27)ectively providing for school improvement. If you become a school administrator in Illinois, you likely will be involved in http://cnx.org/content/m17183/1.1/ OpenStax-CNXmodule: m17183 3 addressing the many areas related to school culture and their impact on the school improvement process throughimprovingteachingandlearning. Thispaperisdesignedtoenableyoutodemonstratetheknowledge and skills you have acquired to successfully address the area of school culture and school improvement. CLICK HERE TO ACCESS SCHOOL CULTURE IMPROVEMENT PROJECT RUBRIC1 1http://cnx.org/content/m17183/latest/Assessment_rubric2.pdf http://cnx.org/content/m17183/1.1/