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Case Study: Shaping School Culture

Betty Graham Young

September 23, 2020

Grand Canyon University: EAD 529

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Shaping School Culture

1. Brief summary of the case

This case involves a new principal entering a school that has a history of being

considered underperforming. However, its staff is made up of primarily veteran teachers

who have survived a high turnover rate of administrators. The school’s student

population is mainly comprised of Hispanic and African American students who are from

low socio-economic neighborhoods and single parent homes. Moreover, students present

continuous behavioral issues that have a direct impact on low student achievement.

Although the new principal is presented with a wealth of information and data to support,

the volume of it is overwhelming.

2. Issues to be resolved

Determining if veteran staff is faithful in working at the same school or are they

committed to student achievement; identifying teacher leaders; strategic hiring of new

staff; determining areas for effective professional development; lack of parental

involvement; low student achievement; revision of school’s vision and mission; culture

and climate; student behavior

3. Stakeholders involved in the issues

Administration, instructional and non-instructional staff, community leaders, students,

parents, district personnel

4. One or two existing laws or court rulings that relate to the issues
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Reconstitution- The purpose of reconstitution is to change a school's culture, eliminate

entrenched practices, and bring in more effective educators and leadership (Education

Week 2004).

Takeovers- A close cousin to reconstitution—the terms are often used interchangeably—

a takeover is when a state officially assumes governance of a low-performing school or,

much more commonly, an entire district, supplanting the local school board and top

school administrators (Education Week 2004).

5. District policies that relate to the issues

Ongoing evaluation of school’s performance. School is subject to reconstitution or

takeover.

6. Possible solutions to the issues

Reconstruction of instructional staff; strategic professional development; Hiring

additional staff in target areas

7. Solutions chosen to resolve the issues

Staff’s signed commitment to new vision and mission; required attendance of

professional development; appointment of teacher leaders; revised CIP; hiring of staff for

target areas

8. Action steps (2-5) for implementing each solution, including a timeline for each step

 Teacher leaders will be appointed prior to the beginning of teacher workdays.

 Administration and teacher leaders will revise or develop a Continuous

Improvement Plan (CIP), vision, and mission.

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 Staff will sign a commitment contract before the start of the new school year.

 New staff will be hired during the Summer.

 Instructional leaders and staff will receive ongoing professional development.

9. Potential moral and legal consequences of each solution

Staff could possibly perceive that they are being blamed for the school’s

underperformance.

Teachers who are not chosen as teacher leaders could possibly feel that the appointment

procedures were bias.

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Rationale

When I was in grade school many years ago, principals’ only jobs were to manage staff,

discipline students, and make sure everyone was safe. My, have times changed. In today’s time,

principals are required to do all those things and more. However, the most important job they

have is instructional leadership. Principals who are competent with regards to curriculum are

able to develop teacher capacity and attract high quality teachers. This school has been

underperforming for many years and have had several principals who have failed to make

adequate yearly progress. In order to make measurable growth, there are strategic and immediate

actions that must be implemented.

According to Shake and Schechter (2016), there are three critical components of

instructional leadership: (1) defining the school’s mission, ensuring that the school has a clear

mission focused on the academic progress of students; (2) managing the instructional program,

monitoring and developing the school’s instructional program; (3) developing a positive school

learning climate, creating an “academic press” through the development of a school climate

characterized by high standards and expectations, capacity development, and continuous

improvement. My first priority is to identify teacher leaders who are competent, have influence,

and are trusted colleagues, to share leadership with. These individuals will work alongside the

administrative staff to develop a new vision and mission as well as to help their departments

understand the components of them. Our leadership team will write goals that reflect where our

students are and where we want them to be. Definitive expectations must be established for

teachers as well as for students.

Our students present behaviors that have a negative impact on student achievement.

When reviewing the school’s needs assessment and with consideration for hiring new staff, it
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was determined that at least two behavior support teachers are needed in our Exceptional

Children’s department. These professionals are highly trained and certified in various areas of

social and emotional learning. Moreover, at least one of these professionals will serve on our

School Improvement Team. Lastly, all instructional staff will participate in continuous

professional development and will be evaluated on the implementation of skills, concepts, and

strategies taught. Teacher leaders will also facilitate their Professional Learning Communities

(PLC). Effective professional development and participation in PLC’s will promote teacher

capacity that will increase student achievement.

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References

Shaked, H., Schechter, C. (2016). SAGE. Holistic School Leadership: Systems Thinking as an

Instructional Leadership Enabler. Retrieved from https://journals-sagepub-

com.lopes.idm.oclc.org/doi/full/10.1177/0192636516683446

Editorial Projects in Education Research Center. (2004, September 21). Education Week. Low-

Performing Schools. Retrieved September 23, 2020 from

http://www.edweek.org/ew/issues/low-performing-schools/

Carpenter. (2014). Emerald Insight. School Culture and Leadership of Professional Learning

Communities. Retrieved from https://journals-sagepub-

com.lopes.idm.oclc.org/doi/full/10.1177/0192636516683446