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Clinical Field Experience A: Shaping School Culture Interview and Observation

Mary McVey

College of Education, Grand Canyon University

EDU-513: Shaping School Culture

Dr. Steve Bebee

March 24, 2021

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Interviewee 1 Supports Vision, Mission, and Culture

Interviewee 1, Kyler Harvey, is the dance teacher, freshman class moderator, and dance

instructionalist for the drama club at Saint Joseph High School (SJHS). She is an extremely well-

liked teacher on campus and is involved in multitudes of projects and leadership roles. While she

did not graduate from this school, she is the true embodiment of an SJHS graduate. She is

excellence when it comes to communication and is truly passionate about her work. She is able

to recite the mission by memory, and is a living example of the school’s vision. In her dance

classes, she teaches her students to “become all of which woman is capable,” upholding our

school’s philosophy (Saint Joseph High School, 2020). As class moderator, she is in charge of

the Associated Student Body and is responsible for creating a school culture of equality and

representation. In our interview, she feels that is not actually living up to her potential, and could

do more to improve the school environment. This humble perspective has helped continue to

challenge herself and encourages her to grow in her positions.

Interviewee 2 Supports Vision, Mission, and Culture

Interviewee 2, Meghan Garrison, is a history teacher and a member of the school’s

Advancement Department. Her roles in both positions allow her the opportunity to demonstrate

her understanding of the school’s mission and make choices that affect the overall culture. As a

teacher, she tries her best to maintain a classroom built on trust, acceptance, and open

communication. She is very honest with her students and always encourages them to speak freely

with her on any subjects. She is also able to provide her students with a safe space in her

classroom, where they are able to practice mindfulness techniques to restore their minds and

spirits. This helps create a calmer school culture and gives students a place where they feel heard

and acknowledged. Additionally, her role as Advancement Associate sees her handling large
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projects, including fundraising and alumnae relations. She is continuously faced with decisions

every day that can positively or negatively affect the school’s community. She often feels the

pressure of this heavy responsibility, but always refers back to the school’s mission when faced

with tough choices. Her favorite task is to look for funding for projects that uphold our school’s

philosophy of providing “opportunities to further enhance the moral, cultural, spiritual and

intellectual development of each student” (Saint Joseph High School, 2020).

Interviewee 1 Strategies to Promote Vision and Mission

As a leader in the school, Kyler Harvey frequently has interactions with other

stakeholders in the school community. As a teacher, she is responsible for communicating the

progress of her students with their parents/guardians. She must do this in a responsible and

positive way, ensuring that the lines of communication between teachers and parents remain

open and honest. She upholds the school mission through this act as SJHS “affirms the

importance of family life as fundamental to teaching” (Saint Joseph High School, 2020). As the

moderator for the entire freshman class, she also ensures that this new group of students are

immediately introduced to the school culture and fully integrated in our philosophies.

Additionally, as the dance instructionalist for the drama club, she oversees dance auditions for

various performances, and has to conduct them in a fair and equitable way. She says that she

reminds herself of the school’s motto to “work toward a just future for all,” by making sure

auditions are open to everyone regardless of personal background. It is her passionate duty to

maintain a fair environment for judging, especially so that the parents feel that their daughters

received equal treatment.

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Interviewee 2 Strategies to Promote Vision and Mission

Meghan Garrison’s main strategy to improve school relations and promote the school’s

philosophy is to have constant, open communication with all of the school’s stakeholders. She is

available 24/7 by phone and email, and take multiple meetings throughout the day in order to

make sure everyone within our school boundaries have opportunities to speak their minds. She

believes that her greatest strength as a person and educational leadership is her ability to

empathetically listen and provide people with undivided attention. Her contribution to the

positive school culture is unmistakable, as compliments, complaints, and questions have all been

filtered through her as of late. In fact, many of our parents feel more comfortable approaching

Meghan, before speaking to a member of administration. Also, her role as an Advancement

Associate has her meeting with members of the surrounding communities, including mayors,

business owners, donors, and investors. She is able to spread our school’s message to all of these

important people, and encourage them to aid our school’s purpose of educating young women

for a brighter and better future. Her strategies for this include bringing students to speak with

elected officials, as they often want to hear from the students themselves. She also frequents the

social circles of our parents and community members to make sure she is aware of all that is

being said about the school. She keeps her presence in the public spotlight and has become a

friendly face for our school.

PSEL Standard 1 and Implications for Future Practice

Conducting these two interviews and spending additional time with my mentor was

enlightening, especially in regards to school culture. While I feel the power of our school culture

every day, I have never taken the time to verbalize exactly what is contributing to this positive

environment. I know the school’s mission and vision by heart, but have not examined what key
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factors are improving or hindering our ability to uphold the tenants of our own school

philosophy. By sitting down with two highly respected professionals, I was able to discuss

different strategies for improving the lives of our students, faculty/staff, parents, and community

members both on and off campus. It has become apparent to me through this exercise that school

culture is just as important as academics, as no real learning can take place in an environment

where the stakeholders feel unsafe, unwelcomed, or ill-treated. Both Kyler and Meghan have

given me new strategies for working within our school’s limitations to improve morale, not only

to uphold our mission, but to also honor the integrity of Professional Standard 1. This Standard

states that “effective educational leaders develop, advocate, and enact a shared mission, vision,

and core values of high-quality education and academic success and well-being of each student”

(NPBEA, 2015). Both of the people I interviewed not only strictly uphold this Standard, but they

have also inspired me to incorporate it in my vision for the school as a future educational leader.

I want to continue learning in my course in order to improve my ability to not only understand

the essence of school culture, but to also implement successful techniques in my everyday

leadership choices. By having better comprehension of our school’s mission, I can align my

vision for the future with our core values and work toward a more accepting school community.
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References

NPBEA. (2015). Professional Standards for Educational Leaders [PDF]. Reston: National

Policy Board for Educational Administration.

Saint Joseph High School. (2020). Mission and philosophy. Retrieved March 23, 2021, from

https://www.sj-jester.org/apps/pages/index.jsp?uREC_ID=407559&type=d