Cultural Function in Practice

Kirk Summers

Grand Canyon University

EAD-13: Shaping School Culture

Dr. Daphne Lowe

November 9, 2021,
 Cultural Functions in Practice
Kirk Summers

Clark County School District 161

1. Mission Statement:
At Clark Co. School District #161, our mission through the combined efforts of
our staff, parents, students, & community members is to promote BOBCAT PRIDE in all
that we do today & in the future.
P= Positive Attitude
R= Responsible and Respectful
I= Integrity
D= Determination
E= Everyone’s Safe

2. The Vision Statement

Educating, Motivating, and Empowering a Community of Learners.

Examples of Mission and Vision are promoted:

a. Administrators:
- My Superintendent, on the first staff meeting, addressed the schools
mission and vision statement. This was discussed in a manner that
had all staff members sharing what they both meant to them and
their classroom. Each classroom has both displayed, and they are
also the first thing you see when you walk into the school. (ELCC
Standard 1.1, 3.3).
- Teachers are trusted as the experts in their classrooms and
curriculum. The administration is visible in the classrooms and are
actively involved to help teachers and students be successful.
(ELCC Standard 2.3, 2.4, 3.4,3.5, 5.2).
- Administration is actively involved in staff meetings and is also visible
 at all extracurricular activities. This allows the administration to
visit with and interact with parents, students, staff, and community
members. This interaction is less formal than during the school-day
and academic environment. (ELCC Standard 4.1, 4.3, 4.4, 5.2).

b. Staff Members
- All staff members are displaying the school mission and vision in the
classrooms. The classrooms use the P.R.I.D.E. as part of their
classroom rules, as well as, a positive reinforcement guideline. The
PBIS program is used to motivate through positive behavior
expectations. (ELCC Standard 1.1, 1.2, 2.1, 3.3, 3.4, 5.1, 5.3, 5.5).
- Staff members advise a grade level during an advisory period. Once a
week the advisory class participates in C.O.R.E. project. This
project is based around the social and emotional awareness among
students. Students participate in team and individual building skills
according to a set curriculum. (ELCC Standard 1.1, 1.2, 2.1, 3.3,
3.4, 5.1, 5.3, 5.5).
- Staff also remain visible during passing times in the hall ways.
Teachers greet students every morning as they come to school and
as they move from class to class. Teacher also work to help cover
classes that were unable to get a substitute for. This allows staff
members to work in other areas and to see other students, outside
of their own classrooms. (ELCC Standard 1.1, 1.2, 2.1, 3.3, 3.4,
5.1, 5.3, 5.5).
c. Student Activities

- Students actively participate in the C.O.R.E. program and participate

in the leadership team portion. The student leadership team facilitates
half day training sessions for the rest of the student body. The students
have embraced these activities and are excited to participate. (ELCC
Standard 1.1, 1.2, 2.1, 3.3, 3.4, 5.1, 5.3, 5.5).
 - All students participate in some extracurricular activity. This is due to
the small numbers in our school district. This allows for students to
participate in multiple activities. Students apply the P.R.I.D.E program
in these activities. (ELCC Standard 1.1, 1.2, 2.1, 3.3, 3.4, 5.1, 5.3, 5.5).
- Part of the PBIS program, students are encouraged to review the
student hand book policies quarterly. This program requires students to
keep and maintain portfolios of their work and experiences in the
academic arena. Students present these portfolios at Teacher/Parent
Conferences, as they defend their grades in each class. This is a
student lead activity and the students present the information to their
parents. (ELCC Standard 1.1, 1.2, 2.1, 3.3, 3.4, 5.1, 5.3, 5.5).

d. Against Intended School Culture

- Not Applicable

Reflection

The school district that I live in and work in, is very small. The school consists of 6th

grade through the 12th grade and has a total of 73 students. This community culture and school

culture align almost identical in that most of student population is of a Hispanic background.

This culture is one of polite and hardworking personalities. Their culture bleeds into the school

culture and makes maintaining a positive culture a lot easier than other schools I have work in.

The PBIS program is a known program and works great with the students as a positive

intervention when it is needed. The C.O.R.E. program, is one that helps to reinforce the positive

behaviors that work to keep the desired school culture. This program work with individual grade

levels and provide team building activities and promotes in depth discussions among classes. The
discussions and this safe environment allows students to express their concerns and insight about

the school and other issues that may be of concern to them.

These programs allow for a better relationship among all stakeholders. Teachers often

collaborate and work to better the culture, they are visible to students always, even before, after,

lunch, and passing times. Students become comfortable have staff available and thus the school

culture continues to be positive for all involved. I do have to say that we do have minor disputes

or miscommunication and yes there are students that violate policies, but they are few and far

between.

All students, staff, and other stakeholders are able to recite or at least paraphrase the

schools mission and vision statements. These statements, being visible throughout the school,

allow for anyone to see and understand what the schools purpose and what the culture is to look

like. I will say that this is easier to do in a smaller school, yet the same things were done in a

larger school that I worked in. The larger school had around 780 students, and the school mission

and vision statements were also visible throughout the school. This larger number allowed for a

lower involvement by the entire staff and not every student was familiar to all staff member.

Over all, this school has been one that has been the greatest highlight and pleasure of my

career. I contribute this to why I have finally decided to move into administration after 21 years

of teaching. The relationship that I have with the students, staff, and parents, is one that I have

never experienced before, and I am enjoying my experience in this area.

 References

National Policy Board for Educational Administration (NPBEA). November 2011. Educational
Leadership Standards ELCC Building Level.
EAD 513 Kirk Summers Cultural Functions in Practice.docx

Clark County School District 161, 2021, District Website. Mission and Vision Statements.
EAD 513 Kirk Summers Cultural Functions in Practice 1.docx