Copyright © Allyn & Bacon 2007 CHAPTER 3 Keys to Successful 21 st Century Educational Leadership...

Copyright © Allyn & Bacon 2007

CHAPTER 3

Keys to Successful 21st Century

Educational LeadershipChapter 3

Navigating The High C’s-

Climate, Culture, and Collaboration

JAZZAR AND ALGOZZINE

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Welcome to Twenty First Century High School

Our school climate and culture improvements established by our students, staff, parents, and community partners:

• We are Student-Centered In All The Decisions We Make• Our School Leaders Are Our Educational Leaders• Our Curriculum Is Based On The Needs of Our Learners• The Expectations For Our Students’ Achievement Are Realistically High• Our School Is A ‘Center Of Encouragement’ For Students, Staff and All

Others• Parents Play An Integral Role In The Education Of Their Children, Our

students• Our Collegiality And Respect For One Another Is A Hallmark of Our Faculty


Foundations to Enhance School Climate and Culture

1. Risk Taking

2. Experimentation

3. Affirmation of one another as professionals

4. Trust and confidence

5. Tangible support

6. Data driven decisions

7. Appreciation and recognition

8. Caring, celebration and humor

9. Involvement in decision making

10. Selective abandonment of ineffective programs/practices

11. Maintenance of rich heritage and traditions

12. Honest, open communication


ClimateEnvironmental qualities:• open or closed• warm or cold• easygoing or rigid• friendly or hostile

Attitudes:• students• faculty• parents• community members


The Schools -They are a-Changing

Both climate and culture are vital to a school’s quality of life and its ability to accomplish positive outcomes, including high achievement.

Taylor & Pressley, 2002


CultureSet of:• Values

• Beliefs

• Traditions

• Rituals built over time


Historical Perspectives of School Climate and Culture

• Post—Civil War period, schools functioned like factories, “sit and get” paradigm

• Late -19th to mid-20th Century, separation between church and state, humanizing qualities

for overall student development

• Mid – 1970s, scientific approach to educational goals


Why Climate Matters

Research:Climate is the atmosphere in a schoolApproach to school reformDiscipline of sociology

When teachers feel good about their work, student achievement rises.

(Smith & Lindsay, 2001)


Effective School Research

• James Coleman, a prominent researcher, wrote a paper on the effectiveness of American education, which in turn argued that low income students cannot be successful in any school.

• Ronald Edmunds, at that time Director of the Center for Urban Studies at Harvard University, contended that schools can and do make a difference, and that all children can learn.

• Successful schools were compared to unsuccessful schools in similar neighborhoods.

• School climate and culture make a significant difference in increasing student achievement.


Essentials of Effective Schools’ Climate

• Staff members have a sense of purpose derived from a clear mission statement that is supported.

• A strategic plan to raise student achievement is established with administration, faculty, students, parents and community members informed and involved.

• Teachers are empowered and feel a strong sense of efficacy.

• A school transformation has been brought forth by empowering students and staff on learning matters.


Cont’d…• Educational leaders are perceived as effective

instructional leaders.• High expectations for students are held and social

promotion does not occur.• Decisions that are made are child centered.• Well organized, safe, orderly and secure schools are

the rule.• Parents and community members feel an engagement

with the school and school system.


Why Culture Matters

21st century educational leaders perceive a school culture as the sum of several core values.

School mission statement Leadership Protocols: shared leadership, relationships,

mutual respect and caring, collegiality, improving performance

Collaborative culture Collegial Teaming Culture Values


Developing Collaborative Cultures

The key to understanding a culture of a school is through holistic vision.

Three interrelated parts:• Building effective relationships - positive

relationships and partnerships in/out of the school system

• Fostering relevance – instruction and curriculum are meaningful

• Sharing responsibility – student responsibility to learn and school’s responsibility for student learning


Principal Attributes for Culturally Effective Schools

• Foster positive school climate with support, shared vision, and fair and consistent leadership.

• Good communication from school leaders with staff fosters feelings of being part of a team.

• Positive reinforcement by building positive morale increases student achievement.


Keys to Building and Enhancing School Climate and Culture

Educational leadership is building a common vision along with staff through:

• Changing procedures and practices• Improving their performance• Thinking critically• Gathering data of present• Voicing their thoughts, beliefs and

concerns


The principal’s effort is to influence or shape the existing values and norms of the

culture in a direction that best supports instructional effectiveness (Lane, 1992).

The principal orchestrates the blending of various internal and external elements into a coherent shared vision (Smith & Lindsay,

2001).


Keys to Building and Enhancing School Climate and Culture

Centers of encouragement for all

School is “primary arenas” for caring and nurturing

School will reach out and welcome parents, community members , and all others


Navigating the High Cs

Schools with positive climates and cultures:

• People care, respect and trust one another

• People reshape change in accordance with human needs

• People know what their school stands for

• People are responsive to human needs

• People experience improved attendance and achievement

Copyright © Allyn & Bacon 2007 CHAPTER 3 Keys to Successful 21 st Century Educational Leadership...

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