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You are a new principal to a school and have inherited a staff that believes students’ backgrounds are the reason why many students will not meet proficiency achievement levels in math, reading and science. You hear conversations at staff meetings, informal talk in the lounge and in case staffings all suggesting the school can not be expected to make a difference. Essentially these students are destined to be "low on the achievement scales."
As you have reflected on what you have heard and what you have observed, you have concluded that the culture of the school is not what you want it to be. You base this on your own knowledge and in consultation with others. Three teachers of the thirty who work in your building have expressed concern about the general attitude of the school. They want it better and hope that you can make a difference. They know it will not change even within a year but they hope something can be done to get started on a new direction for the school.
As you reflect on the information you have received from the three teachers and your own analysis, what will you do? Consider the following:
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- Is there any agreement on either the vision or mission of your school? Has anything been developed at your level or the district level? If so, what is it, where is it and is it known by staff? How do you want it to be? What is your vision?
- Are there any shared beliefs or values that bring hope, optimism and accountability to the school staff? Should you do anything regarding these issues?
- How carefully has student data been analyzed? Is it disaggregated?
- What staff development experiences have the teachers had? Are they expected to apply inservice content in their classrooms or do they attend staff trainings and continue as usual?
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Consider developing an outline for a two-year plan. Include such things as: |
- Consultation with others inside and outside of your school for guidance.
- Further data gathering you may need.
- Starting points for staff meetings you conduct to raise some issues.
- Observations and staff interviews.
- Organization of an internal development team and inclusion of an external school facilitator/critical friend.
- Development of a staff development plan including content, process and timing.
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