Laneer Middle School's Journey To Build A Cultured Direction

Laneer Middle Schools Journey To Build A Culturedirections Re Read P

Re-read pages 4-10 in Building an Intentional School Culture by Elbot and Fulton. Pay attention to the steps Laneer Middle School took the first year in order to create a culture of character. List seven steps Laneer Middle School intentionally took the first year to shape the school’s culture.

Each of the steps above is very important to building a culture. As a leader, which step do you think you will excel at doing? Why? In your current organization, which step do you think will require the most time and energy or even a different strategy to accomplish?

Think about the culture of your current organization. Has your organization followed some of the same steps as Laneer Middle School? If yes, describe the steps taken. How has the culture changed or not changed? If no, what would be the next steps for your organization?

Explain why those steps seem like appropriate next steps. Answer in a minimum of a 3-4 sentence paragraph.

Paper For Above instruction

In examining Laneer Middle School’s strategic approach to cultivating a positive and character-driven school culture, seven deliberate steps emerge from their initial year of reform. These steps reflect a comprehensive and intentional process aimed at shaping students' character, fostering community, and establishing a supportive environment conducive to learning. The first step involved defining and communicating the core values that underpin the school's culture, ensuring that everyone—staff, students, and community members—shared a common understanding of what the school stood for. The second step centered on building relationships through targeted team-building activities, which promoted trust and a sense of belonging among staff and students. Third, the school implemented explicit lessons and activities focused on character education, reinforcing ethical and social behaviors. The fourth involved creating opportunities for student leadership and voice, empowering students to take ownership of their community and culture. Fifth, Laneer Middle School established consistent routines and behavioral expectations that promoted discipline, respect, and responsibility across the school environment. The sixth step entailed ongoing reflection and assessment, allowing staff to evaluate the effectiveness of initiatives and refine their strategies accordingly. Lastly, the school fostered community partnerships and engaged families to support a unified approach toward cultural development. These steps collectively laid a foundation for a cohesive school culture that emphasizes character and community.

As a leader, I believe I would excel particularly in building relationships and fostering trust, owing to my strong interpersonal skills and commitment to open communication. I find that creating connections with others is a skill I naturally develop, which fosters collaboration and a positive environment. However, in my current organization, the most demanding step often involves maintaining consistent routines and behavioral expectations, especially when addressing varied student needs or staff adherence. It requires persistent effort, strategic reinforcement, and sometimes a different approach tailored to specific contexts.

Reflecting on my organization’s cultural landscape, some steps mirror those taken by Laneer Middle School. For instance, our institution has developed core values and engaged families through outreach programs, which has contributed to an improved sense of community. However, less emphasis has been placed on student leadership and voice, resulting in a somewhat limited sense of ownership among students regarding school culture. The next logical step would be to empower students further by creating more leadership opportunities and platforms for student input. Implementing these steps appears appropriate because they promote student engagement, foster ownership, and help sustain a positive school climate. Such initiatives are vital for ensuring a vibrant and inclusive organizational culture that evolves with its members' needs.

References

• Elbot, J., & Fulton, K. (2018). Building an Intentional School Culture. ASCD.
• Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. University of Chicago Press.
• Leithwood, K., & Jantzi, D. (2008). Linking Leadership to Student Learning: The Contributions of Leader, Teacher, and School Factors. Leadership and Policy in Schools, 7(4), 299-319.
• Louis, K. S., & Mark, J. (1998). Creating Excellent Schools: Six Critical Building Blocks. The Teachers College Record, 100(4), 654-681.