Your Position As A New School Leader Will Have An Effect On

Your Position As A New School Leader Will Have An Effect On The School

Your position as a new school leader will have an effect on the school’s culture (simply because of the change in leadership). In this assignment, you will have the opportunity to consider how you will begin your future position as a school leader. For this benchmark, review the case study and respond to the scenario by developing a professional culture improvement plan.

Case Study

You were informed in February that you would be the new principal of Maynard High School beginning in July. The following is the information you gathered between February and the end of that school year:

The public high school is starting its second year of existence. There are 1,100 students in Grades 9-11. Grade 12 has been in development and will begin next year, bringing the total student population to 1,450. Currently, there are 45 full-time teachers with nine new teachers budgeted for the fall. The initial administration team consisted of a principal and three assistant principals. However, the principal and one assistant principal resigned at the semester break last December. A transition principal and assistant principal from the district office were assigned to the school until the end of the current school year.

Seven teachers have given notice that they will not return for the next school year. They represent core areas as well as electives. There are three school counselors currently assigned by grade level, and a fourth is budgeted for the fall. The office staff consists of a receptionist, an attendance clerk, an administrative assistant for the principal, and two administrative assistants supporting the assistant principals.

Not all of the teachers received an evaluation this last school year, and a few evaluations were written without a formal observation. Some teachers stated that standard curriculum is available, but not everyone uses it. A published professional development plan is available, but sessions have not been consistently offered. Teacher development days have been presented as a short initial information download, with teachers often working independently afterward. Professional learning communities or collaborative learning communities are nearly non-existent.

It is now July, and you are the school principal. In 1,250-1,500 words, write a plan for the district administrators who hired you, detailing what you are going to do to revive the school's culture. Include the following in your plan:

- A brief summary of the existing school culture based on the information gathered since February.

- Mission and vision statements for the school.

- At least two short-term and two long-term outcomes that will help ensure individual student needs inform all aspects of schooling.

- A description of how you will involve and collaborate with faculty/staff, students’ families/caregivers, and other community members by collecting and analyzing information pertinent to the improvement of the school's educational environment and student-centered culture.

- A description of how you will respond to the interests of students’ families/caregivers by building and sustaining positive school relationships with them.

- A description of how you will respond to community interests by building and sustaining productive school relationships with community partners.

- How you will advocate publicly for the needs and priorities of students, families, and the community.

- Rationales for your decisions, including how your plans will establish a student-centered environment that promotes social justice within the school.

Cite 3-5 scholarly sources used as the basis for your decision-making. Prepare this assignment according to APA Style guidelines.

Paper For Above instruction

As the newly appointed principal of Maynard High School, my primary objective is to cultivate a Positive and Inclusive School Culture that centers on fostering equity, collaboration, and student achievement. Given the recent upheavals within the school's leadership and staffing, significant efforts are required to stabilize and improve the school's environment. This plan outlines strategic steps to revive and sustain a vibrant, student-centered culture aligned with best practices and scholarly research.

Existing School Culture Summary:

Since February, preliminary observations indicate a school in transition, characterized by leadership instability, a high turnover rate among staff, inconsistent evaluation practices, and limited collaborative professional development. Teachers report that while a curriculum exists, its application varies widely, and there is a noticeable lack of professional learning communities. These factors contribute to a culture that may lack cohesion, trust, and shared purpose—elements essential for fostering a positive learning environment. The disengagement observed among staff and the limited involvement of families and community partners further highlight the need for intentional culture-building efforts.

Mission and Vision Statements:

Mission: To provide an equitable, engaging, and rigorous educational experience that empowers all students to realize their full potential and become responsible, compassionate citizens.

Vision: To cultivate a school community rooted in excellence, collaboration, and social justice, where every student’s voice is valued, and diversity is celebrated as a strength.

Outcomes for Ensuring Student Needs Inform Schooling:

Short-term Outcomes:

1. Conduct comprehensive needs assessments with faculty, students, families, and community partners to identify priority areas for culturally responsive practices and resource allocation.

2. Implement a school-wide professional development program focused on culturally responsive teaching and equitable classroom practices within the first semester.

Long-term Outcomes:

1. Establish High-Quality, Data-Driven Instruction by regularly using formative and summative assessments to tailor instruction that reflects student interests and needs.

2. Develop an Inclusive School Climate where student voice influences decision-making, policies, and the learning environment, fostering engagement and ownership among students from diverse backgrounds.

Collaborative Engagement with Faculty, Families, and Community:

To foster a shared sense of purpose, I will create a Culture and Climate Committee comprising teachers, students, families, and community leaders to gather qualitative and quantitative data on school climate. Regular town hall meetings, surveys, and focus groups will be utilized to collect feedback and share progress. Forming Professional Learning Communities (PLCs) will promote sustained collaborative planning, curriculum alignment, and instructional coherence. I will also establish parent advisory councils and community partnership teams to ensure stakeholder voices are central to decision-making. Data analysis from these engagement efforts will inform targeted interventions aimed at addressing specific cultural and academic needs.

Responding to Families’ Interests:

Building trust with families is critical. I will organize culturally responsive family engagement events, bilingual communication channels, and parent workshops that emphasize transparency about school goals, student progress, and available support services. Staff training on family engagement and cultural competence will be provided. Creating a Family Resource Center will serve as a hub for information, advocacy, and community-building activities, thereby strengthening the bond between home and school.

Responding to Community Interests:

Engagement with local organizations, businesses, and civic groups will be prioritized. I will initiate partnerships that provide experiential learning opportunities, mentorship programs, and community service projects. Regular community forums will allow stakeholders to voice their concerns and aspirations, ensuring the school's mission aligns with community needs. Collaborations with local colleges and agencies offering workforce development and social services will also enhance student opportunities and school visibility.

Advocacy for Student, Family, and Community Needs:

I will serve as a public advocate by actively communicating successes, needs, and priorities through media outlets, district meetings, and public forums. Policy advocacy efforts will focus on equitable resource distribution, anti-discrimination initiatives, and mental health support. By establishing a School Justice and Equity Task Force, I aim to ensure that social justice principles inform all aspects of school policy and practice, promoting a safe and inclusive learning environment.

Rationales and Foundations:

This plan is grounded in research underscoring the importance of shared leadership, culturally responsive teaching, and community engagement in transforming school culture (Cohen & Ball, 2007; Ladson-Billings, 1994; Epstein, 2018). Creating collaborative spaces and genuine parent and community partnerships enhances trust and creates a sense of collective accountability. Promoting social justice within the school aligns with equity-centered educational practices proven to improve outcomes for marginalized student populations (Kozleski et al., 2017). Each strategic decision aims to establish a student-centered, equitable environment where diversity is a strength, and all students can thrive academically and socially.

References

• Cohen, D. K., & Ball, D. L. (2007). Instruction, curriculum, and culture: An overview. Educational Leadership, 65(8), 16–22.
• Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• Kozleski, E. B., Artiles, A. J., & Waitoller, F. R. (2017). Equity in inclusive education: Impact on policy, practice, and diverse learners. Teachers College Record, 119(2), 1–24.
• Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
• Mitchell, D. (2019). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.