- Mission in Action Cultural Leadership · 2019. 9. 27. · Diocese of Erie Mission in Action Share with two others: 1. someone you know, and 2. someone you do not know very well

June 19 - 21, 2019

Diocese of Erie

- Mission in Action –

Cultural Leadership

Mission in ActionDiocese of Erie

Tell Us Your Story!

How have you personally seen the

school’s mission lived out in your school?

It can be an experience that happened

to you personally or that you witnessed.


Share with two others:

1. someone you know, and

2. someone you do not know very well.

Is there any story you heard that you

would like to share with the whole group?


What are we doing to

create the Climate

and Culture we want

in our schools?


5 Strands:

1. Welcoming and Belonging

2. Setting Expectations

3. Faith Leadership

4. Communication

5. Continuous Improvement

Welcoming and

BelongingJim Gallagher, Roberta Bucci

June 19, 2019


What do we mean when

we refer to

School Climate

and

School Culture?


School Climate vs. School Culture

National School Climate Center (NSCC)https://www.schoolclimate.org/

School

Culture:

How safe

students and

teachers feel

in their school.

School

Climate:

The quality

and character

of school life.

https://www.schoolclimate.org/


WELCOMINGwith

Ed Curtin

President of Mercyhurst

Preparatory School


What is the one best thing

you think your school does

to create a welcoming

environment?

Write it on an index card to

share with 2 others.


Mystery Shopper!


Knowing that a Mystery Shopper

visited your school sometime during

the past school year:

#1. What are you

MOST CONFIDENT about

and

#2. What are you

MOST CONCERNED about?


Did you have an “UH-OH”

moment when you heard a

Mystery Shopper came to

your school?


On the back of your nametag is a number from 1 to 15.

Please get into those groups.

List ALL the areas you would want to receive feedback on from a Mystery Shopper who actually visited your

school.

Put those areas on the large sheets of gray paper.


Take a stroll around the

tables to see what

everyone placed on

their lists.


Resources that will be posted on the CSO Website:

➢ Province of Manitoba, Canada - Creating a Positive School Climate

https://www.edu.gov.mb.ca/k12/specedu/fas/pdf/3.pdf

➢ Province of Manitoba, Canada - Creating a Positive School Climate

https://www.edu.gov.mb.ca/k12/specedu/beh/pdf/3.pdf

➢ Education World

Does Your School's Atmosphere Shout "Welcome"?

https://www.educationworld.com/a_admin/admin/admin424.shtml

https://www.edu.gov.mb.ca/k12/specedu/fas/pdf/3.pdf

https://www.edu.gov.mb.ca/k12/specedu/beh/pdf/3.pdf

https://www.educationworld.com/a_admin/admin/admin424.shtml


Enjoy Lunch!

Please be ready

to resume at

12:45.


BELONGINGwith

Ed Curtin

President of Mercyhurst

Preparatory School


Each of you is receiving a sheet of paper identifying you as belonging to

one of these groups:

1. Grandparents/Relatives

2. Parents

3. Siblings

4. Parish Community Members

5. Local Community Members

6. Donors

How can a school create a sense of

belonging for the group you represent?

7. Faculty

8. Staff

9. Students

10. Religious Ed Students

11. Pastors/Clergy/Women Religious


How can a school create a sense of

belonging for the group you represent?

Remember to consider the diverse demographic

characteristics of your group that may include:

▪ Age

▪ Ethnicity/Race

▪ Gender

▪ Socio-Economic Status

▪ Religious Affiliation

▪ And________________


Mix into new working groups. BUT the new

group must be composed of at least4

different colors of paper.


How do you balance a sense of Welcoming and

Belonging while simultaneously creating a Safe School Campus, as

these can sometimes be in conflict with one another?

Setting ExpectationsKim Lytle, Dr. Sam Signorino, Molly Bean

June 19, 2019


11.6 The school or school system

recognizes student accomplishments,

contributions, and responsibilities

in meaningful ways.

47% of schools surveyed had at least 15% of parents and students note this as a weakness.


Be Clear on What You Want!

Make expectations clear to yourself

It is impossible to build clear expectations if you have not defined your expectations.

Consider:

Who should be involved?

What part should they play?

What should the outcome look like?


My Expectation:

Recognizing Student Success

Who should be involved? What part should they play?

Students / Receive recognition

Teachers, Administration, Support Staff / notice, document, award

Parents, Parish and community / assist in honoring

What should the outcome look like?

All students receive congratulation from the entire school community for growth and achievements.


Develop Your Vision

Start with a vision of what the result should

look like.

What are the desired results you want to achieve?

What would success look like?

Don’t assume they already know!!


Write It Down

Clearly articulate your expectation

Will provide:

clarity

ability discussion

the “Why” the expectation is important


Keep in Mind

Expectations should Stretch and Inspire excellence

Be realistic

Most teachers will strive to achieve

Average performance will improve

Do not Strain

Undermine motivation

Destroy trust


My Vision

All students will receive recognition in the entire school community for growth or accomplishments achieved in-school or out-of-school, in the areas of:

Academic achievements (Reading, Writing, Math, etc.)

Social Skills growth (Acts of kindness, caring, bravery)

External achievements (scouts, athletics, activities, awards, anniversaries)


Available media suggestions:

Daily announcements

Quarterly assemblies

Weekly newsletters

School Website

Bulletin Boards

Certificates

Local Newspaper


Meet to Discuss

Provide agenda

List goals

Include the expectation on the agenda


Help others Understand

Provide context and justification for the expectation

Explain:

Current status “Where you are now?”

Why that is unacceptable

Clearly state the expected outcome

Connect to growth (student, teacher, organization)

Increases accountability/gains support


AskWelcome clarifying questions!

Do you need more information?

Do you have any questions?

What do you need to get this done?

Are there specific resources that may be needed?


Commit

Write the expectations

Set timeline for implementation

Provide time to:

develop process

gather materials/resources

training/in-service

evaluate progress

adjust as needed


2. Avoid managing the how


2. Avoid managing the how:

✓Best not to manage “how” things get done

✓Often identified as “micromanagement”

✓Ownership and empowerment


Situations where you may

need to be specific:

1. New teacher that needs guidance

2. Answering a specific question on how something is

accomplished

3. Outcome is directly tied to how something is accomplished

4. When the “how” is NOT getting accomplished


Examples for recognizing

accomplishments of students for step 2:

1. Avoid micromanagement

2. Provide ownership and empowerment

3. Share expectations with the team

4. Depending on certain situations:

o level of experience

o internal motivation


3. Assist in removing obstacles



In small groups, please brainstorm

possible obstacles to the Diocesan

wide issue of recognizing

accomplishments of students and

record them on a large piece of

chart paper.



Once completed, post your obstacles next

to a blank sheet of paper on the wall. Please take markers with you!

Obstacles



Move to a different group having no

more than 4 people in your group

and no one from your previous

group.


Once in your new group, please find and

record possible solutions to the obstacles

that are now before you.

Obstacles Solutions


Some possible solutions:

• Navigating the school organization

• Finding resources

• Setting up reporting system

• Accessing your experience


Examples for recognizing

accomplishments of students for step 3:

1.Denial and/or excuses – listen

attentively to discern why and address

2.Time to meet with the team – provide

flexibility when possible regarding

common planning time

3.Work environment not conducive to

communicating – leader can model

teacher accomplishments


4. Manage the outcomes


Set checkpoints Continue to clarify

Motivate and inspire Track and measure

Communicate progress

Must balance empowerment

with accountability


Can’t abdicate

accountability

for outcomes.


Practice the process: Group activity


Wrap up and Appreciation Dinner at Nick’s Place

Documents

- Mission in Action Cultural Leadership · 2019. 9. 27. · Diocese of Erie Mission in Action Share with two others: 1. someone you know, and 2. someone you do not know very well