S: Pico School Plan for Change
BC: References | Bolman, L. G., & Deal, T. E. (2010). Reframing the path to school leadership (2nd ed.). Thousand Oaks, CA: Corwin Press. The Center for Comprehensive School Reform and Improvement. (2009). Professional learning communities. Retrieved from http://www.centerforcsri.org/plc/program.html Deal, T.E., & Peterson, K.D. (2009). Shaping school culture: Pitfalls, paradoxes, and promises (2nd ed.). San Francisco, CA: Jossey-Bass.
FC: P | Pico School Plan for Change | Janet Bernes, Heather Dougherty, Alan Kinoshita, Michelle Sawyers Organizational Leadership EDL 515 March 11, 2013 Cynthia Spicer
1: dedicated to: the students, parents, and teachers of the world
2: The Human Resource Frame | The Pico Staff needs to feel empowered, respected, and appreciated. Creating a family-like atmosphere, where all members of the organization have roles and responsibilities is imperative to the successful functioning of Pico School. The teachers at Pico School need a principal who listens, communicates, and tends to the "human" needs of the employees.
3: Creating a Plan for Change | Three areas of change will occur at Pico School. The common theme of this change is Empowerment. 1. Empowering teachers so they feel part of the Pico Learning Community. 2. Empowering students by allowing them opportunities to better the learning environment. 3. Empowering the community to be connected to the vision and the goals of the school.
4: Teacher Empowerment | The teachers at Pico do not trust the new principal as they see him as an outsider. The teachers do not feel empowered by the principal because he tends to make all the decisions. Bolman and Deal (2010) believe a family works better when everyone in the family shares the responsibility for problem solving. To build teacher confidence the principal will build capacity within the Pico staff by creating a learning community that has the same values, beliefs, and vision. By sharing the responsibility, teachers will have a feeling of ownership which will help the staff feel appreciated and recognized.
5: Areas of Change for Teacher Empowerment | 1. Create Professional Learning Communities. Teachers will secure more responsibility so they feel like they are making a difference. "PLC is an ongoing process used to establish a school-wide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts" (The Center for Comprehensive School Reform and Improvement, 2009, para. 1 ).
6: The PLC at Pico will improve teacher leadership as staff work toward creating a student-centered school. The overall goal of the PLC is to enhance student learning through teacher empowerment. The Pico culture will, "recognize and capitalize on the collective strengths and talents of the staff" (The Center for Comprehensive School Reform and Improvement, 2009, para. 3). Examples of PLC teams: * Assessment Team * School Improvement Team * School Wide Behavior Team * Inclusion Team * Curriculum Development Team *21st Century Learning Team
7: 2. Change the format of staff meetings. Pico staff meetings are hierarchical in nature, with the principal leading the discussion and providing little opportunity for teacher-led discussions and input. To create a collaborative school culture centered on student learning, the structure of staff meetings will change. PLC teams will be included on staff meeting agendas providing an opportunity for teacher leaders to share and discuss items pertaining to school enhancement and school growth. Likewise, meetings will change from the stand and deliver style to an interactive and engaging meeting where all teachers are involved. Meetings will be thematic in nature, with the principal acting as a coach rather than as a manager.
8: Student Empowerment | At Pico student behavioral problems have occurred. Many times it is an adult that deals with these problems. To truly empower the students, responsibility and ownership can be transferred to them. Deal and Bolman (2010) discuss that by allowing more people to be involved in shaping the schools culture allows for more growth and development.
9: Instead of only having adults deal with student problems, it is suggested that a Peer Mediation program be created. By having students engage in helping to resolve problems, students are not only given the opportunity to learn problem solving skills, but it also empowers them to help shape their learning environment. Students will learn to: Help peers resolve their conflicts. Learn conflict resolution and anger management skills. Improve public speaking skills. Make new friends and learn how to cultivate positive relationships with a variety of personalities. | Areas of Change for Student Empowerment
10: Peer Mediation | Student Qualifications 1. Students must show a natural tendency of offering help. 2. Students show strong leadership qualities. 3. Other students look up to them both positively and negatively. 4. Student has a sincere interest in making the school a safe and peaceful place.
11: This program will: 1. Help students build relationships. 2. Empower themselves and others. 3. Give the students an opportunity to receive feedback. All of these elements are addressed by Deal and Bolman (2010). These ideas can help students to actively engage and work within the Human Resource frame.
12: Community Empowerment | Involving the community is a challenge many schools face. The current parent-teacher council that exists at Pico is a great start to empowering the community. There are several other areas that could be changed to increase the community role in the school.
13: Areas of Change for Community Empowerment | 1. Expand the parent-teacher council to include members of the community. 2. Start a Principal Blog. 3. Have bilingual staff translate for parents at meetings. 4. Hold English classes for those parents that do not speak English fluently. 5. Plan annual community events at the school to celebrate art, history, or an event special to Pico.
14: Why Empower the Community? | Parental and community involvement in the school requires many things. "One of the more crucial factors is the extent to which the school’s culture creates an inviting, open-door image and links to the values and sentiments of parents, community, and society" (Deal & Peterson, 2009, p. 185).
15: FAMILY IS EVERYTHING | The changes outlined for Pico School will bring the community into the school and give both parties an opportunity to connect. By having English classes and offering translations for non-English speaking parents, the community will be empowered to show up at functions and help their students.
16: The Future of Pico | E | ~ Excellence, Caring, Justice and Faith ~ | Pico looks forward to a future full of positive growth and excitement as each of the stakeholders within the school have their needs met within the Human Resource Frame. Teachers are an integral part of the leadership of the school, with Professional Learning Communities determining needs for students and identifying needed professional development for teachers. Students are accountable for their behavior, and those around them, through the Peer Mediation Team, which results in more on task behavior and greater instructional time in the classroom. Parents, through the many events that occur at Pico, see themselves as important figures in the school and their child's education, which leads them to often volunteer at the school.
17: Pico | The mountain lion, Pico's mascot, stands for strength. The strength that Pico exhibits includes the ability to recognize and advocate for the needs of others, within the school and community. This desire to help others causes the family of Pico to continually reassess itself and it's impact on stakeholders. Pico prides itself on the premise that it's job is to, "understand people's needs and concerns, and to serve them by building a caring community" (Bolman & Deal, 2010, p. 128). Pico will continue to demonstrate success over the years as the essence of the school blooms with the four most important values in education: excellence, caring, justice, and faith (Bolman & Deal, 2010).