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Kuby Case Study Shaping School Culture

The new principal of a low performing middle school is analyzing options to improve student discipline, achievement, and the school's accountability grade. Some strategies considered are collaborating with staff to address issues and establish consistent rules, and recognizing that change will take time and open communication.

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90 views4 pages

Kuby Case Study Shaping School Culture

The new principal of a low performing middle school is analyzing options to improve student discipline, achievement, and the school's accountability grade. Some strategies considered are collaborating with staff to address issues and establish consistent rules, and recognizing that change will take time and open communication.

Uploaded by

api-521538594
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Running head: CASE STUDY: SHAPING SCHOOL CULTURE

Case Study: Shaping School Culture

Michelle A. Kuby

College of Education, Grand Canyon University

EAD-529: Clinical Internship II: Learner-Centered Leadership

Professor Wendy Truvillion

July 21, 2021


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CASE STUDY: SHAPING SCHOOL CULTURE
PART 1: CASE ANALYSIS
In Case Study: Shaping School Culture, the assistant principal of a middle school has

applied for and been selected to become the principal for the following school year. The school

has a reputation that is not viewed positively and has received a “D” for school accountability

label.

The main issue in this case study is how the new principal is going to improve the school

accountability label grade. There are several stakeholders involved in this issue, but the main

ones are the students and the faculty and staff at the school. The students are stakeholders

because they are not currently receiving the appropriate instruction time due to behavior

disruptions. Additionally, the teachers and staff are stakeholders in this case study because any

resources or changes for the student’s curriculum and discipline made by the principal will need

to be implemented by the teachers within the classrooms. There will also be new hires for the

start of the next school year which can affect the dynamic of the staff.

Currently, the district and the state have flagged the school as “being in need of school

improvement.” [ CITATION Cas19 \l 1033 ] This means that student achievement and student

discipline data must increase, and it is the responsibility of the principal to implement changes to

achieve these goals.

There are several options available in order for the new principal to improve the school

accountability label grade. The focus must be on student discipline, which will not improve

overnight, but rather will take several months to start seeing trends change and several school

years to become consistent. Focusing on student discipline is necessary because as “Disruptive

student behavior contributes to poor student outcomes, loss of classroom instructional time, and

teacher burnout.” [CITATION Ruh16 \l 1033 ]. Collaboration among the staff prior to the start

of the school year is necessary to see where the struggles are, and to brainstorm ideas on how to
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CASE STUDY: SHAPING SCHOOL CULTURE
improve behavior and therefore increase academic achievements. Once these ideas have been

presented, the principal needs to take action. Rules should be established from the first day of

school and remain consistent and fair throughout the school year.

PART 2: RATIONALE

There are several strategies the new principal can invest in to improve the school

accountability grade, discipline data and overall academic achievement. Involving staff in the

decision-making process is crucial for the success of the school. The staff, just like all other

stakeholders, need to feel valued and respected. When including them in this process, it shows

that their concerns have been heard and that the principal is willing to take suggestions on how to

alleviate that stress. This strategy is similar to that of the shared leadership strategy discussed in

School culture and leadership of professional learning communities. “The school leader can

share responsibility for improvement with teachers by providing a structure where collaboration

is well-defined.” [ CITATION Car14 \l 1033 ] Once a consensus has been made, the principal

must follow through to put it into practice.

The principal in this case study has been presented with a very large, difficult, and

overwhelming task. They must understand that these changes will not occur over night, but it

will be a gradual process. Once students and staff see these changes in affect, the behaviors will

start to change. As a principal, keeping a positive mindset and an open line of communication are

also great ways to improve these issues. Overall, the principal needs to have shared leadership

responsibility, set goals, rules and expectations, and stick to the outlined plan. If the new

principal does this, the school accountability label grade will increase over time, and the school

will no longer be at risk for interventions.


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CASE STUDY: SHAPING SCHOOL CULTURE
REFERENCES:

Carpenter, D. (2014). School culture and leadership of professional learning communities.

International Journal of Educational Management, 682-694.

Case Study: Shaping School Culture. (2019). Grand Canyon University.

Ruhaak, A. E., & Cook, B. G. (2016). Movement as Behavioral Moderator: What Does the

Research Say? In B. G. Cook, M. Tankersley, & T. J. Landrum, Instructional Practices

With and Without Empirical Validity (pp. 111-112). Bingley: Emerald Group Publishing

Limited.

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