Mr. Redding invests a great deal oI time on personal interactions with students and teachers.

He
has been criticized Ior not spending enough time in the oIIice. In his situation, how would you
respond to this criticism and why?
Administrators serve as instructional leaders in school settings. Principals provide support and
assist with securing resources Ior teaching and learning (Danielson, 2007). Mr. Redding seems
to use a collaborative leadership style. According to Glickman (2002), when using the
collaborative approach, leaders listen, understand the teacher`s view, and then participate in the
discussion by making suggestions and negotiating. A collaborative school leader makes visiting
classrooms and being present within the building a priority. This style oI leadership includes
being personable with school staII, students, parents, and other stakeholders. Principals should
continue to model behavior to support the school vision and mission.
Describe an ideal school culture that enhances student perIormance. Compare and contrast it
with what currently exists on your campus.
Positive school cultures provide opportunities Ior teachers to grow and students to learn.
Teaching is a proIession that can lead adults to isolation. OIten educators go into their
classrooms and primarily interact with students throughout the day. Classroom demands are
constantly increasing and more collaboration would be helpIul. School campuses should consist
oI a saIe environment that encourages teachers to take more risks and share their ideas.

This ideal culture is similar to the environment at Douglass High School (DHS). Recognizing
and honoring each student`s background is a common practice at DHS. School staII, parents,
and members oI the community collaborated to establish a school vision. Expectations Ior all
students and classroom management techniques reveal elements oI the institution`s morals and
values.
Describe ways you could improve the culture oI success at your school.
Assisting in the development oI a school improvement committee could improve the culture oI
DHS. Wilmore (2002) explained that school leaders should advocate Ior all students no matter
the 'socioeconomic background, race, ethnicity, gender, learning style, or any other diIIerences
(p. 92). Schools should include community members in school improvement plans. A school
improvement committee determines the Iramework and approach to implement change.
Increasing parental involvement is another technique that would promote a positive school
culture.
Parents would participate in school Iunctions. Parents and school staII should have open lines oI
communication. Parents should know about student accomplishments and areas Ior
improvement. Schools can help by taking resources to the parents and community, avoiding
negative assumptions, considering the parent`s reIerence point, and making inIormation available
in the parent`s native language.
Why is it important to involve collaborative planning, implementation, and assessment oI
campus-culture-enhancing strategies within the learning community? (p. 43)
Recognizing and honoring each student`s background is important Ior promoting a positive
school culture. School staII, parents, and members oI the community collaborate to establish a
school vision. Expectations Ior all students and classroom management techniques reveal
elements oI the institution`s morals and values. The types oI relationships with students and
methods oI parent contact reIlect what is important to stakeholders. EIIective decision-making is
a collaborative process when working with individuals and groups. People Irom all levels oI an
organization should agree to work toward the vision.
How does this case study address Specialization Outcome 2 and ELCC Standard 2?
This standard and outcome includes establishing a positive school culture, promoting learning
Ior all students, and providing staII with training and resources to improve teaching and learning.
Specialization Outcome 2 Iocuses on providing an appropriate education Ior students with
special needs. The specialization outcome and standard are consistent with the guidelines oI
Iederal regulations. Mr. Redding worked with individual students and assisted with creating
behavior modiIication plans. His goal was to ensure that all students were equipped with the
skills to handle academic and emotional challenges once they leIt Arthur Stillwell Elementary
School.

ReIerences
Danielson, C. (2007). Enhancing professional practice. A framework for teaching. (2
nd

ed.). Alexandria, VA: Association Ior Supervision and Curriculum Development.
Glickman, C. (2002). Leadership for learning. How to help teachers succeed. Alexandria, VA:
Association Ior Supervision and Curriculum Development.


Wilmore, E. (2002). Principal leadership. Applying the new educational leadership constituent
council (ELCC) standards. Thousand Oaks, CA: Corwin Press, Inc.