​This Tier I module (Culture of Teaching and Learning) addresses Standard 2 of the California Professional Standards for Educational Leaders:

Advocating, nurturing, and sustaining a school culture and instructional program conducive to
student learning and staff professional growth:
  • Shape a culture in which high expectations are the norm for each student as evident in rigorous academic work.
  • Promote equity, fairness, and respect among all members of the school community.
  • Facilitate the use of a variety of appropriate content-based learning materials and learning strategies that recognize students as active learners, value reflection and inquiry, emphasize the quality versus the amount of student application and performance, and utilize appropriate and effective technology.
  • Guide and support the long-term professional development of all staff consistent with the ongoing effort to improve the learning of all students relative to the content standards.
  • Provide opportunities for all members of the school community to develop and use skills in collaboration, distributed leadership, and shared responsibility.
  • Create an accountability system grounded in standards-based teaching and learning.
  • Utilize multiple assessments to evaluate student learning in an ongoing process focused on improving the academic performance of each student.

Below you will find your homework assignments for each day of "Culture of Teaching and Learning", as well as some websites, articles and other resources that may be of interest to you. You will not receive credit for your homework assignment if it is turned in late. If you have questions or concerns, please email me at kmedeiros46@yahoo.com. Thanks, Karen Medeiros, instructor

Due Day 2: (December class session)
1. Please email a school culture article to your classmates and the instructor or bring 25 copies to the December class session to distribute.
2. Read Goodlad article "Purpose of Schooling" and do a one-page reflection. (pp. 81-86 Day 1 materials)
3. Read Haycock article (pp. 27-34 Day 1 materials) and complete graphic organizer on p. 35 (Day 1 materials)
4. In class on Day 2: Complete reflection on page 92 (Day 2 materials) in class and submit.
5. Read Chapter 2 "Navigating the Hidden History" in the New Principal's Fieldbook; be prepared to discuss in class.

Due Day 3: (January class session)
1. Read Barth article (pp. 87-92 Day 1 materials), and do a one-page reflection addressing the questions, "What are the non-discussables at your school? How would you, as a school leader, initiate conversation about these?"
2. Complete Culture survey (participant and two colleagues) on pp. 75-78 (Day 1 materials) and bring to class.
3. Read "Five Assessment Myths and Their Consequences" by Stiggins (pp. 95-97 Day 2 materials).
The myths he describes are as follows:
  • The path to school improvement is paved with standardized tests.
  • School and community leaders know how to use assessment to improve schools.
  • Teachers are trained to assess productively.
  • Adult decisions drive school effectiveness.
  • Grades and test scores maximize student motivation and learning.
Choose one of these myths that you believe is prevalent at your school site. How would you, as an educational leader, work with your staff to design or implement a more productive use of assessment and assessment results? Respond before Day 3 to the prompt regarding this article on the OCDE Wiki (click on "discussion" tab at top of this page and then on the "subject" posted by kmedeiros).
4. Read "Ten Questions Every Principal Should Ask and Answer" (pp. 98-99 Day 2 materials). Choose two of these questions and interview your principal, summarizing the main points of his/her answers on 1-2 pages.
5. Complete NSDC (National Staff Development Council) survey--distributed on Day 2 ( can also be found on pp. 67-74 Day 3 materials).
6. Review "Administrators and the Law" scenarios #1-3 on pp. 100-103 (Day 2 materials). Choose one scenario and do a one-page reflection on how the administrator could have avoided or prevented the situation, and how the scenario represents a clash of values.

Due Day 4 (February class session):

1. Read Doug Reeves article "How Do You Change School Culture?" (pp. 65-66 Day 3 materials), review "Critical Concepts for Culture Change" (day 1, p. 8), and your school culture survey. Do a two-page reflection describing your current school culture and the steps you would take, as a school leader, to change your current school culture.
2. View "The Principal Story" video clip collection at this website: (You will need Adobe Flash Player to view)
Choose one question to answer from each of the four categories (Stewardship of a Vision, Leading Instructional Improvement,Creating the Instructional Environment, and Holding People Accountable) from the document below; about 1-2 pages.

3. Plan/participate in group presentation--twenty minutes.


National Board Certification for Principals:

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. Forty-one of the fifty states have adopted the Common Core Standards, including California (August 2010).
Summary Common Core Standards Math/Language Arts

Common Core Standards website:

Doug Reeves--Leadership and Learning Center

Doug Reeves: Sustainable Success in Challenging Schools (90/90/90 update)

Webinar video/slides "Getting Ready for Common Core Standards" (Doug Reeves December 2010)

Link to Doug Reeves "Webinars" archive on current student achievement/school leadership issues:

"Finding Your Leadership Focus" activities and resources (Doug Reeves, March 2011)--see webinar from link above


Powerpoint Presentation: "Raising Achievement and Closing Gaps"

How High Schools Become Exemplary (Harvard Achievement Gap report)

Collaborative Cultures Toolkit:

Cultural Proficiency:

Vision process:

Principal Survival Skills:

Leading Gen Y teachers:

"Leading Change Handbook"--Leading change is a topic of paramount importance to school administrators. But a missing ingredient for many leaders has been how to translate concepts into actions, continuous improvements and sustainable results. This toolkit by Wallace Senior Education Program Officer Jody Spiro was developed to fill that need in several key areas of the change process: assessing and improving participants’ readiness; engaging stakeholders; planning “early wins;” minimizing resistance; using collaborative planning methods; and developing ways to bring initiatives to scale and sustain them over time. See the document at:

ASCD article about courageous leadership:

Sample interview questions for administrators:

360 degree feedback article:

Two feedback instruments:

Brain-based Education

Brain Rules:

Thinking Maps:
Thinking Maps templates:

Rick Stiggins Assessment Institute

ToolKit98 Asssessment Professional Development activities:

Tools and Strategies for Formative Assessment:

Association for Supervision and Curriculum Development
ASCD SmartBrief--daily education issues

Education Trust (Katie Haycock)--Closing the Achievement Gap

EdSource--current education issues/school finance, student achievement

Edutopia--What Works in Education (George Lucas Foundation)

1. Urban Academy--alternative high school, making a case for comprehensive assessment

2. Performance Assessment website:

Bill Daggett--International Center for Leadership in Education
Educational research from ICLE

National Staff Development Council

Rick DuFour--Professional Learning Communities

Education Research (McREL)

Bridges Out of Poverty (Ruby Payne)

Working with Four Generations in the Workplace--implications for educational leaders:

Formative assessment videos (3 parts):
"Schools and the City"--3 innovative educational podcasts inspired by CCSSO's 38th Annual Conference on Student Assessment,

"Did You Know" video on the progression of information technology researched by Karl Fisch, and modified by Scott McLeod; Globalization & The Information Age. It was adapted by Sony BMG at an executive meeting held in Rome in 2008.

"Collaborative Classroom" video presented by Linda Darling-Hammond

"Ten Big Ideas for Better Classrooms" video--Successful examples of key elements in improving public education: Project-Based Learning, Technology Integration, Integrated Studies, Cooperative Learning, Comprehensive Assessment, Emotional Intelligence, Teacher Preparation, Parent Involvement, Community Partners, and Maximize Resources.
related article: http://www.edutopia.org/big-ideas

"If you want to teach work ethic and resilience, then the consequence of missing work should be doing the work. Rather than F’s, and zeroes, require students to complete their assignments. This will reduce your failure rate, improve discipline, and change the next few weeks from an atmosphere of despair to one of hope for a significant number of your students." Dr. Douglas Reeves

"Ten Big Ideas of School Leadership" article