HOW DOES ONE'S VISION STRENGTHEN SCHOOL CULTURE?

The state of Texas is currently in the fourth year of its statewide teacher (TTESS) and Administrator (TPESS) evaluation processes. It is the fifth year if we add the first year of piloting these systems by selected school districts. The process, involving any new evaluative instrument, has had its challenges and its detractors; however, it is my personal opinion that the process has gone smoothly and the vast majority of teachers and administrators enjoy the new level of conversations the design of the instrument has made possible. The biggest problem often heard from campus administrators is complexity and the time required to complete teacher evaluations; many districts chose to have principals and assistant principals only evaluate half of the eligible teachers on their campuses under the new system. This was an advantage in the first year of implementation; unfortunately, it did not make the process for the second group of teachers less complex or appreciably shorter. Writers spend hours on the topic of evaluations; however, that is not the topic I wish to address.

Hidden among the five “Standards,” twenty-one “Indicators,” and eighty-nine “Descriptors” is Standard 1, Indicator 3A, the second descriptor in the “Developing” column, “Understands and articulates a personal vision for improving the school’s ability to serve the needs of all students and the necessity for strategic goal setting.” I wish the latter part of the descriptor said “…for strategic, collaborative goal setting.” However, that discussion can also wait for another time.

As I reflect on the implementation of the TPESS process, I was most surprised that not one of the principals I evaluated was able to articulate a personal vision. Several principals were able to quote the school’s vision, and at least an equal number stated the opinion that it mattered little that their teachers hear and understand the principal’s vision. However, most principals agreed that their teachers should have an understanding of what “non-negotiables” the principal holds for them, that principals know their teachers well and take an interest in their personal lives and their well-being, and that likewise, it is important for teachers to show the same interest in their principal.

It seems to be a widely held belief that vision statements should be rather brief and general. The more I thought about the importance of having a well-articulated vision of success and a healthy environment, one’s vision might contain some or all of my beliefs described below; however the list would reveal a stunningly robust school culture if measured. In this context of our vision statement, less is more.

Nevertheless, I envision my school as a place:

• Where teachers, staff and students feel academically safe and physically safe.

• Where teachers teach bell to bell

• Where teachers and all professionals leave tired each day but content with the effort and energy they have expended

• Where teachers look, act, speak, and perform as professionals

• Where there is sufficient time allocated to plan and collaborate

• Where the principal is a true instructional leader and peer; a consummate professional in every way

• Where students and teachers know their school leaders – respect them but not fear them, someone who is a valued leader

• Where teachers’ voices are heard and, when appropriate, heeded, but always heard.

• Where teachers follow a comprehensive, rigorous curriculum with compassion for all learners and their differences

• Where professional development is:

Individualized

Worthwhile

Collaboratively developed

Enjoyable

At a level of quality that makes people want to participate

A combination of the best of the old and the new

• Where teachers utilize multiple strategies based on their students’ individual needs

• Where data speaks loudly

• Where celebrations and camaraderie are common and valued

• Where teachers and students want to come to work and to school, and where teacher attendance exceeds student attendance

• Where parents are welcomed and viewed as partners until they prove otherwise

• Where new and experienced teachers are considered “irreplaceables” until they prove otherwise

• Where teachers are readily granted the autonomy they have earned and where risk taking is genuinely encouraged and respected

• Where teachers believe they are responsible for their students’ learning

• Where teachers believe their principal works on their behalf and vigorously represents their interests

• Where the appearance of buildings and grounds is clean and well supplied with the tools to get the job done

• Where diversity is celebrated.

Too many bullets to have the desired effect? Most assuredly, but each is important. Perhaps only the most important characteristics are discussed and the remainder modeled or “slipped” into the conversation at the most appropriate moment.

In Texas, one’s inability to articulate a personal vision that is clear and compelling should result in “Needs Improvement” in Indicator 3A; however, I doubt few if any earned this rating, including those evaluated by this writer. Why would that be true? It is an important characteristic of an effective principal, but sadly, one that is not often an evaluative expectation.

The ideas expressed in this article are neither a criticism of the TPESS instrument nor the process. It is a personal opinion only but it is included in the evaluation instrument and I believe an extremely important trait of any “Proficient” or “Accomplished” school leader as indicated by TPESS or any other process of evaluation.

KW