In the midst of my third year in my “new” school, I feel fortunate that I can reflect on my past experiences as a building principal in one elementary while leading a literacy initiative right now in my current building.
We started at Mineral Point by delving into the foundations of literacy instruction: the reading-writing connection. We are moving forward, feeling more comfortable with our pace and expectations regarding what to try and apply in our classrooms. Some might want to move forward more quickly than others, which seems common in schools.
This is a challenge as a building principal/literacy leader: What is the right pace in which to move an entire school toward a culture where every student is expected to become an independent reader and writer?
Answer: there is no right way. Many pathways can get you to the same destination. Yet it starts with trust, defined by Dr. Anthony Muhammad as “feeling confident in another person’s ability to follow through on a commitment.” People feel safer in these types of conditions to innovate.
To move toward a literacy culture as a whole faculty, trust has to be cultivated. Trust is founded on various elements of which many are tacit and hard to see. Two concrete ways to build trust is through examination of a school’s beliefs and an agreed-upon set of professional commitments. Beliefs and commitments are commonly-held agreements about what we think and how we act. They are the foundation on which a culture sits upon when ensuring that all students are successful readers and writers. Beliefs and commitments are rudders that guide our work toward our goals.
I’ve written about examining literacy beliefs before; you can read about two recent experiences here and here. Regarding collective commitments, you can find this culture-building activity in Learning by Doing: A Handbook for Professional Learning Communities at Work (Solution Tree, 2016). I also shared about our school’s collective commitments on my school blog.
School leaders need to be able to determine when a school is struggling with its culture, such as when teachers are feeling too much stress while implementing new practices. I rely on our instructional leadership team members plus other staff to help discern how faculty is feeling about our work. I am not a mind reader. We have to rely on others’ perceptions regarding professional learning. This dialogue can be improved when we have concrete statements about what we believe and how we will conduct ourselves in accordance with these beliefs. They are words we live by.