Name Carolyn Gassmann
EPPSP Group 39
Butler University
The Experiential Program for Preparing School Principals
STANDARD:
4. Design and implement a program to provide incentives for excellence. Develop reward
systems appropriate for students, teachers, parents, and/or administrators. (ELCC 1.3)
Summary:
In the weeks before the first day of school, our administration team met to plan for the year. At
this meeting, we worked together to brainstorm ways to create a strong culture of excellence
among staff and students in the building. As we brainstormed, we centered our conversations
around people. We broke into groups and worked around the room to discuss a variety of topics
centered around supporting people. Those topics included:
- “Prepping the plane for takeoff”
- The first teacher day agenda
- Supporting new teachers
- Supporting veteran teachers
- Equity – closing the attitude gap
- How can we better support one another
- LN Celebrations
As we discussed in our groups, we all wrote our ideas on posters and rotated around the room
to spend time on each topic. Once we made a complete circle around the room, we talked as a
whole team about the ideas that were on each paper. Our principal explained that these ideas
would be documented and shared with the team to guide us as we work to lead our
departments through the start of the school year.
When this activity was over, the topics discussed were used to determine the structure of the
first day back to school with teachers, as well as the format for the first week of student learning.
On the first teacher day we focused on growing our school culture, getting to know one another,
and spending time investing in people.
The guidance given from the principal to all department chairs, and then by all department
chairs to all teachers, was to spend the first week of school getting to know students and
building relationships. Teachers were directed to have fun and really know students as
individuals and learners, that way once instruction begins they have a stronger base as to who
are the students in the classroom and how they need to be supported to grow and succeed.
While we haven’t had time yet to see the results of this practice, I will use the reflection section
to discuss why I support this model and how I believe it will be helpful throughout the year.
Reflection:
Teachers and students are returning to school after a very unique and stressful school year.
They were taxed in ways that no one could have imagined. In our school district, we were still
expected to follow many of the “normal” requirements in addition to maintaining strong Covid-19
protocol. While we ended up having a very successful school year of mostly in-person learning,
growth of programs, and continued student learning, we also ended up having staff and
students who were tired, burned out, and ready for a break.
Coming back from summer, I admire that our principal was able to recognize the struggles of
the previous school year and use his own reflection to shape the start of the new school year.
As the principal continued to reinforce the idea of “people first”, the administration team quickly
jumped on board and emulated the same message.
I believe that having a large team—almost 20 people—sharing the same message as teachers
returned to the building helped create a more positive atmosphere. Teachers didn’t have to sit in
meetings on their first day back and learn about writing objectives, building curriculum, and
collecting data. Instead, we could all gather together to spend time as a group and just be
present. We were able to catch up with old friends and get to know new faces in a very low-
pressure situation.
Then, by doing the same with the students, I believe that we will be able to create a more
positive atmosphere throughout the school that lasts long beyond the first week. In my classes, I
was able to see students smiling and interacting in ways that have gone forgotten in the era of
Covid. Students were able to just be present and enjoy being back with their friends at school.
They didn’t have to worry about getting content on the first day or making sure they were perfect
as they re-accustomed themselves to school.
I believe that this structure will help all teachers and students to feel supported throughout the
year. By setting the precedent that administrators are here to support teachers and teachers are
here to support students, we can create an environment throughout the school that is positive,
people-centered, and focused on growth. I am eager to see how this affects the school year and
the people of the building.
Artifacts:
https://drive.google.com/file/d/1WCJ0Pwq_S5FY3hHEcD6aQYtdXs7ijZ3a/view?usp=sharing
