Ace Lead5233 Webpage Homepage Summary

Achieving a Culture of Achievement: Minooka High School
Christopher Tagler
Department of Education, American College of Education
LEAD 5233: Cultural Leadership
Dr. B. Courts
December 15, 2023

The process of the generation, development, implementation, and maintenance of an
instructional vision for a school is reflective of the ultimate goal of the vision itself. Collaboration,
strategic planning, the ability to share ideas, discovering creative solutions, gaining deeper
understanding of those in the community, all are important skills that are utilized in the
instructional vision, then passed to the students. It is an essential goal of the school to institute
an instructional vision that provides a road map for Minooka High School to achieve a culture of
achievement.
The impetus for creating an instructional vision for MCHS stems from the results of the
most recent 5Essentials survey of the school. The report showed a distinct difference in opinion
between staff and students regarding how diversity and cultures are acknowledged in the
classroom. Where faculty members felt that diversity was acknowledged in the classroom,
students disagreed (University of Chicago, 2021). Opportunities should be given for all
members of the MCHS community to learn about and respect the differences in everyone.
Along with the opportunities, a major step in the restructuring of the school’s culture is to make it
clear that transparency from everyone is required. Students should feel comfortable speaking to
a teacher about issues that affect them. Teachers should be able to speak freely with
administration regarding classroom needs or improprieties in the school dynamic.
Communication between the school and the community must also be transparent. News may
not always be positive, but being open and honest should be respected.
Goals that are set must follow the SMART criteria. Goals must be specific, measurable,
achievable, relevant, and time-bound (Yale University, 2023). Adhering to SMART criteria will
make goals more precise and easier for stakeholder buy-in. The goals should align directly with
the instructional vision, enhancing both academic success and rigor in the process. Goals
should detail what skills will make students more successful, while challenging, but not
overwhelming students (Allen, 2023). The goals must also be short-term goals, acting as
building blocks to achieving long-term goals (American College of Education, 2023).
Much of the changes in the learning environment will incorporate collaboration and
distributed leadership. Collaboration in the classroom can begin with daily discussion topics that
students can discuss, then share findings with each other and the class as a whole. In addition,
project-based learning can give students the freedom to express themselves, take ownership of
their learning, and create opportunities for students to learn from each other (Cornell University,
2023). Distributed leadership can take place with group projects as well, allowing for students to
develop group structures and establish parameters for work responsibilities, setting deadlines or
checkpoints for project components, and how to handle group members who do not fulfill their
obligations. In both instances, teachers should act as coaches or consultants, not leaning back
on more traditional ways of instruction; they should act as guides for when students run out of
options. Contrary to conventional teaching, teachers in this environment, should allow students
to make mistakes or reach “dead ends” without rushing in to assist. This allows students to find
the answers on their own, which allows for deeper learning of material and expanded critical
thinking skills.
Maintaining the instructional vision begins with gathering support of the Board of
Education and community leaders. Leadership can assist with “selling” the instructional vision to
the community as well as those inside the school. From there, administration can lead the
formation of an instructional vision steering committee, which will be an accurate cross-section
of stakeholders from diverse backgrounds. The committee will discuss, evaluate, and organize
thoughts to create goals that have short and long-term consequences. The committee will then
alert administration and the community of the changes, then administration will work with faculty
and students on implementation. After teacher training and student orientation of the concepts,
the concepts will be expected to be implemented at least every other class to begin.
Classrooms will be monitored by administration to check for compliance, observe, and advise
where needed or wanted. In addition, data will be collected regarding techniques used in the
classroom and student performance. That data will be compiled and a factor analysis
spreadsheet will be constructed. Administration and the steering committee will use the data
from the factor analysis to identify variables that are working, and variables that need
improvement or elimination (American College of Education, 2023).
Designing, implementing, and maintaining an instructional vision is an evolving process.
Creating a culture of achievement involves much discussion, debate, understanding,
compromise, and resolution. Ultimately, stakeholders must think and act in the best interests of
all students at MCHS, to allow every student to achieve their maximum potential.
References
American College of Education. (2022). LEAD5233 - Cultural Leadership: Module 3 [Part 2:
Defining Academic Success]
Canvas. https://ace.instructure.com/courses/1880259/ external_tools/118428
American College of Education. (2023). LEAD 5233 Cultural Leadership: Module 4 [Part 2
presentation]. Canvas.
https://ace.instructure.com/courses/1843213/external_tools /118428
Allen, R. (2012, August 1). Support Struggling Students with Academic Rigor.
https://www.ascd.org/el/articles/support-struggling-students-with-academic-rigor
Cornell University. (2023). Collaborative Learning . Collaborative Learning Center for Teaching
Innovation. https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/
collaborative-learning
University of Chicago. (2021). 5Essentials Survey - Minooka Community High School Report.
5Essentials Minooka Community High School Report.
https://www.5-essentials.org/illinois/5e/2021/s/240321110160001/essentials/
environment/#performance?o=-score
Yale University. (2023). Hit the mark when you set smart goals. It’s Your Yale.
https://your.yale.edu/hit-mark-when-you-set-smart-goals
.

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Achieving a Culture of Achievement: Minooka High School

Department of Education, American College of Education

LEAD 5233: Cultural Leadership

December 15, 2023

administration regarding classroom needs or improprieties in the school dynamic.

building blocks to achieving long-term goals (American College of Education, 2023).

formation of an instructional vision steering committee, which will be an accurate cross-section

improvement or elimination (American College of Education, 2023).

Designing, implementing, and maintaining an instructional vision is an evolving process.

Creating a culture of achievement involves much discussion, debate, understanding,

American College of Education. (2022). LEAD5233 - Cultural Leadership: Module 3 [Part 2:

Defining Academic Success]

Canvas. https://ace.instructure.com/courses/1880259/ external_tools/118428

5Essentials Minooka Community High School Report.

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