Principal Does Not Demonstrate Positive High Expectations Strategies

Principal Does Not Demonstrate Positive High Expectations Strategies

Principal, Glen, has been at his school for many years. He is part of the community, he knows almost all families personally and is often found joking with students in the hall. Since his tenure, Glen has noticed a significant decrease in attendance and behavior in school. This has resulted in a decline in results for each year group.

Glen has discussed these issues with the senior leadership team, and they have decided to commit to developing a School Improvement Plan that focuses on a positive high expectations culture. They will work with teachers, parents and students to create a school vision and mission that will build positive expectations and motivate students in their learning.

Once the SIP is in place and shared with the school community, teachers begin their training with the instructional coach, Richard. Throughout the year, there is progress made with attendance, however, there are still significant level 3 behavior incidents. In reviewing the data, Richard sees that teachers are following the SIP with fidelity. The problem lies with Principal, Glen, who is not following procedure when it comes to dealing with level 3 discipline issues. He often tries to de-escalate the problem when meeting the teacher and student, giving the student chance after chance to improve their  behavior. Also, when Glen communicates the behavior to their parents, he makes jokes to minimise the problem. Although Glen wants to improve the school culture, he is not modeling positive high expectations within the community. Teachers, parents and students will lose faith in the model and the environment will not be able to improve.