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CP 34: Cultivating a Positive Professional Culture

Created By

EL Education

Topic

  • Core Resources about EL Education

Type

Guidance Documents

In the EL Education model, leaders cultivate a professional culture among adults that parallels the empowering culture they foster for students. (See also Core Practice 23: Building the Culture and Structure of Crew.) School leaders build trust so that educators can take risks, show vulnerability, and explore new practices that lead to increased student achievement. School leaders support this growth-oriented and impact-focused professional collaboration by creating professional communities where adults bring their whole selves to work and where they continually improve their ability to work productively with each other. This means leaders invite and facilitate honest, direct feedback, and, when needed, candid and courageous conversations. They prioritize growth more than the status quo and implement an asset-based orientation toward all members of the school community. School leaders embody the school’s values and exemplify the positive and professional character they want all staff to demonstrate. Leaders foster an environment where all staff members feel safe, valued, and productive in a culture that respectfully challenges them to do more than they think possible. 

Note: “School leaders” in this section refers to district leaders, principals, instructional coaches and guides, and teachers in leadership roles. “Administrative leaders” refers specifically to principals or leaders in district, executive, or supervisory roles.

Created By

EL Education

Topic

  • Core Resources about EL Education

Type

Guidance Documents

In the EL Education model, leaders cultivate a professional culture among adults that parallels the empowering culture they foster for students. (See also Core Practice 23: Building the Culture and Structure of Crew.) School leaders build trust so that educators can take risks, show vulnerability, and explore new practices that lead to increased student achievement. School leaders support this growth-oriented and impact-focused professional collaboration by creating professional communities where adults bring their whole selves to work and where they continually improve their ability to work productively with each other. This means leaders invite and facilitate honest, direct feedback, and, when needed, candid and courageous conversations. They prioritize growth more than the status quo and implement an asset-based orientation toward all members of the school community. School leaders embody the school’s values and exemplify the positive and professional character they want all staff to demonstrate. Leaders foster an environment where all staff members feel safe, valued, and productive in a culture that respectfully challenges them to do more than they think possible. 

Note: “School leaders” in this section refers to district leaders, principals, instructional coaches and guides, and teachers in leadership roles. “Administrative leaders” refers specifically to principals or leaders in district, executive, or supervisory roles.

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