The change leadership paper centers around transforming a school culture with the focus being on collaboration, relationships, and shared values among its stakeholders.Building trust among staff and administration while making daily decisions based on the same value system is necessary to enact an effective transformation. Tools used to collect data included the School Culture Triage Survey and the Teacher Belief Survey. The staff completed the School Culture Triage Survey to establish baseline data and then completed the survey a second time with the results confirming growth in the three main categories: professional collaboration, collegial relationships, and self-determination. Correlating and comparing these results with those from the Teacher Belief Survey (also completed by staff) helped paint a clearer picture of how classroom culture is connected to building-wide culture. The change leadership plan also involved analyzing the roles and structures that are in place by utilizing Wagner and Kegan's (2006) “as is” and the “to be” change leadership model. The change leadership model helped guide the staff in building structures (procedures, student behavior code), confirming administrative roles and responsibilities (becoming self-sufficient and independent), developing strong lines of communication (content and leadership team meetings and communications), and creating core values.
","abstract_html":"<p>The change leadership paper centers around transforming a school culture with the focus being on collaboration, relationships, and shared values among its stakeholders.Building trust among staff and administration while making daily decisions based on the same value system is necessary to enact an effective transformation. Tools used to collect data included the School Culture Triage Survey and the Teacher Belief Survey. The staff completed the School Culture Triage Survey to establish baseline data and then completed the survey a second time with the results confirming growth in the three main categories: professional collaboration, collegial relationships, and self-determination. Correlating and comparing these results with those from the Teacher Belief Survey (also completed by staff) helped paint a clearer picture of how classroom culture is connected to building-wide culture. The change leadership plan also involved analyzing the roles and structures that are in place by utilizing Wagner and Kegan's (2006) “as is” and the “to be” change leadership model. The change leadership model helped guide the staff in building structures (procedures, student behavior code), confirming administrative roles and responsibilities (becoming self-sufficient and independent), developing strong lines of communication (content and leadership team meetings and communications), and creating core values.</p>","abstract_has_math":false,"creators":["Tomic, Robert"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Norman Weston","Dr. Jack Denny"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["Change leadership","school culture","Professional Colloboration","Collegial Relationships","Core values","vision and mission statements","School Culture Triage Survey","and Teacher Belief Survey","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/410","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Norman Weston","Dr. Jack Denny"]},{"key":"dc:creator","label":"Author","values":["Tomic, Robert"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-09-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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Tools used to collect data included the School Culture Triage Survey and the Teacher Belief Survey. The staff completed the School Culture Triage Survey to establish baseline data and then completed the survey a second time with the results confirming growth in the three main categories: professional collaboration, collegial relationships, and self-determination. Correlating and comparing these results with those from the Teacher Belief Survey (also completed by staff) helped paint a clearer picture of how classroom culture is connected to building-wide culture. The change leadership plan also involved analyzing the roles and structures that are in place by utilizing Wagner and Kegan's (2006) “as is” and the “to be” change leadership model. The change leadership model helped guide the staff in building structures (procedures, student behavior code), confirming administrative roles and responsibilities (becoming self-sufficient and independent), developing strong lines of communication (content and leadership team meetings and communications), and creating core values.
"]},{"key":"dc:title","label":"Title","values":["Transforming A School's Culture Through Collaboration, Relationships, And Shared Values: A Change Leadership Plan"]}]}],"canonical_facts":{"dc:contributor":["Dr. Norman Weston","Dr. Jack Denny"],"dc:creator":["Tomic, Robert"],"dc:date.available":["2019-09-01T07:00:00Z"],"dc:description.abstract":["The change leadership paper centers around transforming a school culture with the focus being on collaboration, relationships, and shared values among its stakeholders.Building trust among staff and administration while making daily decisions based on the same value system is necessary to enact an effective transformation. Tools used to collect data included the School Culture Triage Survey and the Teacher Belief Survey. The staff completed the School Culture Triage Survey to establish baseline data and then completed the survey a second time with the results confirming growth in the three main categories: professional collaboration, collegial relationships, and self-determination. Correlating and comparing these results with those from the Teacher Belief Survey (also completed by staff) helped paint a clearer picture of how classroom culture is connected to building-wide culture. The change leadership plan also involved analyzing the roles and structures that are in place by utilizing Wagner and Kegan's (2006) “as is” and the “to be” change leadership model. The change leadership model helped guide the staff in building structures (procedures, student behavior code), confirming administrative roles and responsibilities (becoming self-sufficient and independent), developing strong lines of communication (content and leadership team meetings and communications), and creating core values.
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