This document discusses creating a collaborative school culture through establishing shared goals and values, continuous learning, and collaborative relationships. It recommends evaluating the school's current performance, setting a long-term goal for improving culture, and establishing short-term objectives. Examples of factors that contribute to positive culture include shared purpose, norms of improvement, and collaborative relationships. The document instructs students to reflect on what they've learned and develop one long-term goal for their school culture along with four short-term objectives, and to explain how special education teams and administrators will contribute to the overall goal.

1. ASH ESE 633 Week 6 DQ 1 Course Reflection Discussion
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ESE 633 Week 6 DQ 1 Course Reflection Discussion
This discussion is your opportunity to demonstrate your
understanding of the objectives; Analyze ways to create
a collaborative school culture to promote professional
growth and leadership; and Recognize the importance of
knowing personal strengths and weaknesses in conflict
resolution. Additionally, the discussion represents your
master of the Course Learning Outcomes 1, 2, 3 and the
MAED Program Learning Outcome 8.
Throughout the course you have learned the importance
of collaboration between teachers in an inclusive

2. teaching environment, how each person plays an
important role as part of a team effort, and how an array
of opinions can be united into one common goal using
proactive problem-solving strategies. The same
foundational theories can be applied to a larger system
when creating a proactive school culture that is fully
inclusive, and requires each stakeholder to play an
important role in the team and to use proactive
problem-solving to avoid potential conflicting
situations.
According to Nadine Engels article Principals in Schools
With a Positive School Culture (as cited in School Culture
Matters, (2013), contributing factors to positive culture
include “a shared sense of purpose and values, norms of
continuous learning and improvement, collaborative
collegial relationships... and sharing experiences” (para.
4). Furthermore, according to chapter eight in Murawski
and Spencer (2011), creating a collaborative school
culture is akin to writing an IEP, where team members
evaluate the school’s present level of performance;
create a long-term goal to be reevaluated annually and
short term, scaffolded objectives for meeting the long-
term goal (p. 139). As Murawski and Spencer (2011)
explain, we begin by thinking about where the school is
in its current condition as a social culture, the
parent/teacher collaboration dynamic, the emotional
environment, and overall instructional practices. Then,
using proactive problem-solving steps, stakeholders will
share perceptions and emotions of their “Collaborative

3. Culture” vision. Using that shared information, the
overall issue will be identified (i.e., the long-term goal),
and the team will brainstorm ideas for how to
accomplish it. Finally, the team will determine how the
school’s culture will be improved over a period of time
(short term objectives) and each person’s role in the
team’s success.
Initial Post - Start by reflecting on all you have learned
throughout this course. Then, develop one long term
goal in creating a collaborative school culture and four
short term objectives that will scaffold to enable your
school to achieve that goal. Additionally, explain how
the special education team and site administrators will
each play a part in your overall goal.