Standard III

Cultural Leadership

"The Board of Education, superintendent, and all staff, while sustaining best practices, will promote and support a culture of continuous improvement, risk-taking, and innovation that results in a high-performing organization focused on student achievement. "

Put People First

"Culture eats strategy for breakfast" these are the famous words of Drucker when asked about how to build organization success. Setting up a positive school culture begins with focusing on people. Support needs to feel like support or else--it isn't support. Frequent and consistent communication with teachers and staff develops a transparency that builds trust. Putting people first, both staff and students, has supported the efforts of building a positive strong school culture at EGES.

The best schools engaged student families and become partners in the work of educating students. Dr. Graf and the school staff seeks ways to partner with parents and families in their pursuit of becoming and sustaining a parnter school! Examples of partnerships: parent input surveys, school messengers, open communication, Pancakes with the Prinicpal sessions, home visits, and more!

Pancakes with the Principal

Coffee & Conversation Sessions

Leadership is about setting direction, aligning and motivating people to implement positive sustained improvement.

Personalized Learning Presentation

Creating and sustaining a culture of high expectations for staff and students begin with relationships. Small informal gestures of support coupled with formal recognition contribute to the development of positive climate and overall school culture. Here teams are highlighted for their positive contributions to the overall success of the school. These teachers were selected to present to other principals, assistant principals, and Central Office Administrators at Pinehurst at the NCPAPA Instructional Symposium.

The Lead Explorer Award is formal recognition of staff for their contributions--big or small. This award is given at staff meetings to a staff member (or sometimes to teams) for their contribution to positively impact student outcomes or school culture.

In 2022-2023 Dr. Graf gave an opening speech where she asked staff to "walk in their purpose". It was this direction and motivation that draws staff and keeps them focused and working on the work!

Data for Growth & Improvement

Staff Meeting 01.03.2022

Copy of Staff Meeting 2.23.2022

Staff Meeting 1.12.2022

NC TWC

The NC TWC data is being used to drive discussion and action in the school. Since coming onboard to the school teacher participation in the survey has risen from less than 50% (2014 survey) of the staff to 100% (2018 survey) of the instructional staff. Additionally, numerous increases were made from from the 2020 to the 2022 administration. Click below to read the highlights of our success.

Specific NC TWC 2022 Data Points...

Construct of Time: Teachers are allowed to focus on educating students with minimal disruptions increased from 53.3% to 82.93% (+29.6%). The average increase in the Time construct is 17.6% from the 2020 NC TWC. Scored above the district and state in 5 out of 7 elements. Scored within 2.2% from district and state in the remaining 2 elements.
Construct of Facilities & Resources: Teachers have sufficient access to instructional technology, including computers, devices, printers, software, and internet access increased from 86.67% to 100% (+13.33%). Teachers have sufficient access to office equipment and supplies such as copy machines, paper, pens, etc. increased from 77.78% to 100% (+22.22%). Teachers have adequate space to work productively increased from 91.11& to 100% (+8.89). The physical environment of classrooms in this school supports teaching and learning increased from 86.67% to 100% (+13.3%). The average increase in the Facilities and Resources construct is 10.38% from the 2020 NC TWC. Scored above the district and the state in all 10 elements in the Facilities and Resources construct.
Construct of Community Support & Involvement: (Teachers) [“Teachers” means the majority of teachers in your school.] provide parents/guardians with useful information about student learning increased from 91.1% to 100% (+8.89%). Lowest: Parents/guardians are influential decision makers in this school increased from 20.00% to 58.54% (+38.54%). The average increase in the Community Support and Involvement construct is 23.1% from the 2020 NC TWC. Scored above the district and state in 6 out of the 8 elements in the Community Support and Involvement construct.
Construct of Managing Student Conduct: Teachers consistently enforce rules of student conduct increased from 68.89% to 95.12% (26.23%).

The faculty work in a school environment that is safe increased from 80% to 95.12% (+15.12%). The average increase in the Managing School Conduct construct is 28.25% from the 2020 NC TWC. Scored above the district and state in 6 of the 7 elements in the Managing School Conduct construct.

Construct of Teacher Leadership: Teachers consistently enforce rules for student conduct increased from 68.89% to 95.12% (+26.23%). The faculty work in an environment that is safe increased from 80.00% to 95.12% (+15.12%). The average increase in the Teachers Leadership construct is 17.3% from the 2020 NC TWC. Scored above the district and state in all 7 out of 7 elements in the Teacher Leadership construct.
Construct of School Leadership: Teachers are held to high professional standards for delivering instruction increased from 91.1% tp 97.56% (+6.45%). The school leadership facilitates using data to improve student learning increased from 86.67% to 97.56%. The average increase in the School Leadership construct is 9.91% from the 2020 NC TWC. Scored above the district and state in 9 out of 11 elements in the school leadership construct.
Construct of Professional Development: Teachers are encouraged to reflect on their own practice increased from 91.11% to 100%. The average increase in the Professional Learning Opportunities construct is 18.14% from the 2020 NC TWC. 13/13 elements higher than than the district. 12/13 higher than the state.
Retention: 23.35% increase from 2020 NC TWC; 2.59% higher than the District; 2.89% higher than the State. Use of NC TWC for school improvement: 21.91% higher than the District; 25.76% higher than the State.
Q10.6: Overall, my school is a good place to work and learn: 87.80%!
Q10.7: At this school, we utilize the results from the 2016 NC TWC Survey as a tool for school improvement: 87.80%!

“Change the ENVIRONMENT and you change the FEELINGS, THOUGHTS, & BEHAVIORS that can lead to a change in BELIEFS about CAPABILITIES and POSSIBILITIES.”

- Principal Graf

Cafe & Classroom Redesign

Moving beyond the status quo is the underlying theme to all the challenges in a progressive organization. Identifying ways to improve current practices and structures set the pathway to redesign the Cafe at EGES. Data for student conduct, the emphasis on collaboration and critical thinking as part of the school's work with the 4 C's, and student feedback in a round table session all were factors into making significant changes that yielded postive outcomes for the Cafe. Students now eat in a food court style cafe in small groups of 3-8. After dining in the cafe students can move into one of 5 Quads: Lego Station, Technology, TV, Library, Games, or Yoga for the remainder of their lunch period. This change has allowed for students to deepen thier communication and collaboration skills, engage in criticial thinking in the Lego station, and practice mindfulness in the Yoga station.

Whole Child Conference Presenter

September 2018-2019

Whole Child Presentation 2018-2019

During the 2018-2019 NCASCD Whole Child Conference, I had the pleasure of presenting our school successes with the MTSS process and Capturing Kids Hearts Program alongside my teacher leaders.

"Inspiration is a MUST at East Garner Elementary and it is Dr. Graf's speciality."

- Debra Darlington, EGES Teacher of the Year

Inspiration from Mrs. Graf

"Being a leader is a challenge and a privilege. It is not a title or a position. Some of the most influential people I know are not those who hold positions of power; they are however, powerful in their thinking and their actions. If you are a staff member here at EGES then you have the power to be impactful. Whether you are a counselor, an office crew member or a homeroom teacher you have the power to support your flock (think opening day) and reach your goals. When you are tired, lean on your team, your department or Administration, but do not take your eyes off the long term goal. If something isn’t working, use your TIPS model and problem solve. It helps you stay positive and you must stay positive to impact others. No one wants to be around a duck or walnut tree. We all want to be pineapple or a marigold. Don’t let yourselves fall into the “I can’t” realm because things will become overwhelming and impossible. Stay in the “how can I do this?” realm and you will find your way to success.

Success is there for those who chase and work for it. Accept the challenges of leadership and keep climbing up the path to success."

Birthday Clubs

Birthday Club was organized as a way to celebrate all students and encourage the love of reading. All students at EGES get recognized for their birthday with card from their school family and they get to select a book of choice to add to their home libraries. The students and families love this new practice and it is soon to be an EGES tradition!

"Every student is expected to learn, grow, and succeed while we will eliminate the ability to predict achievement based on socioeconomic status, race, and ethnicity."

Report abuse