Professional Documents
Culture Documents
Mary Kent
Grand Canyon University EAD 513
7/26/16
Annotated Bibliography
Dufour, R. & Mattos, M. (2013). How do principals really improve schools? Educational
Leadership, 70 (1), 34-40.
This article reports on the importance of implementing Professional Learning
Communities with regards to the improvement of both teaching and learning
for students and staff alike. Creating a collaborative school culture is necessary
for effective best practices to be fostered and sustained, along with increasing
academic and social achievement in students. Principals can use this
information as a tool to inform their professional practice by assessing that all
instructional programs are aligned with the purpose that all students are
learning at the highest levels possible, organizing their staff into collaborative
teams committed towards achieving academic goals through grade-level
curricular units and common formative assessments, and interpreting and
analyzing data to provide evidence of mastery of those goals.
Habegger, S. (2008). The principals role in successful schools: Creating a positive school
culture. Principal, 88 (1), 42-46.
The findings of this article involve how building and maintaining a positive
school culture is conducive to growth and improvement towards developing the
capacity of students and faculty for success. The article highlights the following
factors that are vital for a positive school culture to thrive: creating a sense of
belonging for staff, students, and parents/community members, and providing a
clear purpose with a school vision and mission that is developed in
collaboration with all stakeholders. The implications of this study that can be