By Cynthia Wise, Ed.D.

Culture Conscious Campuses: The ETAA Model and Wise Instructional Framework

After completing a Fellowship with Bellwether Education Partners and the Texas Education Agency, I codified the CCC Model. I then accepted the role of Chief Executive Officer of East Texas Advanced Academies (ETAA), working in partnership with a school district in East Texas. Previously I served as principal of both a middle and an elementary school simultaneously, and now oversee six campuses with responsibilities that include personnel, budgeting, curriculum, and retention.

The ETAA “Culture Conscious Campuses” Model and the Wise Instructional Framework grew from a conviction that when students struggle, the solution lies with educators and the systems we build—not with the children themselves. Our model centers on creating campuses that intentionally cultivate culture and deliver exceptional outcomes for students. We believe we have both a moral and a legal obligation to develop the abilities that already exist in our children. A student’s zip code should never determine the quality of education they receive.

We also recognize that the economy and the job market are changing rapidly: it is estimated that a large portion of students entering school today will work in roles that do not yet exist, particularly in STEM fields. With that in mind, ETAA aims to be a blueprint for innovation and excellence at both district and state levels, encouraging students to dream ambitiously while preparing them with the skills they will need in the future.

Our Focus: Leaders, Teachers, and Systems

Our primary work is to empower school leaders by refocusing them on vision and mission while equipping them with the skills required to develop teacher leaders. We build leadership capacity by implementing systems and processes that transform school culture and align it with strong academic programs. Transformation begins by examining and reshaping practices, customs, frameworks, and beliefs that foster a positive climate—one that promotes cooperation, accountability, risk-taking, collaboration, innovation, and social awareness.

Why Culture?

Research shows that a strong school culture is a vital foundation for student achievement and growth. When culture is prioritized, teachers stay longer, student engagement increases, and academic outcomes improve.

Instructional Culture

• Schools with a strong instructional culture retain more teachers and see improved student achievement.
• Weak instructional cultures lose effective teachers at a higher rate.
• Strong instructional cultures are linked to better performance in both math and ELA.

Teacher-Student Relationships

• Positive relationships between teachers and students increase engagement, which supports academic and social development.
• These relationships are not universal and often weaken as students get older.
• High expectations contribute to students’ sense of belonging and engagement, but many teachers and systems still struggle to consistently set and reward those expectations.

At ETAA, building Culture Conscious Campuses is central to everything we do.

What a Culture Conscious Campus Looks Like

Student-Centered Culture

• We believe students are capable and bring out what already exists within them.
• We create structures that accelerate deep learning through clear rules, processes, and procedures for both culture and instruction. Within those guardrails, teachers act as facilitators and chief learners rather than merely delivering content from the front of the room.

Culture of High Expectations

• We set and uphold high standards for students and staff, holding one another accountable while promoting cooperation and social awareness.

Strong Instructional Culture

• Instruction is purposeful and standards-aligned. Our curriculum is vertically coherent and focused, aiming for mastery and excellence.
• Leaders model reflection and encourage constructive communication. We dedicate meaningful time for professional learning and teacher growth.

Culture of Engagement

• We solicit and act on feedback from staff, families, and the broader community. Their input helps shape continuous improvement.

All campuses align around a consistent, comprehensive academic program and maintain non-negotiable cornerstone characteristics that guide practice.

Additional Cornerstones

• Safe and Inclusive Schools: Students must feel safe to learn; consistent rules and procedures protect that environment.
• College- and Career-Ready Skills: Rigorous instruction includes STEAM, IB, Montessori elements, individualized interventions, and real-world experiences like project-based learning and apprenticeships.
• Whole Child Development: We nurture social-emotional, creative, and cognitive growth so students can learn from failure and continue to progress.
• Strong Relationships: Teachers are supportive facilitators who create structures that encourage risk-taking and success.
• Community Engagement: Families and community members are consistently involved in the educational process.

Growing Teacher Leaders

Culture is central, but so is ensuring that leaders and teachers use research-based instructional models. We rely on Professional Learning Communities, Margaret Kilgo’s Standards First Model, and Madeline Hunter’s Lesson Cycle as frameworks for practice. When teachers follow a PLC framework and break down standards carefully, they can collaboratively analyze data, make informed instructional decisions, and integrate innovative tools and methods.

Developing teacher leaders multiplies capacity across a campus. Teacher leaders act as the “boots on the ground” for shared vision and implementation. We encourage teachers to step beyond their comfort zones, lead professional learning, and innovate in service of student achievement.

True Professional Learning Communities are highly structured, student-centered, and collaborative. Teachers use data and standards to ask “What next?” and allocate time and resources to the most pressing needs. This ongoing cycle of observation, reflection, reevaluation, and collaboration creates the best possible learning environment for each student.

Leadership and Continuous Refinement

Creating and sustaining a positive school climate begins with leaders who clearly define and communicate organizational values, rituals, and expectations. ETAA leaders make space for staff interaction—time for sharing knowledge, skills, and constructive feedback—which builds concern for one another’s progress and strengthens teacher morale and commitment.

Effective districts regularly measure school performance, expand high-potential programs, give families meaningful choices, and provide educators with the autonomy to do what’s best for students. When districts continuously refine these practices, school performance improves over time. Strategic planning and a relentless focus on excellence guide our work to deliver meaningful, challenging instruction for every student.

About the Author

Cynthia Wise is the CEO of East Texas Advanced Academies, the nonprofit organization overseeing Longview ISD’s six Senate Bill 1882 charter campuses: East Texas Montessori Prep, Bramlette STEAM, Ware East Texas Montessori academies, Forest Park Middle School, and Johnston-McQueen and J.L. Everhart elementary schools.

This article was originally published by The Learning Counsel, a research institute and news media organization focused on the shift in education toward digital curriculum.