Creating and Sustaining a Positive School Climate. by Tom, Karen, Carol, Greg and Tony 3.18.10. What is School Climate?. School environments vary greatly. Whereas some schools feel friendly, inviting, and supportive, others feel exclusionary, unwelcoming, and even unsafe
by Tom, Karen, Carol, Greg and Tony
Adult happiness and productivity =
Student happiness and productivity
So the question is: How do principals/leaders keep adults happy and productive?
1. Support New Teachers
2. Clue Into Climate
3. Empower Teachers
4. Recognition and Reward
5. Don't Ignore Adminstrator Morale
6. Deal With Student Discipline
7. Treat Teachers as Professionals
8. Ask Teachers What Is Going On
9. Keep Facilities Tidy
10. Develop An Emotional IQ
Practical Ideas To Use With Your Faculty:
Make Their Day
Choose Your Attitude
Research has shown that schools implementing supportive and positive school climate strategies are more successful in creating environments conducive to learning.
A. Increasing positive school climate strategies are more successful in creating environments conducive to learning.
will result in
self-esteemSelf esteem Pop Quiz
For example, the Washington Post in 2006 noted: “6% of Korean eighth-graders surveyed expressed confidence in their math skills compared with 39% of US eighth-graders. But a respected international math assessment showed Koreans scoring far ahead of their peers in the United Stated, raising questions about the importance of self esteem.”
William Butlers Yeats
A positive school climate welcomes and encourages parental and community involvement. It is the remaining part of the cycle.
No cow ever gave milk because a farmer sent her a letter
Bland mass mailings and lifeless meeting announcements aren't likely to motivate busy parents and community members.
A principal that is serious about this involvement reaches out to stakeholders in personally meaningful ways
Building a school community begins with the assumption that parents are part of the enterprise. Therefore, parents who are most actively involved with their children, with each other, and with the school become the problem-solvers and the tacticians in increasing the level of involvement of the other parents.
Perceptions are interconnected with school's attempt to involve parents.
"Parents' attitudes about the quality of their child's school are highly correlated with the school's practices to involve parents. Parents who became involved at home and at school say that the school has a postive climate. But even more so, parents who believe that the school is actively working to involve them say the school is a good one"
Darber and Epstein
"School climate can be a positive influence on the health of the learning environment or a significant barrier to learning" (Freiberg, 1998)
A postive school climate can start with one person...
Christensen, J., Lundin, S. C., & Paul, H. (2000). Fish! A Remarkable Way to Boost Morale and Improve Results (1 ed.). New York: Hyperion.
The School Climate Challenge: Narrowing the Gap Between School Climate Research and School Climate Policy, Practice Guidelines and Teacher Education Policy, a paper presented by the Center for Social and Emotional Education (CSEE). Retrieved March 14, 2010, from http://www.schoolclimate.org/climate/documents/school-climate-challenge.pdf
Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76(2), 201–237.
Hilt,L (2010) Fish Activities, 1-6.
Vail, K. (2005). Create Great School Climate. Education Digest, 71(4), 4-11.
Vail, K. (2005). Climate Control. American School Board Journal, 192(6), 16-19.
Epstein, J.L. (1995, May). School-family-community partnerships: Caring for the children we share. Phi Delta Kappan 76 (9), 701-712.
Redding, S. (1991). Creating a school community through parental involvement. Education Digest, 56(3), 6-9.
Waler, J. A. (1998). Promoting parent/community involvement in schools. Education Digest, 63(8), 45-47.
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