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Transforming School Culture and Climate wi... - VideoLink

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See how Park Middle School (Antioch, CA), has been transformed by Dynamic Mindfulness, applying this trauma-informed approach school-wide, to develop the Whole Child and the Whole Educator.

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Don’t Put PEOPLE in BOXES🚫... - VideoLink

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Impact of a Positive School Climate and Culture on Student Achievement

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Impact of a Positive School Climate and Culture on Student Achievement

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Research Regarding Climate and Culture Impact

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Culture VS. Climate: Aligning School Cultu... - VideoLink

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Do you want to understand how to create a happy classroom climate for students and teachers? Are you thinking about the culture at your current school? What are the feelings of students and staff members inside the school? As a school leader, you can influence whether children feel comfortable in the classroom and how successful they are by creating a positive climate. If you want to know more, visit my website at www.standtallsteve.com 📧📧Let’s Keep In Touch📧📧
Twitter: https://twitter.com/standtallsteve?lang=en
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Amazon: https://www.amazon.com/Steve-Bollar/e/B08C8XT483 For inquiries, email me at steven@standtallsteve.com

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Critical Aspects to Address in order to Establish a Positive School Climate and Culture

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Critical Aspects to Address in order to Establish a Positive School Climate and Culture

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Essential Traits of a Positive School Climate

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Essential Traits of a Positive School Climate

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The single most important job of the principal is creating a school environment where students feel safe, supported, engaged, and accepted, according to many child development and school leadership experts.

The reason?

Children who are afraid of bullying or fights have less bandwidth for learning. Negative emotions, such as feeling alienated or misunderstood, make it harder for the brain to process information and to learn.

On the flip side, brain development flourishes when children feel emotionally and physically safe, when they know they have adults who care about them, and when they are challenged in their learning.

It's no wonder, then, that research has found that a positive school climate can improve students' academic achievement, attendance, engagement, and behavior, as well as teacher satisfaction and retention.

While this may all seem like a no-brainer-of course students learn better when they feel safe and seen-the practice of creating and sustaining a positive school climate can be extremely difficult. School climate involves everyone connected to the school-students, teachers, support staff, administrators and parents-and almost all aspects of their experiences in school-from how teachers address students to whether the school building is kept clean.

What, then, are the hallmarks of a healthy school climate and what can principals do to nurture and sustain one?

Here are four widely agreed upon components of a healthy school environment, why they matter, and how principals can improve them.

Strong relationships are the foundation.

Do students find it easy to talk to teachers in their school? Do they feel there is a teacher who would notice their absence?

Positive and stable relationships among staff, students, and caregivers undergird a school's climate. It's vital that children feel they are known and supported in school. And while this may sound obvious, it is something that many schools struggle with.

"We have found that a lot of people don't understand what that means, it's not about social relationships," says Elaine Allensworth, the director of the University of Chicago Consortium on School Research which has extensively studied principals' roles in shaping school climate. "Students want to know that their teachers are going to help them succeed in school."

Strong relationships not only help students feel safe and accepted in their school, they also help students build resilience to cope with adverse childhood experiences.

There are innumerous strategies for building relationships. Teachers can greet each student as they enter the classroom. They can conduct daily check-in exercises where they ask students how they are feeling. Principals in elementary schools can "loop" classrooms keeping teachers with the same group of students for multiple years. At the middle and high school levels, they can create an advisory system where teachers work with a small, consistent group of students weekly or daily to build a sense of community.

Students aren't the only ones who benefit from investing in relationships. Stronger connections between teachers and students makes teachers feel like their work is more effective and closer relationships among teachers helps them feel more supported. Caregivers are more comfortable asking the school for help for their child if they feel they have strong relationships with their children's teachers and principal.

Principals can forge deeper relationships with parents by actively seeking their input on how school is working for their children-either by asking teachers reach out to parents for informal chats or distributing surveys to families to fill out.

Principals can help foster positive connections among teachers-whether in person or remotely-by setting a few minutes aside during staff meetings for exercises that build relationships. One simple idea: a gratitude circle where staff members are given time to reflect on small things their coworkers have done for them recently and to directly thank one another for the favor or kindness.

High academic expectations, yes, but also strong supports.

Do teachers feel that it is part of their job to prepare students to succeed in college? Does the school encourage students to take challenging classes no matter their race, ethnicity, or cultural background?

Another hallmark of a healthy school climate is one where educators have high academic expectations for all students.

Educators assist students in setting meaningful academic goals for themselves and promote a strong academic culture where post-secondary education is a goal.

But it's not enough for teachers to, say, constantly talk to students about going to college or following their dreams. Schools must also provide students with the tools they need to meet the expectations they are raising for students.

High expectations without support just sets students up for failure, undermining their confidence, says Allensworth.

Principals must carve out space in the school schedule to give students the extra time and help they need, said Jack Baldermann, the principal of Westmont High School in Illinois. For example, "we have a period every Wednesday at the end of the day ... where students and teachers can work on their assessment information and fine tune where they are strong and where they can get stronger," he said.

Additionally, that support should be given automatically. Principals should create support systems where students must opt-out of help rather than opt-in, said Allensworth.

Whether a student struggling academically gets the additional support they need shouldn't depend on a student feeling comfortable enough to ask for help or a teacher taking it upon themselves to follow up with a student.

Consistency in expectations for behavior and discipline for misbehavior.

Do adults reward students for positive behavior? Are school rules applied equally to all students? Do students see discipline as fair?

A safe and orderly environment is another key aspect of a good school climate, and rules and discipline are tools that principals and teachers use to make that happen. But schools must have clear expectations for behavior, teach students how to meet those expectations, and acknowledge when students are doing so.

In a school with a healthy climate, principals, teachers, and staff focus on prevention. When discipline is used, it's attuned to preserving relationships and respecting students' dignity.

Discipline, when doled out, should be appropriate to students' developmental stage and proportional to their behavior, taking care to ensure there are procedures for students with disabilities, and that all students are disciplined following established rules.

Students should be taken out of class only as a last resort, and if they are removed, they should be placed in an alternative setting that provides them with academic instruction.

There are many strategies for improving school discipline such as using restorative justice practices and positive behavioral interventions and supports.

But whatever strategy a school is using to address misbehavior, it is of utmost importance that rules be consistently enforced among all students regardless of their race, ethnicity, gender, religion, and disability state, said Francis Huang, an associate professor in the college of education at the University of Missouri and an expert on school climate.

When rules aren't applied equitably, students don't see them as fair, he said. "If they don't think they're fair, it may challenge students to test those rules."

To make sure rules are being applied consistently, principals can start by reviewing the discipline data to look for trends as well as the procedures for discipline referrals.

A next step is to directly ask students, teachers, and parents-either in-person or through anonymous surveys-whether they feel school rules are applied equitably and discipline is fair.

Any changes to discipline policies can become a major source of friction between principals and teachers, so it's important principals clearly communicate new expectations to staff and provide them with adequate training on how to implement new discipline programs.

Regular collection of feedback, followed by adjustments.

Once the school starts a new program, does leadership follow up to make sure that it's working?

Underneath the robust relationships, high but supported academic expectations, and thoughtful discipline, school leaders who are successful at setting and sustaining a healthy school climate are consistently gathering feedback on how the school community is experiencing school life.

This is primarily done by surveying students, staff, and parents a few times a year, asking the kinds of questions posed throughout this article.

Combined with data on discipline, attendance, test scores, and even small focus groups, principals can get a quantitative and qualitative read on the health of the school's environment and how to improve it.

Not having data is like trying to fly a plane without any instruments, said Huang. Without data, principals can't know what adjustments need to be made to stay aloft or how far they are from their destination or goals.

Data illuminates weaknesses that need shoring up and provides feedback on whether a new intervention is working and improving school climate.

Data is also important for supporting equitable outcomes because it can help unearth inequities among student groups, such as whether students of a particular race are getting suspended at higher rates or report feeling less supported by the adults in their school.

It's important to remember that not all students will experience their school the same way and that individual students' perceptions of their school's environment and culture matter to their learning.

Share the data widely-incorporate it into staff meetings, parent meetings, share it in newsletters and townhalls-to broaden its impact and communicate the importance of building and keeping a positive school climate.

Other components of school climate:

There isn't total consensus on all the components that add up to a healthy school climate and culture.

While some definitions focus on the social and academic aspects of school climate, the concept can also include physical features such as how clean the building is and whether the lights and heating work properly, which creates a welcoming environment and demonstrates to students that school leaders care about their comfort. Procedural considerations such as having emergency plans in place, which factor into feelings of safety, can also fall into the school climate bucket, as can community-building extracurriculars such as clubs and events.

But the bottom line, school leadership experts say, is that principals must decide what the definition of a positive climate is for their school-one that is relevant to their community and based on research-before they can take steps to strengthen it.

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The Essential Traits of a Positive School Climate

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A breakdown of four key features of a healthy school culture and how principals can build and sustain them.

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Indiana K-12 Professional Development | Partners in Educational Leadership

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The Distinction Between School Climate and School Culture

Here at INcompassing Education, we believe that building positive school culture and school climate largely depends on the quality of relationships. It requires consistency and commitment from administrators, teachers, and students. Through professional development and educational consulting, we can help struggling schools turn things around.

School Climate VS. School Culture

School climates are shared perceptions of norms that draw students and teachers to love the school and make them want to be part of it. It refers to the school's effect on students, including diversity, teaching practices, and the relationship among administrators, teachers, parents, and students.

School culture refers to how the school and teachers work together and the set of values, beliefs, and assumptions they share. Positive school culture and climate improve students' ability to learn.

There is a distinction between the two, with school culture being viewed from an anthropological perspective and school climate being seen from a psychological standpoint. Culture is comprised of the values and norms of the school while climate is viewed as behavior.

Toxic versus Positive School Culture/Climate

Schools that promote high academic standards, leadership, and cooperation provide a climate conducive to student achievement and success. In a positive school culture, a caring atmosphere exists, and teachers have a sense of responsibility for student learning. Administrators and staff believe in their ability to achieve their goals.

On the other hand, unhealthy schools have teachers who are unhappy with their jobs. Both teachers and students are not academically motivated, causing poor academic achievement. Schools with a toxic culture don't have a clear sense of purpose, blame students for poor achievement, and have norms that reinforce inaction. In addition, it discourages collaboration and often has hostile relations among staff.

Schools with a healthy culture have a good sense of community. Meanwhile, in a toxic school environment, a negative attitude prevails, teacher relationships are conflictual, and the staff doubts the ability of students to succeed.

What Can Administrators do to Foster a Positive School Culture and Climate?

Leadership is important in creating good schools. The principal influences the relationships that shape both culture and climate. By evaluating and assessing the status quo, areas that need improvement can be identified. Although the school principal doesn't affect student achievement directly, he or she indirectly affects learning by having an impact on the school climate.

A positive school climate means:

Norms and values which support social, emotional, and physical safety

Teachers, students, and families develop a shared school vision

Teachers nurture attitudes that accentuate the benefits gained from learning

Each person contributes to the care and orderly operation of the school

Educators and students are engaged and respected

How will you know that a positive school climate exists? Two things - observe how people in the school interact and look at the school's physical environment. Do the teachers and students look happy to be at school? Are they treating each other with respect? Is the school's premises clean and orderly? Are the students attentive and engaged during class?

Administrators need to evaluate their school culture and answer these questions: What aspects of the school culture are positive and should be reinforced? What aspects of the school culture are negative and should be changed?

Principals can nurture the positive aspects by:

Celebrating successes in meetings and ceremonies

Collaborating with staff members whenever there's an opportunity

Having a strong commitment to staff learning through professional development

To overcome a toxic or negative culture, administrators and teachers should assess the school's underlying norms and values and as a group activity, try to change them to have a more supportive, positive culture.

How to Improve School Climate

1. Creating democratic communities

Many schools give importance to the students' reading, science, and math scores. Of course, those are important. But, the learning process encompasses not just the intellectual aspect, but the social, civic, and emotional aspects as well. The essential elements of democracy are liberty, equality, justice, common good, diversity, and truth.

2. Supporting students and teachers

When we assess school climate, we evaluate the extent to which students and teachers feel supported. Several factors can create barriers that impair student learning, and these obstacles are grounded on needs that were not met. By understanding their situation and providing support, teachers can make a difference in these students' lives.

Students are not the only ones who necessitate support; teachers also do. A teacher should feel comfortable enough to tell colleagues his or her grievances. Also, if teachers could share and exchange best practices in a nonjudgmental forum, it can have a positive impact on the school climate.

3. Ensuring safe schools

According to a almost 50% of middle and high school students don't feel safe in school. To achieve a positive school climate, both students and teachers need to feel emotionally and physically safe. If a person feels unsafe, he or she won't appreciate and enjoy school.

To promote safe schools, school personnel, students, and parents should become up-standers - people who respond to bullying in socially responsible ways. What often happens is that, when a bystander sees an incident of bullying, he reacts passively (does nothing). People who witness bullying can do something to mitigate the situation. They can let the target of bullying know that they noticed, understand how hard it is and that they care. Teachers can also educate students how to properly respond to bullying.

4. Promoting student engagement

As much as half of the students say that don't enjoy being in school, and almost the same number of students report being bored. To counteract this, schools should promote student engagement. When students are engaged, they feel more empowered to foster positive change in the school community.

Emotions are contagious. When teachers and students respect each other, they create safer, engaging, more supportive, and joyful schools! In so doing, schools can revitalize democracy and help students understand their role in improving the school climate.

When administrators and teachers collaborate to attain a positive school culture and climate, everybody will reap the benefits of a thriving, safer, and happier school environment. To learn about Positive Behavior Systems and Supports (PBIS), click here.

To learn more about building a strong climate and culture, check out these books:

School Culture Rewired: How to Define, Assess, and Transform It

School Climate: Leading With Collective Efficacy

More INcompassing Education Blogs:

This post contains Amazon Affiliate links. We earn on qualifying purchases at no additional cost to you.

At INcompassing Education, our mission is to help educators achieve a positive school environment through professional development and educational consulting. Feel free to discuss with us the needs of your school or district.

Dianne McKinley
Ed.S.
Owner
INcompassing Education

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Climate VS. Culture in Schools | Indiana K-12 Professional Development

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When leaders collaborate to attain a positive school culture and climate, everybody will reap the benefits of a thriving, safer, and happier school environment.

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Every leader has successes and failures. Ups and downs. Strengths and weaknesses. I want to start by saying that I am clearly not writing this article from the perspective of a former school leader who is an expert and who perfectly led her staff and school to success. Nope. I am writing this article as a former school leader who loved the work, but who also found it challenging and difficult; who had successes, but also learned from making mistakes. I am writing as a former school leader who absolutely loved being in leadership and who experienced growth, learning, and improvement over time, thanks to her incredible former faculty, staff, school community, and many wonderful mentors who shared their wisdom and provided a listening ear. I am sharing with you some tools that helped me along the way and some important lessons that I learned in the hope that you'll find them beneficial. Some of these I'm still working on today, just in a different setting.

1. Block Off Time to Be Visible

Last year when I was a principal, I sat across from an elementary teacher during an informal check in. As part of the check in, I asked her for feedback. "Well, we need to see you more." I was surprised to hear this. I felt like I WAS pretty visible! I asked her if she would mind explaining further. "We all feel more isolated this year. We don't see each other as much as we did pre-pandemic, and we work more in classroom silos. People feel more alone. You are the person that connects us as the leader, and I just don't see you in the hall or in my classrooms as much this year. We just need to see you more, and other teachers feel the same."

Whoa. It was true. I had taken on more tasks since the administrative staff at the school had decreased in size, and these tasks kept me in my office more. And I didn't even realize it. As a leader, you play a massive role in setting the tone of the atmosphere and building your school's culture. Being visible reminds students, faculty, and staff that you are there for them, not just as someone observing and evaluating their work. Your presence matters. Being in classrooms, hallways, and in the library, around students and faculty, is one of the biggest joys in school leadership. Why not make time for it? It's not easy, and it will always be a battle of priorities, but this should be at the top of the list.

A few considerations for visibility:

Block off "untouchable" time in your calendar to visit classrooms, even if it's just 20 minutes a day.

Greet students, teachers, and families at the school entrance to begin the day and say goodbye at the end of the day. If you can't do both, pick one. But be consistent and stick with it.

Ask teachers about special projects or presentations you can pop in on, then schedule these visits in your calendar. If you say you'll be there, don't miss it.

Spend some time in the teachers' lounge and/or in the kitchen.

Ask your faculty and staff how they'd like for you to be visible. They may offer suggestions you've not thought of.

2. Schedule Your Emails to Staff

I had a lot of discussions with my faculty about reasonable work hour expectations, setting boundaries, and taking time to disconnect. We talked about not answering emails after 5:00 p.m. and how they were not expected to answer emails over the weekend. One teacher came to see me after a discussion on this topic. "But Emily, you are ALWAYS emailing. You email on the weekend, at 11:00 p.m., early in the morning. You're always on! This makes us feel like we have to be 'on,' too." This was a wake-up call. As a leader, you do a lot of modeling, whether it's intentional or not.

As a supervisor/manager/leader, your staff may feel obligated to answer emails from you in a "timely manner" or immediately. And if you are emailing at all hours of the day and night, this can send a message that your faculty should be doing the same. My biggest takeaway from this conversation: schedule emails to be sent during work hours. You might write that email at 1:00 a.m. on Saturday, but you can schedule it to be sent at 7:30 a.m. on Monday. Don't know how to do that? Here is a great article on how to schedule emails in Gmail. And here is a video on how to schedule emails in Outlook:

3. Know When to Disconnect

Now, I know I just referenced sending emails at all hours of the day and night. But that doesn't mean I believe you should. It's important to know when to stop. A principal and dear friend I worked with in school administration once told me, "The work will still be here tomorrow. And if you finish this work today, there will just be more waiting for you in the morning." And it's true. There is nothing so urgent and important that justifies giving up time with your friends and family or giving up self-care to complete.

Here are some ideas for setting boundaries:

Set work hours. Maybe this is something that's set from the get-go, or maybe this is something you decide on each day based on what's on your calendar. But decide your "stop" time and stick to it.

If it is hard for you to stop working, ask someone to hold you accountable.

Practice being "okay" with leaving a task or tasks unfinished at the end of the day, even if it is something important.

4. Have Fierce Conversations

One of the most influential books I've read as a leader was Fierce Conversations by Susan Scott. I am not a person who likes conflict, and I used to avoid it at all costs. This book changed the way I think about and approach challenging discussions.

As a leader, it is imperative to push into conflict, be honest with yourself and others, seek resolution, and sometimes just listen in order for your school culture to be healthy and positive. It is also necessary for accountability. In her book, Susan outlines seven principles for fierce conversations. These can be a powerful tool for developing clear and effective communication, being assertive, using feedback, and building a foundation of trust by pushing into the discomfort of some conversations. It's a skill to be practiced and honed, and it will change you and your school culture for the better. How can you solve problems if they aren't discussed? Or even more concerning, how can you solve problems if you aren't aware they exist because your staff feels they can't truly share with you?

5. Use Covey's Time Management Matrix

This has been an invaluable tool for me. If you're not familiar with it, Stephen R. Covey introduced this matrix in his book The Seven Habits of Highly Effective People. It is a simple way to manage your time and your priorities by placing them into one of four quadrants. As a principal, I often did this visually, on a whiteboard, or using sticky notes, my favorite office supply. This tool can be a game-changer when trying to distinguish between, plan for, and accomplish multiple competing priorities. is a great article that explains the matrix and how it can be beneficial.

6. Eliminate the Unnecessary

Take a look at what's going on in your school, especially this year, when many educators and leaders feel overwhelmed, stressed, and tired. Ask your staff genuine questions about workload, resources, goals, and support. Listen to them.

And then, ask yourself:

What do I, as a school-level leader, have control over?

Which goals, initiatives, tasks, and objectives are essential and primary to meeting student learning outcomes?

Are the outcomes expected reasonable and accomplishable?

In terms of tasks, meetings, professional development, etc. what is absolutely necessary for meeting these reasonable outcomes?

How can I prioritize the well-being, mental health, and physical health of my staff?

Can any initiatives, goals, tasks, or objectives be paused for the time-being or cut completely?

What can I eliminate to positively impact instruction, staff morale, and school culture while still meeting or exceeding reasonable and important learning goals?

Last but not least: Can my staff support the goals, initiatives, tasks, and objectives we're trying to accomplish and remain healthy, happy, and motivated? If the answer to this question is "no" or even "maybe," it's time to re-evaluate what's essential to student learning in your school.

If plates are full and spilling over, why not remove some sides to focus on that main dish and save room for dessert. It's better to meet a few goals fully, with a successful, celebratory, and energized staff, than to try to meet too many goals unsuccessfully and end up with an exhausted, discouraged, and stressed staff.

7. Ask for Feedback Often

One of the most powerful things I've experienced in school leadership is receiving uninhibited feedback from my faculty. Giving feedback to a supervisor is a very vulnerable thing, and if you have faculty willing to go there with you, cherish that. For example, I referenced two instances of getting constructive feedback above about 1) being visible and 2) the timing of my emails. Trust me; these are just two examples of constructive feedback out of a huge list. But what amazing feedback to receive! I was so appreciative that these teachers cared about me enough and trusted me enough to share this. And receiving feedback helped me improve in several areas over time. I recommend scheduling regular check ins with each faculty member and asking for feedback as a part of the meeting.

Our response to feedback will often influence the willingness of people to offer it up. It's true that sometimes you get feedback that is difficult to hear or that you may disagree with, but it's still a great discussion point. Either way, listening, talking it through, asking for clarification if needed, and thanking the person for sharing is important. This is modeling, it makes you a better leader, and it shows your faculty that you want to be your best for them. Also, you are telling them that their feelings and opinions matter to you. Plus, they have a different perspective and may share something that you've not thought about or noticed.

8. Set SMART Goals

If you've not heard of SMART Goals, it's a great way to identify meaningful and attainable goals and can help with number six above. Whether you're setting goals for yourself, with your faculty, or for your school, ensuring that they are specific, measurable, attainable, relevant, and time-based can help set everyone up for success. This can also be used with students! Here is a previous TechNotes article on this subject, and here is another that is very informative.

9. Encourage Your Staff Regularly

You're in leadership because you like seeing and helping others succeed. Encouraging your faculty is so vital to creating a positive culture. And, let's be honest, a little encouragement and appreciation can go a very long way. Does your faculty know that you see what they do well? Do they know you recognize their individual gifts? Do they feel valued by you?

Here are some ideas for showing appreciation to staff in meaningful ways:

Verbal acknowledgement is powerful. And it doesn't have to be in front of other people! Simply saying, "I really enjoyed watching your student presentations. I think you are very gifted at finding creative ways for your students to apply their skills." or "I know that you've been helping your new colleague settle in. I really appreciate you doing so much to make him feel welcome and to help him get to know the school." can be very meaningful.

Write a personalized sticky note message of gratitude to each of your faculty.

Send a positive, encouraging email highlighting something the educator is doing well, a strength, or something that you appreciate about them. "I have noticed how much you've been collaborating with Ms. Smith on her research unit. Thank you for curating such a great nonfiction collection in our library and for working with teachers like Ms. Smith on teaching research skills. It is meaningful and important work!"

A hand-written card can communicate so much. Getting a hand-written card from my previous supervisor was one of the most impactful things I ever received. Not only did he take time to do it, but it was personal and specific to me. It felt so good to receive these cards, and I still have them.

Send a follow-up email after a classroom visit to share what you enjoyed about the visit. But save constructive feedback for in-person conversations.

Give teachers a voice, and encourage them to encourage each other. Incorporating "Shares and Successes" or "Shout-outs" in staff meetings, for example, can go a long way.

Ask them how you can encourage them. They'll tell you!

10. Communicate with Empathy

There are some things you can control, but there are other things you are required to implement and enforce. Educators are aware that you have requirements to meet and that sometimes, you are the messenger. One of the most difficult things about school leadership for me personally was having to deliver messages that I knew would not be well-received, that I knew would add more to my staff member's plates, or that I didn't necessarily agree with. It comes with the job. However, the way that we deliver a message will greatly impact the way the message is received. Acknowledging the realities, listening to and affirming staff members' feelings, considering their input, reminding staff that you are in the trenches with them, and reiterating that you will do whatever you can to support them can be validating and reassuring. But you have to mean it and follow through to build trust and show your reliability. Being vulnerable with your staff, sharing how you feel, and delivering messages with empathy and compassion for their position and perspective is important.

School leaders, if you have other tools, words of advice, or tips to share, please leave us a comment to get the conversation going.

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Hey, school leaders! Are you looking for some tips and tools to apply to your leadership? Look no further. In this post, you'll discover 10.