Characteristics Of Positive School Climate

It may be one of the most important tasks that administrators engage in creating a positive and effective normative school culture. Part of the normative school culture should be based on understanding, acceptance, and appreciation of other perspectives. In creating a positive culture of accepted behavior, students, parents, teachers, and community members will feel connected to the school. If members of the school feel connected with purpose, they will be less likely to engage in negative

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

 To promote a positive ethos in the school through encouraging a shared understanding of the values which underpin our school ethos

The Positive Behaviour Leadership Model by Bill Rogers seeks to train pre service and practicing teachers to understand the influence they have as the behavioural role model in their class (Edwards, & Watts, 2008). In terms of behaviour, students will emulate the manner the teacher interacts with students within the classroom. Thus it is vitally important for the teacher to model their behavioural expectations for their class (Rogers, 2002).

A common definition from four national sources defined school climate as “…the quality and character of school life that is based on patterns of school life experiences and reflects norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures"

School climate consists of the attitudes, beliefs, values that underlie students’ academic success. School climate helps to shape the communication between and among students, teachers, administrators, parents, and the community. The continued promotion of the expectation that diverse groups of students can be successful and the maintenance of a school climate conducive to academic productivity are important initiatives toward improving student achievement. According to Schwartz, the recognition of the many unique cultures within a school and incorporating the characteristics of these cultures into the learning environment contribute positively to the success of students as well as develop the skills for students of these cultures to be social successes in adulthood (Schwartz, 2001). A safe, orderly and healthy school climate also promotes mutual respect between students, teachers and administrators and emphasizes a well-publicized, fair, and uniform code of conduct. Schools must become caring and learning communities. It is important to impress a caring attitude upon students early before they become unreachable. School climate not only impacts students, but teachers and administrators as well. Research indicates that African American students who attend schools that are supportive and caring have significantly higher achievement, as perceived by their teachers, and school administrators. The schools’ characteristics that correlated with higher levels of achievement were cooperation among teachers and administrators, support for students, and clear expectations about the mission of the school. Goddard, Sweetland, and Hoy conducted a study with a population of 60% African American students and concluded that poor and minority students are more likely to excel when there is a school climate promoting academic excellence (Goddard, Sweetland, and Hoy,

Dollarhide and Saginak state that “school culture and climate data consist of data that reveal information about thoughts, feelings, behaviors, and attitudes such as attendance rates, suspensions and expulsions, staff relations, campus morale, embracing diversity, and campus safety” (2012, p. 110). An enduring positive school climate and culture are essential conditions for fostering learning and positive youth development that results in productive and fulfilling lives. Academic achievement and a positive school climate go hand in hand. I believe that if a school wants to improve their academic success with their students, the school must improve their school climate. The culture of a school should be supportive and caring. Students should feel protected and safe and have trusting relationships counselors, principals, and teachers. Counselors can help with dropout prevention, bully prevention, safe and healthy schools, and guidance.

and relationships within the school. It has been found that student perceptions of school climate

I thought your article was interesting. I agree creating a positive learning environment is beneficial for all students. I think if teachers do not create a positive learning environment then students’ are not learning at their best ability. I think building a strong relationship with students along with a creating a positive environment can help students succeed.

In this paper, I will examine Disposition Four, “the educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.” This paper is an effort to contest the many relentless influences affecting learners today. Its focus is the necessity of a partnership of resources for students to succeed. (Schulte, 2009) stated, “Increasing academic performance, enhancing social and emotional skills and even retaining quality teachers are all related to positive school climate” (p.46) .Thus the critically importantance for educator to be skilled at creating meaningful interactions between students and practitioners as well as practitioners with students.

The ISLLC standards provide high-level guidance and insight about the traits, functions of work, and responsibilities expected of school and district leaders (ISLCC, 2008). Their main purpose is to increase understanding of how educational administrators can enhance teaching practices and student learning. As future school leaders it is imperative that we use these standards as tools in assisting us when making a decision regarding our stakeholders. However, applying the ISLLC standards in a school setting does not guarantee success for a school leader, but it does facilitate the process in creating a positive school culture in a learning

Some schools seriously lack school spirit. It doesn’t just show in support, but it drastically affects academics and attendance. Schools with lower school spirit have been found to do worse in school and have lower attendance rates. Low school spirit also affects extracurricular clubs and sports teams. School spirit needs to be a priority in schools because the effects are positive.

In the book, The Moral Imperative of School Leadership, the author, Michael Fullan, discusses how a school ran with moral imperative will benefit everyone involved. Fullan summarizes how principals who share the leadership role and work collectively with others find success. He lays out the ways to change the context of your campus, defines some barriers of school leadership, and how to make a difference at the individual level and at the school level. He also discusses how to make a difference beyond your campus, expanding to regionally and society. Lastly he demonstrates how a new direction and new context require the individual and system to work together towards successfully changing the culture of your campus.

That skill is important for a school leader because of enhancing a school’s climate seek to provide equitable opportunities for all students. However, supporting student engagement in learning is important to motivate all students and improve student learning.

How would you categorize the school climate at the school where you are doing your fieldwork?