The Importance Of Positive School Culture

suggestions as to how it could be improved. For many young people, this reminder of expectations

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

Making a school successful takes more than individual effort, it takes teamwork. Individuals need to work together towards shared goals and commitments focusing on meeting the academic and social needs of all pupils in the school.

I think that is positive support for the children learning, and spread the positive environment or atmosphere around the classroom. The teachers successfully achieve the Ohio Standards for the Teaching Profession, which are (5. 5) that say, teachers maintain an environment that is conducive to learning for all students. Also, (5.3) that say, teachers motivate students to work productively and assume responsibility for their own learning. In addition, (1. 3) that says, teachers expect that all students will achieve to their full potential.

As a leader I envision my school as one where students and teachers come to a place they enjoy entering each day. All share the focus of the school, the belief that all students can become high achievers. Staff is centered on student achievement; no matter what academic level that all students face coming into the classroom. All staff will understand that all children are teachable, even those with learning issues.

A: Intentional and Collaborative School Culture - Principals articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

Creating the opportunity for school culture will captivate that inspires children to dream and support learners to be successful. When students enter the classroom to expand their learning, they deal with positive learning that has an outcome that cultivate in classrooms to the highest level when children are appreciated and respected as teachers will have a rich cultural capital for families that gives an educational environment.

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.

Analyze and determine appropriate strategies that enhance a school’s climate and support student engagement in learning.

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

In order to create a positive classroom culture, teacher need to promote positive relationships between students and with students by taking an interest and have respect for each other. It is extremely important for teacher to get to know the students, their families, and their culture. When a student knows their teacher cares about them, then a relationship of trust will exist between a student and teacher. According to Sayeski and Brown (2011), “teachers who had positive relationships with their student had 31 % fewer discipline problems and rule violations over the course of the year than teachers who did not” (p. 12). In order to know more about them, I will send home a poster board where the students can fill it with any information they would like me and their classmates to know. This constructivist approach gives them the opportunity to be creative and choose what they want to share. The essentialist approach of sending home a questionnaire for the family to fill out will help collect information important to understanding the student. This is the only category where I consider myself an essentialist and constructivist due to how information will be gathered about my students, but this will allow me to build the framework for a positive learning environment for everyone. Having students create a poster will allow their peers to get to know them as an individual. Another way to create a positive environment is having students work together to keep

Culture is the characteristics and knowledge of a particular group of people. It is learned and transmitted from one generation to the next. Culture will change as situations and the needs of people change. A school environment itself constitutes a subculture within a larger society. Each school has a culture of its own, like a minuscule society. The school culture reflects the community in which the school is located and its students’ characteristics. This will consist of the values, attitudes, beliefs, norms, and customs of those making the system. This is because of the racial and socioeconomic segregation of residential communities. A school’s culture is formed by its history context and the individuals in it. Each school has a

High quality education is an opportunity that every child should be able to access. Numerous children have untapped potential that goes unexercised due to educational environments that are not conducive the utmost development of childhood education. In order to create a prosperous environment for childhood education we must first understand what makes high performing schools, learn how to create high performing schools and ultimately promote the motivation and fulfillment of childhood learning and advancement. Research shows that nine factors make up high performing schools (Center, 1999): a clear and shared focus, high standards and expectations for all students, effective school leadership, high levels of collaboration and communication, curriculum, instruction and assessments aligned with state standards, frequent monitoring of teaching and learning, focused professional development, a supportive learning environment, high levels of parents and community involvement (Mayer, Mullens, & Moore, 2000).