Improving Climate and Culture in Urban Schools - SDSU Center for Urban School Transformation

Improving Climate and Culture in Urban Schools

National Center for Urban School Transformation

San Diego State University

2011

The Climate for Students in High-Performing Schools

• Students are eager to attend school.  They perceive that adults in the school care sincerely about them and about their success.
• Students feel a personal connection to the adults at school.
• Students feel safe physically and emotionally.  They know that the adults in the school do whatever is necessary to create a safe and comfortable learning environment.
• Students believe thay are likely to succeed academically.
• Students believe that their hard work will result in both short-term and long-term exciting opportunities.

The Climate for Teachers in High-Performing Schools

• Teachers believe they are part of a team that is making a powerful difference in the lives of students.  They believe their work has purpose.
• Teachers are proud of their team of colleagues, and they believe that their colleagues are proud of them.  Everyone contribures, shares and learns.  Disagreements are resolved promptly and prefessionally.
• Teachers believe their administrators care sincerely about them and about their success.  They see administrators as sources of support and leadership who are skillful enough and caring enough to help them achieve excellent learning results.

limate for Parents in High-Performing SchoolThe Cs

• Parents believe that educators care about their child.
• Parents believe that educators perceive potential in their child and are working to maximize that potential.
• Parents feel welcome at school.
• Parents feel that educators perceive them as strong, positive partners in the education of their children.
• Parents feel that their concerns and insights are appreciated.
• Parents believe that educators appreciate whatever small or large contributions they make to their children’s education.

How Do High-Performing Schools Build and Sustain a Great Climate

• Leaders push beyond compliance and encourage everyone to embrace goals that will make a difference in students’ lives.  People commit to goals that they see as worth their effort.

• Leaders respectfully but clearly speak out when others claim that goals are unattainable.
• Leaders use research and data to focus on opportunities to improve not on reasons to blame.
• Leaders keep a focus on the impact of everyday school actions  on students’ lives.