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Janice Bell Ollarvia NASSP Professional Development Specialist Janice Bell Ollarvia NASSP Professional Development Specialist Developing a Positive, Connected.

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Presentation on theme: "Janice Bell Ollarvia NASSP Professional Development Specialist Janice Bell Ollarvia NASSP Professional Development Specialist Developing a Positive, Connected."— Presentation transcript:

1 Janice Bell Ollarvia NASSP Professional Development Specialist Janice Bell Ollarvia NASSP Professional Development Specialist Developing a Positive, Connected School Culture and Climate

2 Postcards from the Edge Examine the picture on your postcard. Try to make a connection to: What you know about school climate/culture. The culture/climate of any school in which you have worked. Something that keeps you up at night related to your schools culture/climate. Share the connection youve made, along with your name, home town and current work. 2

3 Session Objectives Understand the essential elements of a healthy and inclusive school culture. Identify the role of school leaders in creating/improving the climate and culture of a school. Learn to assess the current state of school culture & climate. Share and acquire strategies for creating a healthy and inclusive school climate and culture. 3

4 World Cafe Protocol Cafe Etiquette: Focus on what matters. Contribute your thinking. Speak your mind and heart. Listen to understand, and to link and connect ideas. Listen for insights and deeper questions. Play, Doodle, DrawWriting on the tablecloths is encouraged! Have fun! 4

5 Climate and Culture: Whats the Difference? Climate: Educational environment that creates the conditions for successful teaching and learning. Culture: The values and beliefs that shape the schools behaviors. Through their policies and actions, school leaders set a leadership tone that greatly influences the attitudes of staff and students. 5

6 Climate and Culture: Whats the Difference? Climate: The way we feel around here. Culture: The way we do things around here. 6

7 TOXIC CULTURESHEALTHY CULTURES Behaviors: Reactive Deflective Behaviors: Reflective Prescriptive We see/hear: Defamation Disruption Distraction We see/hear: Productive relationships Clear expectations Honored commitments Inappropriate preparation Poor support system &Task overload Conversations are blaming/ accusatory Teachers mentored/supported Conversations are respectful/productive Approach to Difficulties: Complaining Approach to Difficulties : Problem Solving 7

8 Worth Thinking About… The more we devalue courtesy, the more Oppositional Defiant kids we will have in our schools. The brain doesnt know the difference between real and fake laughter. Teacher burnout is a legitimate form of depression.-American Psychiatric Association Sarcasm is a threat to the brain. 8

9 Essential Elements of School Culture Safety: Rules and norms, Physical safety, Social and emotional security Teaching and Learning: Support for learning, Social and civic learning Interpersonal Relationships: Respect for diversity, Adult social supports, Student social supports Institutional Environment: School connectedness, Physical surroundings Cohen, Pickeral, McCloskey-The Challenge of Assessing School Climate Educational Leadership Dec 2008/Jan

10 CafeTable Talk Would you prioritize these elements? Or are all equally important? Is there an element here that your school has a handle on (is doing really well)-Share your strategies. Is there an element your school needs to especially work on? Is there help at the table? Is this list complete? Anything missing? 10

11 Building Positive Cultures: What do good leaders do? Establish high expectations for everyones involvement. Value improvement and growth. Keep conversations constructive. Keep attention focused on the impact of everyday efforts on students. Promote ambitious goals that generate enthusiasm and build a sense of mission. 11

12 Building Positive Cultures: What do good leaders do? Build hope. Celebrate progress frequently. Build leaders. Continuously strive to increase the degree to which everyone feels valued, respected, and appreciated. National Center for Urban School Transformation

13 CafeTableTalk: How can school leaders assess the climate/culture of their schools? With your table group, begin a list of questions it would be important to ask if you were creating a school climate/culture survey. What groups would you ask to take the survey?

14 Assessing Climate & Culture Focus groups Observational methods Interviews Action research Surveys CASE-BR Comprehensive Assessment of School Environment

15 Technical/Structural ChangeCultural Change EasierHarder Changes to schedules/calendars Reconfigure/reorganize Changes to curriculum Changing beliefs, attitudes, values, behaviors

16 Culture eats structure for breakfast! Transformations do not take place until the culture of the school permits it. (Breaking Ranks) In other words… Peter Drucker

17 Using Data for Planning: The BRII Process Circle Determining Leverage Points for Change: Explore Possible Solutions Gather & Analyze Data Create & Communicate an Improvement Plan Assess Readiness & Build Capacity Monitor & Adjust Implement the Plan Culture Change Initiative

18 Cafe Table Talk: Give One, Get One Share at least one successful climate- culture improvement strategy with someone in the room. (It can be something you are currently implementing, have seen implemented or something you have recently learned about and intend to ask your team to consider.)

19 19 If you can show me how I can cling to what is real to me, while teaching me a way into the larger society, then and only then will I drop my defenses and my hostility and I will sing your praises and help you make the desert bear fruit. Ralph Ellison Personalization

20 Please provide feedback for this session via the app Tap here to take a survey Your session title here Your session description appears here. If feedback is given from your session, the feedback form will self populate with session title and your name. Remember, no paper feedback forms! Add to Schedule

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