School Culture and Climate Management - Research Paper Example

?School Culture and Climate Management Introduction Culkin (1997) differentiates the roles of managers and leaders of s. Managers are involved with specific details of daily practice such as operational procedures, finances, and other policies while leaders are more involved with reflective, dynamic, value-based planning and organizing. In other words, managers are concerned with setting up and managing systems while leaders give the school vision, direction, set standards and making tough decisions. In my case as principal, I take on both the leadership and management responsibilities. Although the load may be heavy, I am likely to find fulfilment in being able to create a difference not only in the school system but in the lives of the teachers and students under my rule. This paper will specifically discuss the school culture and climate that I as the new principal will strive to achieve in order to maximize the growth, development, learning opportunities, camaraderie and school spirit of everyone involved with the school. School Culture and Climate Upon entering the premises of a school, a visitor may immediately feel a sense of the school’s prevailing social climate. A positive atmosphere should be palpable upon walking through the school premises. Classrooms may be designed differently, but my school maintains a standard by which each classroom teacher adheres to. Several studies have been completed on the topic of classroom climate and how it affects student learning. Wilson et al. (2007) concluded that an effective classroom climate encompasses a warm, child-centered, positive environment in which the teacher exhibits sensitivity to each student’s emotional and instructional needs and structures instruction to encourage student autonomy and self-control. The teacher is enthusiastic and respectful of students and encourages students to pursue their interests. (Douglas, 2008, p. 41) Wilson adds that a well-managed, positive school environment where adults manifest sensitivity and allow autonomy in the students’ learning coupled with evaluative feedback results in the development of positive social behaviors of the people within that school. Therefore, It follows that quality of interpersonal relationships within the school determine the factors that create a school’s culture and climate. Fulfilling relationships flourish in pleasant learning environments, influencing academic achievement (Van Petegem et al., 2008). A pleasant learning environment brings about well-being among students, which is described as “a positive emotional state that is the result of harmony between the sum of specific context factors on the one hand and the personal needs and expectations towards the school on the other hand” (Engels, Aelterman, Van Petegem, Schepens, & Deconinck, 2004, p. 11). Dynamic factors such as the nature of students’ experiences in their positive interactions with their teachers are more essential than structural factors. According to Munro (2007), Pianta devised certain questions to explore these dynamics: What do children experience in the school? How do their experiences and interactions affect their learning? How can the quality of interactions and experiences in classrooms be improved through observations and professional development? (p. 46) In the implementation of the school’s mission and the achievement of its vision, the school culture and climate has to be consistent in meeting set expectations. Widespread agreement among researchers prevails that a positive and pleasant environment that emphasizes sensitivity to student needs from caring and supportive teachers and school staff increases the likelihood of student success (Wilson et al., 2007; Douglas, 2008; Van Petegem et al., 2008; Munro, 2007; Black, 2006). Blankstein (2004) identified the six principles that promote student achievement and these reflect the school’s culture and climate: common mission, vision, values and goals; ensuring achievement for all students by establishing systems that provide prevention and intervention; collaborative teaming which is focused on teaching and learning; using data to guide decision making towards continuous improvement; gaining active engagement from the families and community; and building sustainable leadership These principles will serve as my evaluative guide as to what aspects of the school needs reform. It would follow that administrative systems would need to be created in order to set such principles in place and to help teachers, staff, students and parents know and conform to the standards that need to be followed. The Plan Learner diversity is becoming predominant in schools and embracing diversity and inclusion is encouraged. Booth and Ainscow (2000) summarize what inclusion in education entails. It values all students and staff equally no matter what their skill and ability levels is as well as their family and cultural backgrounds. It increases the participation of students in classrooms and reduces their exclusion from the cultures’ curricula and communities of local schools policies and practices in schools. Inclusion also reduces the barriers to the learning and participation and this is not restricted to students with special education needs. Ellis et al (2007) coach teachers with ways to keep their diverse students motivated. Surveying interests and abilities of the students through observations or conferences will enable teachers to design and develop inquiry- based or discovery learning activities (Johnson, 2000; Tomlinson, 1999, 2000). Teachers can also pre-assess student knowledge so they know the ability levels they are dealing with. It also guides the teacher on which materials needs to be covered and to what extent and minimize redundant activities (Johnson, 2000; Pettig, 2000). Under my rule as principal, each learner deserves the kind of education that challenges their skills while addressing the differences in their prior knowledge, interests and preferred learning styles (Brimijoin, 2005; McTighe & Brown, 2005). At the same time progress needs to be evaluated regularly to ensure that individual needs are being met (Dover, 2005). Teaching diverse students entails provision of lessons that target various abilities and interests in the classroom as well as individualized planning for each student. This may seem to require more investment in time and effort on the teacher’s part, but in the long run, it will be worth it in terms of meeting goals of improvement in learning for all learners. (Cramond et al., 2002). Baglieri & Knopf (2004) advice that teachers need to create lessons based on their students’ needs rather than what graded or standard measures dictate where they should be. Appropriate objectives in planning what students should learn in my school must be selected and teachers should be clear about their goals and standards and consistently validate with the students if the goals are being achieved (McTighe & Brown, 2005). On the other hand, students themselves need to understand the goals set for them and see them as personally meaningful and relevant so they strive hard to reach them (McTighe & Brown, 2005). Because the students’ individuality is given importance, students may find it easier for them to learn the concepts and skills being learned. Strengths are emphasized while weaknesses are being harnessed. Identifying the weaknesses is also important to come up with a coping strategy until the concept is fully mastered. As Dunn (2000) claimed, “Given responsive environments, students attain statistically higher achievement and aptitude test scores in matched, rather than mismatched treatments” (p. 63). With this assurance, my students can attain the high standards set. In relation to diversity, I believe in differentiated instruction. Ellis, Ellis, Huemann & Stolarik (2007) describe the differentiated instruction method to be able to reach a wide diversity of learners. They enumerate the strategies that comprise differentiated interventions such as cooperative learning lessons, multiple intelligence-based lessons, student choice of assignments and differentiated assignments (Ellis et al, 2007). Although the activity level increases both laterally, in terms of the number of ongoing activities as well as vertically, in terms of level of difficulty, teachers in my school need to be more open and comfortable in allowing their learners to simultaneously work on different assignments, tasks and levels of content in the various lessons provided (VanTassel-Baska & Stambaugh, 2005). In a differentiated classroom that meets the needs of diverse students, students express their learning through small group activities, learning centers, independent studies, tiered activities, compacting, learning contracts, personalized agendas and choice boards (McTighe & Brown, 2005). Another kind of diversity predominant in the school is cultural diversity. Teachers need to be equipped with skills in accommodating and adjusting to the needs of children from various cultures. Global education is defined as “education that develops the knowledge, skills and attitudes that are the basis for decision making and participation in a world characterized by cultural pluralism, interconnectedness and international economic competition” (Merryfield, 1995, p. 1 cited in Willard-Holt, 2000). In view of this, on a much more specific level, culturally relevant teaching must be learned by teachers. It takes into consideration the cultural background of the students at all times. It also keeps in mind cultural aspects in all interactions with students on both personal and educational levels. (Edwards & Kuhlman, 2007). Students’ cultures, languages and experiences need to be acknowledged, valued and used as important sources of their education because they deserve the best that society can give them. Managing Operations and Culture DuFour and Eaker (1998) promoted Professional Learning Communities as the key to having a successful school. They stated, "The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities" (p. xi). DuFour and Eaker reviewed most of the literature on effective schools, such as the Excellence Movement Act in the 1980s, the Restructuring Movement of the 1990s, and Goals 2000. However, DuFour and Eaker found in reviewing the research on effective schools focused more on the social issues than on learning. More contemporary researchers have created a variety of steps to assist school leaders, some sharing very similar characteristics. DuFour, Eaker, and DuFour (2005) reviewed the theories of some of the most respected authors in the field of school reform. They found that the common denominator in all of the reviewed literature was a need to establish a professional learning community (PLC). Students would be better served if educators embraced learning rather than teaching as the mission of their schools, if they worked collaboratively to help all students learn, if they used formative assessments and a focus on results to guide their practice, and if they fostered continuous improvement. And they insisted that every principal has a professional responsibility to take steps to create such schools. PLCs enjoin parents and families of the students to be part of their child’s schooling. Joyce Epstein (1997) theorized that the overlapping spheres of influence of both the home and school asserts that more positive student outcomes occur when parents, educators and others in the community recognize their share in the learning partnership for student learning and work together rather than individually. Thus, the home, school and community’s roles “overlap” so there are separate and combined influences on the children. In the establishment of partnerships between families, schools and communities, issues are bound to be raised due to differences in backgrounds and roles of people involved in the partnerships. Even in a caring school community with participants committed to improving the nature and effects of partnerships, interactions will not always be smooth or successful. However, good partnerships can withstand disagreements by provision of structures and processes to solve problems. These processes should be maintained, or even strengthened, even after conflicts have been resolved. Without a clear and firm base, disagreements and problems that arise will be more difficult to overcome. Fenlon (2005) raises lack of communication between schools and parents as one issue that creates anxiety and misunderstandings. It questions the preparation of teachers with regard to parent relations and engagement in partnership with them. Epstein (1997) suggests that educators are well equipped with skills and become prepared to work productively with families and communities. Educators must be trained in conferencing skills so that their parent-teacher conferences are more productive than defensive on either side. Faber (1995) identify needs of both parents and teachers, and that they are strikingly similar. Both parents and teachers need appreciation, information and understanding from one another. They both crave acknowledgement and respect for the efforts they exert for their children/students. They both need to work together and to be supportive of each other in bringing out the best in each other and in the children. A possible barrier to successful partnerships between families and schools is language and culture gaps (Peterson & Ladky, 2007). Some parents who lack confidence in their abilities to support their children may likewise be struggling with a language not native to them. This is applicable to immigrants and foreign families who may have English as a second language. Some of these parents do not fully understand educators’ plea for parent involvement and think that they are being helpful by maintaining a respectful distance from the educational system. This has implications in cultural diversity in schools. Often, educators may take such attitude as apathy instead of understanding that such parents need coaxing and encouragement that even if they come from another culture, they can still contribute their efforts in the partnership. Colombo (2006) argue that parent-teacher relationships may be easily established when groups share a common culture, language and background. If such is not the case, relationships must bridge cultures and languages even if more effort to create and sustain the relationship is entailed. There is much to gain when a healthy partnership ensues between families, schools and communities. Epstein, Voorhis & Van (2010) report good student attendance in school, improved student behavior and improved student performance in academic subjects as a result of active involvement of their parents in their schooling. Epstein et al (2010) go on to argue that when educators communicated effectively with families and involved them in activities focused on their children’s behavior, there are fewer disciplinary actions reported from one year to the next. Educational Equity Kozol (1991) agrees that the educational system has a role in such educational inequality still present in many schools today. He believes that local wealth dictates school quality. The richer districts, those in which the property lots and houses are more highly valued have more revenue from taxes to fund their public schools better. Quality schools get to dictate their students’ access to resources that greatly influence their school performance and attainment. In effect, benefits come back to the students, as their performance and attainment may well dictate their future financial rewards that will allow them access to homes in wealthier communities. Thus, the cycle of a rigid caste system is fostered. The pursuit of educational equality for all students regardless of race, socio-economic status, ability, faith, etc. will remain strong in our school. I commit to should adhere to the policies inspired by the Education for All Act (EFA, 2009) to provide equal access to all students to high quality education and safe, effective, and efficient facilities with the able help of my teachers, staff and families of the students. Summary As a new principal, I face the daunting task of running a school that offers high quality education for all. I readily accept the challenge of creating and sustaining a positive school culture and climate that would be conducive to the optimal development of the students because of the rich and fulfilling experiences and harmonious interpersonal relationships they will encounter in the school. I open the doors to students from various ability levels, family and cultural backgrounds, religious affiliations, socio-economic statuses, etc. and their families. I hope that they will all find this school a haven where love is unconditional and learning has endless possibilities. References Baglieri, S., & Knopf, J. H. (2004). Normalizing difference in inclusive teaching. Journal of Learning Disabilities, 37(6), 525-529. Black, S. (2006). The power of caring. American School Board Journal, October, 2006 (Blankstein A 2004 Failure is not an option: Six principles that guide student achievement in high-performing schools)Blankstein, A. (2004). Failure is not an option: Six principles that guide student achievement in high-performing schools. Thousand Oaks, CA: Corwin Press. Booth, T. and Ainscow. M. (2000). Index on Inclusion. Bristol: Centre for Studies on Inclusive Education. Brimijoin, K. (2005). Differentiation and high-stakes testing: An oxymoron? Theory Into Practice, 44(3), 254-261. Colombo, M.W. (2006) Building School Partnerships With Culturally and Linguistically Diverse Families, Phi Delta Kappan, December 2006 issue Cramond, B., Benson, L., & Martin C. (2002). Serving gifted students through Inclusion. Roeper Review, 24(3), 125-127. Culkin, M. (1997), 'Administrative leadership', in Leadership in Early Care and Education, ed.S.L. Kagan & B.T. Bowman, National Assoc. for the Education of Young Children, Washington, DC, pp. 23-33. Douglas, K. (2008). Creating classroom climates that build social and academic skills. Reading Today. August/September 2008 Dover, W. F. (2005). Consult and support students with special needs in inclusive classrooms. Intervention in School and Clinic, 41(1), 32-35. (Defour Eaker 1998 Professional learning communities at work)(Dufour R Eaker R 1998 Professional learning communities at work: Best practices for enhancing student achievement)DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree (formerly National Educational Service). (Dufour R Eaker R Dufour R 2005 On common ground: the power of professional learning communities)DuFour, R., Eaker, R., & DuFour, R. (2005). On common ground: the power of professional learning communities. Bloomington, IN: Solution Tree (formerly National Educational Service). Dunn, R. (2000). Learning styles: Theory, research, and practice. National Forum of Applied Educational Research Journal, 13, (1), 3-22. Education for All (EFA) (2009) Retrieved on June 10, 2011 from http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATI ON/0,,contentMDK:20374062~menuPK:540090~pagePK:148956~piPK :216618~theSitePK:282386,00.html Edwards, S. & Kuhlman, W. (2007) “Culturally Responsive Teaching:Do We Walk Our Talk?”, Multicultural Education, Summer 2007 Ellis, D.K., Ellis, K.A., Huemann, L.J., Stolarik, E.A. (2007) Improving mathematics skills using differentiated instruction with primary and high school students, An Action Research Project Submitted to the Graduate Faculty of the School Of Education in Partial Fulfillment of the Requirement for the Degree of Master of Arts in Teaching and Leadership Saint Xavier University & Pearson Achievement Solutions, Inc. Chicago, Illinois. Engels, N., Aelterman, A., Van Petegem, K., Schepens, A., & Deconinck, E. (2004). Graag naar school: Een meentinstrument voor het welbevinden van leerlingen secundair onderwijs [Satisfaction at school: An instrument that measures student wellbeing in secondary education]. Brussels, Belgium: VUB Press. Epstein, J.L. (1997), School, Family, and Community Partnerships: Caring for the Children We Share, Crown Press, 1997 Epstein, J.L., Voorhis, F. & Van, L. (2010) School Counselors' Roles in Developing Partnerships with Families and Communities for Student Success., Professional School Counseling, Vol. 14, Issue 1 Faber, A. (1995) How to talk so kids can learn, The Parent-Teacher Partnership: New York: Rawson Association. Fenlon, A. (2005) Activities to Empower Parents as Collaborators in their children’s education, Preparing Educators to Communicate and Connect with Families and Communities, Information Age Publishing Johnson, D. T. (2000). Teaching Mathematics to Gifted Students in a Mixed- Ability Classroom. Reston, VA: Eric Clearinghouse on Disabilities and Gifted Education. Kozol, J., Savage Inequalities: Children in America’s Schools. New York: Crown, 1991 McTighe, J., & Brown, J. L. (2005). Differentiated instruction and educational standards: Is detente possible? Theory Into Practice, 44(3), 234-244. Munro, S. (2007). Opportunity lies in teacher-child interaction. Children and Social Policy, 1 (1), 46-48. Peterson, S. S. & Ladky, M. (2007) A survey of teachers’ and principals’ practices and challenges in fostering new immigrant parent involvement, Canadian Journal Of Education 30, 2: 881?910 Pettig, K. L. (2000). On the road to differentiated. Educational Leadership, 58(1), 14-18. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades Champaign, IL: Clearinghouse on Elementary and Early Childhood Education Van Petegem, K., Aelterman, A., Van Keer, H., & Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behavior in the classroom on student’s wellbeing. Social Indicators Research, 85, 279–291. VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217. Willard-Holt, (2000) “The Impact of a Short-Term International Experience for Preservice Teachers”, Teaching and Teacher Education Vol 17 (2001) 505-517. Wilson, H. K., Pianta, R., & Stuhlman, M. (2007). Typical classroom experiences in first grade: The role of classroom climate and functional risk in the development of social competencies. The Elementary School Journal, 108(2). Read More