Assessment of School Climate

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Assessment of School Climate

ByJaime MackeyJune 17, 2012

Presented toDr. Nelda Wellman

Northwestern State UniversityIn Partial Fulfillment of the Requirements of

EDCI 5020: Curriculum Development

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SCHOOL CLIMATE DEFINED BY RESEARCH

Definition Supported by Research

Due to its complex nature, school climate cannot be defined

easily or shortly. Just like a school is multi-dimensional, so is

its climate. A school can be thought of as a machine with many

moving parts--some parts are larger, more important and other

parts are smaller, hardly noticeable, but still vital. In order

for a school to operate like a "well-oiled machine", the school

must examine each part frequently and closely. With that said, it

is not only necessary to understand what encompasses a school's

climate, but also recognize the importance of each factor, or

"part", that works together daily. To ignore one aspect of a

school's climate, even seemingly small, insignificant ones would

lead to an overall climate change. If something is broken, it

needs addressing and fixing before it affects the other moving

parts. Although aspects of a school's climate are complex,

researchers have worked extensively to typify the pieces and

parts of school climate in order to make its definition simpler.

Using simple definitions, administrators, teachers, and community

members can better understand what a school climate entails to

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inspect carefully all of the pieces and parts. Two major factors

that help define school climate are the physical structure of the

school and the interactions within it (Marshall, 2002).

Throughout the years, school climate is examined, re-examined,

defined, and re-defined. In an effort to clarify and specify

school climate, researchers have identified the following

influencing factors of a school climate (Marshall, 2002):

- number and quality of interactions between adults and

students (Kuperminc, Leadbeater, & Blatt, 2001)

-students' and teachers' perception of their school

environment, or the school's personality (Johnson, Johnson, &

Zimmerman, 1996)

- environmental factors (such as the physical buildings and

classrooms, and materials used for instruction) (Marshall,

2002)

- academic performance (Johnson & Johnson, 1993)

- feelings of safeness and school size (Freiberg, 1998)

- feelings of trust and respect for students and teachers

(Manning & Saddlemire, 1996)

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Note that school climate and classroom climate, although working

together, are identified and assessed as separate entities (Arter

1987). With that said, although classroom climate may be included

in part, it should not confuse with a school climate, which

consists of a broader picture.

Typically, there are a set of dimensions of school climate

measured: 1. Rules and Norms, 2. Sense of Physical Security, 3.

Sense of Social-Emotional Security, 4. Support for Learning, 5.

Social and Civic Learning, 6. Respect for Diversity, 7. Social

Support--Adults, 8. Social Support--Students, 9. School

Connectedness/Engagement, 10. Physical Surrounds, 11. Leadership,

and 12. Professional Relationships (National School Climate

Center, 2011). Although the aforementioned only lists twelve,

other schools and school districts have included as many as

forty-five items (Bobbett & French 1991). This is not to say that

the list of twelve dimensions is lacking; rather, schools itemize

the broader list in order to give increased specifications for

what needs observing.

Affects Supported by Research

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School climate is not just a broad, separate entity within

an educational system. It has the power to have positive or

negative impacts on students academically, behaviorally, and

emotionally. According to Loukas, "A great deal of research shows

that student perceptions of school climate affect academic

motivation and achievement (2007)." Loukas goes on to say that,

"student perceptions of a high-quality school climate offset the

negative effects of a difficult temperament, self-criticism, and

low levels of self-efficacy (2007)." Clearly, school climate is a

major determinant of student behavior. However, it is not enough

to be aware of the connection between student behavior and school

climate; an understanding must reach on the mechanisms of this

relationship in order to fix any problems in school climate

(Loukas 2007). One mechanism used to explain how school climate

affects student behavior is school connectedness (Loukas 2007).

School connectedness is "student perceptions of belonging and

closeness of others at school" (Loukas 2007). Although there is

still debate among researchers about whether school connectedness

is part of the school climate factors or if it stands alone, it

is difficult to argue with the fact that school connectedness

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plays a role in student behavior (Loukas 2007). If students

cannot relate to the school climate, they will have difficulty

feeling connected with the school. However, if a school climate

is positive, the climate will have a positive effect on students,

thus drawing them in to a connectedness resulting in positive

behavior. If a school seems to lack school connectedness, despite

a seemingly fair school climate, the school should implement one

of the following proposed ideas:

- increasing school safety and improving interpersonal

relationships by adopting violence-prevention and conflict-

resolution programs;

- increasing student, teacher, and staff acceptance of

diversity;

- treating students with care, fairness, and consistency;

- promoting student decision-making skills, individual and

civic responsibility, and commitment to the larger school

community; and

- decreasing the emphasis on student competition (Loukas

2007).

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School connectedness is just one proposed causal relationship

between student behavior and school climate. In short, school

climate is an important element that cannot be ignored due to its

direct impact on student behavior.

DESCRIPTION OF THE SCHOOL

Physical School Plant

Northshore High School is one of the largest high schools in

St. Tammany Parish. Its physical plant consists of one main

building, four outer buildings, and over a dozen entries to the

main building alone. Most of the school consists of buildings

original to the school and added, newer wings. The old wings and

the new wings are clearly different; it is obvious that the high

school has grown outstandingly more than what was originally

expected. The newer wings have wider, brighter hallways while the

older wings are narrower and include numerous unused lockers that

leave the hall feeling cramped. The bathrooms are abundant,

strategically placed, and kept in pristine condition, regardless

of newness or oldness. The school is well lit, despite some

slight differences between the original hallways and the new

hallways. There are no stairs; everything is one story. The

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cafeteria offers two different food lines during Lunch A and

Lunch B; students have the option between a hot lunch or "take

out" if they wish to eat outside. Central to the school is the

commons, where most activities take place during lunch. Students

sign up for clubs, sell raffle tickets, perform mini-concerts,

and commune together in the uniquely shaped location. Although

the school is large, security cameras are in abundance. The main

building consists of the social studies department, science

department, English department, IBCA and art classes. The outer

wings consist of the math department, special education

department, agriculture, ROTC, band, and physical education in

the gym. The only part of the school that seems disconnected is

the special education and fine arts classes, simply because the

wing is the furthest from the main building. Framed pictures of

previous graduating classes and faculty line the hallways; trophy

cases are filled to the brim; and bulletin boards are full of

information about Northshore's many extracurricular activities.

It is clear that Northshore High School takes pride in past,

present, and future achievements.

Demographics

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Schools, administrators, and teachers alike hold the

responsibility of understanding the cultural differences

represented within the school's walls. Teachers should also

strive to differentiate instruction to provide each student with

an opportunity for academic success. Diversity is ever increasing

in the classroom; therefore, teachers should equally enhance

classroom instruction to meet the needs of every student, and

bridge the gaps of cultural differences. Low-income, minority

students may find it increasingly difficult to succeed in a

predominantly upper-middle income, Euro-American school. In fact,

research has found that

"there are many reasons to expect that low-income youth may

find it hard to meet suburban standards: their low-income

background may make them less well-prepared or less motivated

than middle-income suburban youth; their low socio-economic

status may give them attitudes and behaviors deemed

'undesirable' by the middle-income school staff or employers…;

or racial discrimination may prevent them from being given full

access to suburban resources." (Kaufman & Rosenbaum, 1991)

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Despite these possibilities for failure for low-income students,

teachers should make every effort to counteract the obstacles

through differentiating instruction, meeting the students where

they are, and providing the student with all necessary tools for

success. The following information, taken from the Northshore

High School Improvement Plan, contains demographic data about the

students at Northshore High School.

White Black Asian Hispanic020406080100

FemaleMale

Figure 1-Race and Gender Student Characteristics

Total students: 1,549

White: 78% (40% male; 38% female)

Black: 15% (6% male; 9% female)

Asian: 3% (1.5 male; 1.5% female)

Hispanic: 3% (1.5 male; 1.5% female)

*December 2010

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Enrollment by Grade Level8th Grade

Students9th Grade Students

10th Grade Students

11th Grade Students

12th Grade Students

Figure 2-Enrollment by Grade Level

Eighth Grade Students: 6Ninth Grade Students: 416Tenth Grade Students: 393Eleventh Grade Students: 378Twelfth Grade Students: 356

0150300

Free/Reduced Lunch

Free/Reduced Lunch

Students Eligible for Free Lunch: 276 (18%)Students Eligible for Reduced Lunch: 89 (6%)

Teachers are just as important as students, especially in

the make-up of the school climate. Hiring highly qualified,

experienced teachers ensures that students receive knowledgeable,

pedagogically based instruction in the classroom. In addition,

having a large number of highly qualified, experienced teachers

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gives newer teachers a valuable support system during their first

few years of teaching. Schools should strive to not only hire

good teachers, but also retain good teachers: "…good working

conditions--even more than students' socioeconomic status--are

associated with better teacher attendance, more effort, higher

morale, and a greater sense of efficacy in the classroom (Ascher

1991)." The following information, taken from the Northshore High

School Improvement Plan, reflects the teacher population of

Northshore High School.

Race and Gender Teacher

CharacteristicsWhite/Female White/Male Black/MaleBlack/Female Hispanic/

Female

Teacher Education Level Doctorate

MastersMasters +30Bachelor

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DISCUSSION OF DATA COLLECTED

Showcases, Bulletin Boards, Signs outside the School, and Announcements

A school's showcases, bulletin boards, signs, and

announcements are all forms of communication--communication that

reflects the school's values. Although there are only a few

showcases in the school, each showcase is filled with trophies.

One showcase is dedicated to the Northshore High School

Silverbelles. Other showcases are dedicated to the cheerleaders

and other athletics. Northshore High School's common areas are

filled with bulletin boards that are kept up-to-date. Each of the

bulletin boards in the common areas is dedicated to a specific

club or extracurricular activity available at the school. The

clubs and extracurricular activities represented include

robotics, student council, and individual graduating classes,

SADD, FACS, Young Writers Club, ROTC, and Thespian Society. The

bulletin boards are kept neat and are rarely defaced by students;

a clear pride of ownership shows through the bulletin boards in

the common areas. Bulletin boards in the teacher classrooms are

also kept up, usually displaying important information about

upcoming events, school policy and procedures, or helpful

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information such as homework flyers. Signs outside the school are

well maintained. Any advertisement to be placed in view of the

parking lot or bus line must be pre-approved by administration.

School announcements are given twice a day--once in the morning

through the Broadcasting class and once in the afternoon through

an administrator. The Broadcasting class usually starts with the

pledge, thought of the day, general announcements, congratulatory

remarks for any achievements, and a closing motto (such as, "Keep

it Classy, Northshore"). If additional announcements need to be

made, they are announced during the exchange of classes. Around

the school are signs reflecting the school procedures; the

positive behavior support signs are also visible in every hallway

and common areas (Be There, Choose Your Attitude, Make Their Day,

Have Fun).

Role of Administration

Northshore High School has a total of four administrators

and one administrative assistant. The morning begins with an

administrator, usually the principal, greeting students at the

entrance to the school. The other administrators can be found in

various places around the school before school begins, in between

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classes, during lunch, and after school. It is easy to track down

an administrator because they are usually out walking the halls

and always have a walkie-talkie with them. The attitude of all

the administrators is generally a positive one, but this

sometimes leads teachers to think that the administrators do not

have a full grasp of the reality of what takes place in the

classroom. Each assistant principal has a specific delegated

job--one is the head of curriculum, one is the head of custodial

staff and maintenance, and one is the head of discipline. If a

teacher needs something repaired in their room, has a discipline-

related concern, or has a question regarding grades, that teacher

knows what administrator to contact. Most homeroom schedules are

planned and are placed on the school calendar. However, this is

not to say that surprise schedule changes never happen.

Emphasis is placed on student achievement, maintaining its

A+ status, and furthering teachers' education. Each month there

is a faculty meeting with a pre-planned agenda. There are also

organized whole-faculty study groups, professional development

opportunities, and committee meetings that take place on a weekly

basis. The principal consistently emphasizes the need for student

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achievement and overall school improvement through faculty

meetings and the professional development opportunities offered

at the school. The principal also regularly voices his opinion on

the need for teachers to maintain a life-long learner attitude,

always striving to improve their knowledge and pedagogy through

reading research-based materials, attending workshops, or going

back to school. Overall, the principal has set a standard for

excellence at the school; however, the other administrators may

sometimes seem to give the impression that they are ok with

mediocrity.

Role of Teachers

The teachers of Northshore High School may vary in

methodology and styles of teaching, however one similarity

resonates through their differences--they are there for the kids.

Most of the conflict that occurs among the teachers is due either

to differences in opinion or frustration with the "hoops" they

have to jump through instead of simply teaching. A vast majority

of the teachers are involved as sponsors of clubs, tutors, or

coaches. Simply put, the amount of extracurricular activities

available at Northshore High School would not be possible without

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the support and dedication of the teacher sponsors. Receiving

little accolades, and less compensation, teachers are truly

involved in clubs for the benefit of the students. Since the

principal expects the teachers to be life-long learners, the

philosophy has a trickle-down effect. The Northshore High School

teachers prepare students with only their futures in mind. Most

students plan to enroll in college, however, teachers place equal

value on alternative routes after high school such as military,

technical colleges, or community colleges. Teachers receive

training on up-to-date technology such as Mimios and student web

pages. Classrooms are arranged to optimize space usage, and most

of the classrooms have some sort of visual decoration

(motivational posters, curtains, etc.). Class routines are

expected to start with a daily bell ringer, and lessons should

last until the bell rings. Instructional time is not to be

wasted. Teachers are also expected to enforce school rules in

their classroom; however, some teachers allow the students to

bend the rules more than they should. The overall values of the

teachers are for the students to succeed. The biggest day for

celebration during the school year is the day of senior

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graduation--a day when teachers are able to see the students they

spent so much time, effort, and energy working with walk across

the stage and receive their diploma.

All teachers are expected to attend a monthly professional

development workshop each semester. Most of the workshops revolve

around improving methods of teaching, differentiated instruction,

student engagement, or ways to improve the school climate.

Role of Students

Most of the students are from upper-middle income families

that have some sort of history in the area. With that said, most

of the students are expected to excel in school and go on to

college before they even walk through Northshore High School's

doors. Few behavior problems exist in the hallways between

classes, probably due to the strong teacher and administrator

presence during these times. Although some areas of the school

become crowded during the exchange of classes, students get where

they need to go. One issue has been the fact those five minutes

between classes allows students to hang out in the commons area

instead of walking to class immediately. In order to circumvent

any behavior issues that arise from students congregating in

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between classes, the administrators have decided to shorten the

time between bells for next school year. Student behavior in

class goes as far as a teacher will allow. In other words, a

teacher with high expectations for the students both academically

and behaviorally will have fewer discipline issues than a teacher

who allows students to leave class or have free time. According

to the disciplinarian, most of the major discipline infractions

are committed by a small number of students who are repeat

offenders. With that said, it is a small percentage of the same

students causing all the trouble.

The students of Northshore High School have fostered an

overall caring community. In the past, when students or teachers

have experienced difficult times, the student body has pulled

together to offer support for those in need. For instance, a

teacher's house burned down at the end of last year. The student

body organized a school-wide collection of money, clothes, and

other items the next day. The faculty and staff continue to be

amazed at the gestures made by the students of Northshore High

School. In addition to a caring community, the students are

actively involved in sports, clubs, and other extracurricular

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activities. All students are encouraged to join a club or sport

upon entering their first year, and most of them do. Each month,

the school has a class club day so students, who would not have

otherwise been able to attend club meetings, are able to attend

meetings during the school day. The wide variety of clubs and

extracurricular activities offered at the school reflects the

diversity of interests of the students. In addition to sports

teams, the arts consistently put on productions during the school

year. Overall, the attitude toward community, involvement, and

academics are positively reflected by the students.

CONCLUSION

This School Values…

The mission statement of Northshore High School states

"Northshore High School: A Challenging and Caring Community,

Encouraging Lifelong Learning for All Students." The values of

the school are clearly defined through its mission statement.

Through the dedication of administrators and teachers, students

are given quality instruction, high expectations, and

opportunities for involvement through extracurricular activities.

Although some of the school seems old and dark, the focus remains

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on the history--history made, history in the making, and history

that will be made. Northshore High School values learning,

excellence, and involvement. A consistent message to the students

and parents emphasizes the importance of all three.

The School Teaches…

The school teaches students to reach for academic

excellence. The highly qualified and professional teachers and

administrators teach the importance of life-long learning, no

matter what lifestyle a student has come from or where the

student is headed. The school teaches students the value of

balance between academics and extracurricular activities, and the

necessity for students to be involved. The students leave

Northshore High School with a sense of academic achievement,

community involvement, and goals for the future.

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REFERENCES

Arter, J. A., & Northwest Regional Educational Lab., P. R.

(1987). Assessing School and Classroom Climate. A Consumer's

Guide.

Ascher, C., & ERIC Clearinghouse on Urban Education, N. Y.

(1991). Retaining Good Teachers in Urban Schools. ERIC/CUE Digest, Number

77.

Bobbett, G. C., & French, R. L. (1991). Assessing School Climate.

Freiberg, H. J. (1998). Measuring school climate: Let me count

the ways. Educational Leadership, 56(1), 22-26.

Johnson, W. L., & Johnson, M. (1993). Validity of the quality of

school life scale: A primary and second-order factor analysis.

Educational & Psychological Measurement, 53(1), 145-153.

Johnson, W. L., Johnson, A. M., & Zimmerman, K., (1996).

Assessing school climate priorities: A Texas study. The

Clearing House, 70(2), 64-66.

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Kaufman, J. E., Rosenbaum, J. E., & Northwestern Univ., E. h.

(1991). The Education and Employment of Low-Income Black

Youth in White Suburbs. Working Papers.

Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001).

School social climate and

individual differences in vulnerability to psychopathology

among middle school students. Journal of School Psychology,

39(2), 141-159.

Loukas, A. (2007). What is school climate?. Leadership Compass,

5(1),

Manning, M. L., & Saddlemire, R. (1996). Developing a sense of

community in secondary schools. National Association of

Secondary School Principals. NASSP Bulletin, 80(584), 41-48.

Marshall, M. L. (2002). Georgia State University. Retrieved from

http://education.gsu.edu/schoolsafety/download files/wp 2002

school climate.pdf

National School Climate Center. (2011). schoolclimate.org. Retrieved

from http://www.schoolclimate.org/climate/

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Northshore High School Improvement Plan (2010)