Principals Workshop July 2005 Hinsdale Bernard, PhD Associate Professor of Educational Administration Andrews University

School Climate

Overview of Presentation Definition of School Climate Definition of School Climate Facets of School Climate Facets of School Climate General Climate Factors General Climate Factors Goals of the Humane School Climate Goals of the Humane School Climate School Administrator as Climate Leader School Administrator as Climate Leader School Climate Instruments School Climate Instruments Research on School Climate Research on School Climate Summary Summary Epilogue Epilogue

Definitions of School and Classroom Climate Schools personality or health Schools personality or health Feelings derived from social system norms, expectations, beliefs Feelings derived from social system norms, expectations, beliefs The total environmental quality within an organization The total environmental quality within an organization Expressed as characteristics in the people in the school: trust, mutual respect, support for each other Expressed as characteristics in the people in the school: trust, mutual respect, support for each other

Facets of School Climate Program Determinants Program Determinants Process Determinants Process Determinants Material Determinants Material Determinants People Determinants People Determinants

General Climate Factors Respect Respect Trust Trust High Morale High Morale Opportunities for Input Opportunities for Input Continuous Holistic Development Continuous Holistic Development Cohesiveness Cohesiveness School Renewal School Renewal Caring Caring

School Administrator as Climate Leader Activity: In your discussion groups, formulate a strategy for implementing a school climate program in your school using the following guidelines Assess school climate Assess school climate Set goals for improvement Set goals for improvement Operationalize the goals Operationalize the goals Devise strategies for goal attainment Devise strategies for goal attainment Monitor progress Monitor progress Make improvements based on evaluation Make improvements based on evaluation

School Climate Instruments Learning Environment Inventory Learning Environment Inventory Classroom Environment Scale Classroom Environment Scale Organizational Climate Description Questionnaire (OCDQ) Organizational Climate Description Questionnaire (OCDQ) OCDQ-RE OCDQ-RE Individualized Classroom Environment Questionnaire Individualized Classroom Environment Questionnaire My Class Inventory My Class Inventory Group Openness and Trust Scale Group Openness and Trust Scale Tennessee School Climate Inventory Tennessee School Climate Inventory

Highlights of Research on School Climate Leadership style and school climate Leadership style and school climate School climate and student achievement School climate and student achievement Organizational climate and student achievement Organizational climate and student achievement Leadership and student performance Leadership and student performance

Summary of School Climate Focus Academic Academic Achievement Motivation Achievement Motivation Caring and Sensitivity Caring and Sensitivity Collaborative Decision Making Collaborative Decision Making High Expectations High Expectations Leadership Leadership Order and Discipline Order and Discipline

Summary of School Climate Focus Physical Environment Physical Environment School Safety School Safety Staff-Parent Relationship Staff-Parent Relationship Staff-Student Relationship Staff-Student Relationship Staff Interpersonal Relationships Staff Interpersonal Relationships Student Interpersonal Relationships Student Interpersonal Relationships Trust Trust

Summary of School Climate Focus Program Program Policies Policies Products Products Places Places People People

Epilogue Evidence exists that a school is the shadow of its administrator. The school administrator is first and foremost a climate leader whose key function is the improvement of the schools climate or learning environment. School improvement begins with the administrator.

Epilogue It is the love of Christ that controls me. 2 Cor 5: 14 (Gspd). It is the love of Christ that controls me. 2 Cor 5: 14 (Gspd). But the fruit of the Spirit is love, joy, peace, longsuffering, gentleness, goodness, faith, meekness, temperance: against such there is no law. Gal. 5: 22, 23. (KJV). But the fruit of the Spirit is love, joy, peace, longsuffering, gentleness, goodness, faith, meekness, temperance: against such there is no law. Gal. 5: 22, 23. (KJV).

Epilogue C - Christs L - Love I - Influences M - My A - Attitude T - Toward E - Everyone

It is the love of Christ that controls me. 2 Cor 5: 14 (Gspd) C - Christs L - Love I - Influences M - My A - Attitude T - Toward E - Everyone Evidence exists that a school is the shadow of its administrator. The school administrator is first and foremost a climate leader whose key function is the improvement of the schools climate or learning environment. School improvement begins with the administrator. Climate and Cross