“Assessing The Health of your School Culture” Dr. M. Edward Krenson Randolph School President and Head of School “Assessing The Health of your School Culture” Dr. M. Edward Krenson Randolph School President and Head of School

Presentation Overview What is culture? What is the relationship between school culture and institutional effectiveness? How to assess the health of your school culture What is culture? What is the relationship between school culture and institutional effectiveness? How to assess the health of your school culture

“Culture is the approximation of the two ways, feeling and mind, of two worlds, sensitivity and thought. Culture is therefore the collective attitudes, beliefs, assumptions, expectations and approaches that are considered by the individual or the group to be normal and appropriate.” What is Culture?

“The great law of culture is: Let each become all that he was created capable of being” Thomas Carlyle

ISM’s “Model Schools Project” Study on Effective Private / Independent Schools “Identified quality of faculty culture as the core predictor of sustained student and faculty excellence in private independent schools”. ISM’s “Model Schools Project” Study on Effective Private / Independent Schools “Identified quality of faculty culture as the core predictor of sustained student and faculty excellence in private independent schools”.

“The nature of the relationship among the adults at the school has more to do with the school's quality, its character, and the achievement of its students than any other factor.” Roland Barth

Randolph School Mission Randolph School promotes high academic standards and challenges all students to develop the knowledge, skills, and character to become self-confident, reflective, and productive adults.

Randolph School Principles Randolph School believes that: Students achieve their full potential when the school challenges and supports each child's interests and aptitudes. In a rigorous college-preparatory curriculum, students master essential skills and information, develop intellectual curiosity and creativity, and acquire the ability and desire to continue learning throughout their lives. Students achieve their full potential when the school challenges and supports each child's interests and aptitudes. In a rigorous college-preparatory curriculum, students master essential skills and information, develop intellectual curiosity and creativity, and acquire the ability and desire to continue learning throughout their lives.

Randolph School Principles Randolph School believes that: Students should have the opportunity to mature as well-rounded individuals through participation and competition in a broad range of extracurricular activities. Clear and consistent expectations for behavior create an environment in which young people develop integrity, compassion, and respect for others. Students should have the opportunity to mature as well-rounded individuals through participation and competition in a broad range of extracurricular activities. Clear and consistent expectations for behavior create an environment in which young people develop integrity, compassion, and respect for others.

Randolph School Principles Randolph School believes that: Students and faculty from diverse backgrounds create a stimulating intellectual environment and foster respect and appreciation for differences. Parents and teachers must work as partners to educate children effectively. Students and faculty from diverse backgrounds create a stimulating intellectual environment and foster respect and appreciation for differences. Parents and teachers must work as partners to educate children effectively.

Morale, Culture and Character by Douglas Heath (1999) “We must view schools more systemically, not just as collections of academic disciplines. We must search for principles of assessment and standards for evaluating the quality of schools’ learning environment. We must assess achievement of their school-wide goals, typically attributes of character”.

Teaching / Working Environment “Faculty Culture ” Instructional Environment “Student / Parent Culture” Peer Relationships Student - Teacher Relationships Administrative Environment Mission / Vision / Values “Leadership Culture” Administrative Relationships Teacher Service to Constituents Teacher Collegiality Whole School Culture Institutional Effectiveness Assessment Model Teacher Professionalism

School Sub-Culture Components Leadership Culture Mission / Vision / Values Trustees Administration Department Heads Administrative Staff Constituent Culture Instructional Environment Student Relationships Student Achievement Parent Relationships Faculty / Staff Culture Teaching / Working Environment Empowerment Collegiality

Administrative Environment Assessed generally in each of the individual survey instruments. Individual assessments conducted for selected administrators Survey results tracked longitudinally Individual assessments conducted in May Feedback shared in one on one meetings related to the survey results Findings used for professional growth plan Assessed generally in each of the individual survey instruments. Individual assessments conducted for selected administrators Survey results tracked longitudinally Individual assessments conducted in May Feedback shared in one on one meetings related to the survey results Findings used for professional growth plan

ISM’s Faculty Culture Profile Standard 13 question questionnaire Tracked longitudinally Departmental / individual assessment Opportunity for comments Assessment in April Broken down divisionally Communicate results to board Standard 13 question questionnaire Tracked longitudinally Departmental / individual assessment Opportunity for comments Assessment in April Broken down divisionally Communicate results to board

Parent Culture Survey Standard 20 question questionnaire Tracked longitudinally Admissions priorities Division specific questions (3 – 5) Developed collaboratively with RPA Opportunity for comments Assessment in February / March Parent meeting / communicate results Broken down divisionally Standard 20 question questionnaire Tracked longitudinally Admissions priorities Division specific questions (3 – 5) Developed collaboratively with RPA Opportunity for comments Assessment in February / March Parent meeting / communicate results Broken down divisionally

Student Culture Survey Standard 21 question questionnaire Tracked longitudinally Opportunity for comments Broken down divisionally Assessment in November Communicate results to student / faculty / parents / board Standard 21 question questionnaire Tracked longitudinally Opportunity for comments Broken down divisionally Assessment in November Communicate results to student / faculty / parents / board

Resonance Symbol Symbolism of Three Circles Triangle Butterfly –Metamorphosis –Butterfly Effect Seeing more than is obvious Seeing how everything is connected Small actions lead to significant results Symbolism of Three Circles Triangle Butterfly –Metamorphosis –Butterfly Effect Seeing more than is obvious Seeing how everything is connected Small actions lead to significant results

“A school community that challenges both the head and the heart is a community with the capacity to inspire greatness” Eddie Krenson Ed.D. “A school community that challenges both the head and the heart is a community with the capacity to inspire greatness” Eddie Krenson Ed.D.