Transcript Slide 1

Understanding and
Enhancing Positive
School Climate
Erin Byrnes, Ed.S.
Tammy Gilligan, Ph.D.
Patti Warner, Ph.D.
James Madison University
Introduction
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Create a positive atmosphere in your school, office or at
meetings
We Are Family: From the Creators Clip
Introduction cont.
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How do school psychologists realistically promote a
healthy school environment?
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School climate is important to school psychologists,
schools, and students
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School psychologists are important to understanding
school climate
Definition of School Climate
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There is no agreed upon definition of school climate (Hoy
& Hannum, 1997)
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School climate is a school property (Griffith, 1997)
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School climate refers to the quality and character of
school life. It is based on patterns of school life
experiences and reflects norms, goals, values,
interpersonal relationships, teaching, learning, leadership
practices, and organizational structures (National School
Climate Council, 2007)
School Climate Factors:
Interactive Model
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Achievement motivation
Collaborative decision making
Equity and fairness
General school climate
Order and discipline
Parent involvement
School-Community relations
Staff Dedication
School Climate Factors cont.
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Staff expectations
Leadership
School building
Sharing resources
Caring and sensitivity
Student interpersonal relations
Student-teacher relations
Haynes, Emmons, & Ben-Avie,1997
Beneficial Student Outcomes
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Increased student achievement
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Reduction of absenteeism
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Improved self concept of students
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Pro-social and appropriate behaviors
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Decrease in suspensions
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Increased job satisfaction for staff
Questions that need asking…
1.
How do you, as a school psychologist, define school climate based
on your experience?
2.
How does school climate affect the school in which you are
employed?
3.
What contributions, as a school psychologist, have you made in the
past to promote a positive school climate?
4.
What barriers do you experience in the promotion of a positive
school climate?
5.
What training do you need to receive on changing school climate?
6.
What resources and skills do you need in order to impact school
climate?
Discussion Question 1: How do school
psychologists define school climate based on their
experience?
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No clear definition of school climate and variables that
comprise school climate
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Range of definitions
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Emphasis:
• leadership
• actions/behaviors of specific people or person
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Implications for school psychologists
Discussion Question 2: How does school climate
affect the school in which the school psychologist
is employed?
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Emphasis:
• Services
• Collaboration
• Opportunities
• Leadership
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No perceived impact on students
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Implications for school psychologists
Discussion Question 3: What contributions, as a
school psychologist, have they made in the past to
promote a positive school climate?
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Wide range of contributions
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Limited participation in formal evaluations and school
improvement projects
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Implications for school psychologists
Discussion Question 4: What are barriers a school
psychologist experiences to their promotion of a
positive school climate?
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Numerous barriers
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Emphasis:
• Gap between special education and general education
• Relationships
• Individual characteristics
• Change process
• Service delivery model
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No discussion:
• Competency in systems change
• Training
• Participation in formal evaluation/systems change projects
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Implications for school psychologists
Discussion Question 5: What training do school
psychologists receive on changing school
climate?
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Received no formal training on school climate
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Implications for school psychologists
Discussion Question 6: What resources and skills
do school psychologists need in order to impact
school climate?
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Varying skills and resources needed
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Emphasis:
• Individual characteristics
• Interpersonal relationships
• Awareness
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Implications for school psychologists
Implications for Schools and Students
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Schools:
• Need to be educated on school climate
• Prepare for systems change
• Include students
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Students:
• Included in school climate projects
• Impact of various relationships on education and
school climate
Ways to Create a Positive School
Climate
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Positive Behavior Interventions and Supports (PBIS)
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National Association of School Psychologists (NASP)
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School Climate Challenge (National School Climate
Council, 2007)
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Promoting Tolerance
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See resource handout for many others
Discussion
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How do you promote a positive school climate?
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What are barriers you experience?
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Share resources/ideas/questions/concerns…
Fostering Optimism
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Individual Activity
Future Needs
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A unitary definition of school climate and variables that comprise school
climate.
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Shifts in responsibilities and roles of the school psychologist from primarily
“tester” to change agent.
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Training on how to positively impact school climate.
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Awareness of school climate as an important entity that is alterable.
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Education on school climate and the clear link between school climate and
student achievement.
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Comprehensive tool kit with definitive and practical ways for school
psychologists to change and contribute to school climate that are organized
and easily available.
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Discussion of school climate and a sharing of resources and ideas among
school psychologists.
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Research.
Conclusion
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School psychologists are impacted by school climate but rarely
consciously consider school climate as an area they may impact.
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Indeed there are barriers
• Individual characteristics
• Interpersonal relationships
• Minimal training
• Gaps between research and practice
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School psychologists do contribute in many ways!
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We need awareness
• Professional discussion
• Opportunity for self-reflection
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We can shed light on this topic!
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