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OVERVIEW of CHARACTERISTICS Although school culture and school climate are interchangeable terms, there is no denying the importance they have on overall school and student success. These characteristics have been adopted and adjusted for the use of this module from the research of Kaplan and Owings. These characteristics are aligned with the NCPTS and TLMS stated at the beginning of the module. They connect with NCPTS I and V and TLMS I, III, V, and VII. Please click on the characteristic in which you find your school needs the most improvement to be directed to that page for resources. Openness/Trust- the extent to which those in the organization can depend on close, supportive teacher–student, teacher–teacher, teacher–administrator, student–student, and parent–school relationships. A sense of community aids this factor. Cooperation/Collegiality- the degree to which the school provides many opportunities and venues for sharing information in clear and unambiguous ways among organization members. This includes creating culture, discussing fundamental values, taking responsibility, coming together as a community, and celebrating individual and group successes. Teamwork- Teamwork is not optional for effective schools. Effective administrations ensure that teachers can work together to plan, share ideas, and support each other. Once educators experience the benefits of collaboration, they will appreciate the camaraderie and creativity it provides Continuous Improvement- the degree to which faculty and staff receive sufficient encouragement, resources (including teamwork and time), and opportunities to effectively meet their professional responsibilities as well as contribute to their organization’s well-being. Organizational Commitment-the extent to which a school has a clear and motivating purpose, expressed by a charismatic leader, focused on all students meeting challenging academic goals and backed by a well-defined, limited, and stimulating mission. The widely shared perception of these school goals as important supports this factor. Culture facilitates the growth of commitment to something larger than individual self-interest. |
Resources: Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, Va.: Association for Supervision and Curriculum Development. Home. (n.d.). Retrieved June 6, 2015, from http://www.teacherleaderstandards.org/index.php (n.d.). Retrieved June 6, 2015, from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf |