School Culture Triage Survey Administration and Analysis

What is School Culture Triage?

School Culture Triage n.: immediate evaluation of the current condition of school culture based on responses to a brief series of questions. It assists in determining the need for and extent of care to be provided - a protocol for care. Questions:

Are you striving for a positive school climate supported by a spirited staff? Is your school focused on teamwork and collegiality? Are all stakeholders involved in a continuous school improvement process? Do you struggle to attain higher levels of student achievement year after year?

Unfortunately, these noble goals are impossible to achieve without a healthy school culture. How do we know if our school culture is healthy? A school culture triage, a term often used in medical settings, is intended to assist schools in determining the current condition of their culture. Is there simply a need to monitor and maintain, or are we headed for intensive care?

How is a School Culture Triage useful in determining the condition of your school's culture?
When time and resources are limited, it is not uncommon for medical personnel to make informed judgments on the extent and immediacy of the care they are about to render. Is this a critical condition case that requires immediate attention and all available resources? It may be a situation where care is necessary but not extensive or a priority. These decisions are made based on the vital signs of the patient. The vital signs gathered in a School Culture Triage Survey include levels of professional collaboration, the presence of affiliative/collegial relationships, and the degree of self-determination among school staff.

How does a School Culture Triage fit in the overall school improvement plan?

With respect to school culture, the triage process involves the use of an initial questionnaire to determine the type and amount of care needed to better support student achievement. Does this school simply need to continuously diagnose school culture issues (monitor the current condition) or does the school need an in-depth analysis for the extensive development of a strong and healthy school culture (critical care)? Responses to the short, 17-item survey will assist a school in deciding the level of care needed. Does the school need to extensively delve into their professional collaboration, collegial relationships, and self-determination efforts or does the school just need to monitor their relationships and efficacy?

What Is The School Culture Assessment/Profile?

This is a process for deeply assessing the culture of a school. A School Culture Assessment:

Discovers what people think and how they perceive their environment (sometimes called "emotional perceptions") What we perceive, we believe. Collects Dominant Emotions Involves ALL Stakeholders Finds Patterns of Behavior including Thoughts, Actions, and Artifacts.

The Center's research and that of independent researchers have identified school culture as one of the most important factors in promoting school improvement in three major areas: 1. Levels of student achievement; 2. Levels of teacher and staff job satisfaction; 3. Levels of parent involvement and community support.

How can an in-depth school culture assessment contribute to school improvement?

Here is the process we have used in hundreds of schools across the US, Canada, and Mexico: School culture data is collected by certified facilitators over a 3-4 day span of time. They are responsible for the administration of a survey (different from the School Culture Triage Survey), interviewing every staff member, and making unobtrusive observations of school life. These three types of data are analyzed and combined into

a School Culture Profile. The profile is shared first with the school administration and then with the school staff. The profile contains recommendations for improvement. (You are welcome to contact superintendents, principals, teachers, and educational consortium directors for their perspective on the process and its results. Please see listing in the reference section.)

School Culture Assessment: A School's Eye View

Prior to the School Culture Profile Visit - Administration of the School Culture Profile Survey. The school culture facilitators will ask the teachers and staff to complete a 13 question survey projecting how important the elements of school culture are to each individual. In addition, the survey asks to what degree are these elements present in this school. During the School Culture Profile visit the school will notice:

Facilitators observing throughout the school. These unobtrusive observations are conducted, not as individual classroom observations, but as an overall view of the school's culture. Teachers and staff will be asked to participate in conversations (a transformational interview) about the school and the people in it.

At the end of the School Culture Profile visit the faculty and staff will:

Be presented with a report on the findings; Be offered some recommendations based on the findings and best practice.

Benefits of the School Culture Profile include:

An external examination of the school culture; A statement of findings and recommendations that can be used for planning purposes; Reflective opportunities for the faculty and staff; Engagement of faculty, staff, and other stakeholders in improvement efforts.

Team Building for Educators

"THROWING PEOPLE AT EACH OTHER IN ORDER TO FORM TEAMS WILL NOT WORK . . . NO MATTER WHAT THE VELOCITY."

Team building can never be taken for granted. This team-building experience consists of a carefully constructed set of 10 interactive activities. Each activity has three phases: 1. The activity itself, 2. A written reflection responding to prompt questions, and 3. A discussion of learning points from the exercise. We encourage principals and team leaders to participate and learn these teambuilding exercises for use in their schools. Facilitators with the Center for Improving School Culture are also available to lead these activities.

Teams of Practice for Instructional Improvement

Introduction
Teams of Practice... are groups of educators who have been taught to create and sustain learning environments for themselves. These learning environments are based on analyzing "what works for our students?" A belief that ALL individuals within the school can be active learners is an important component in establishing this concept. The Teams of Practice process assists in the development of what the National Staff Development Council refers to as a learning community. Teachers who want to improve their practice should be challenged, supported and empowered. Strong Teams of Practice provide a community of learners who support and challenge each other toward higher more efficient levels of performance.

The Purpose of the Teams of Practice Process is to:

Create collegial groups who can speak plainly about student learning; Analyze student learning; Create alternatives and/or eliminate obstructions to learning.

Establishing a culture of acceptance and communication is essential to the development of these teams. Teachers examine multiple aspects of their own and their colleagues teaching practices.

Examples of practices that can be reviewed within a collegial team are:

Setting common standards for student work assessment and evaluation; Setting standards for implementing teaching strategies; Planning collaboratively to establish integrated units; Observing classroom practices; Coaching colleagues in teaching strategy implementation; Monitoring student work as a "team"; Defining what is quality student work; and Analyzing assessment and evaluation results.

Teams of Practice analyze and learn collaboratively.

These learning communities strengthen the school culture by creating what Sergiovanni calls "binding."This goes beyond bonding or affiliation. Members of these strong teams practice the art and craft of teaching in such a way that it is innately understood as the "way we do business" around here. Professional standards are part of the "Team" and team members are open and honest in their efforts to improve and support each others' practices.

There are three components in the Teams of Practice process. They are:

Differentiated Instruction (The Tools); Peer Coaching (The Process); and Analysis of Student Work (The Products).

School Administrators, School Improvement Teams, School Leadership Teams, School Based Decision-Making Councils, and other such leadership configurations are encouraged to discuss and determine which component would be most helpful to their school. Typically, each component (tools, process, and product) is presented and practiced in two-day sessions. Three delivery formats are available for Teams of Practice professional development. They are: -All Staff Option: Two day professional development sessions presented to all faculty members by two CISC Certified Facilitators for each component (6 days total).Due to the interaction of participants during these training experiences, the

number of participants in each session is limited to twenty. A minimum of 3 days of school visits for follow-up is suggested but not required with this approach. -Train-The-Trainers Option:* Five day Train-The-Trainer session presented by two CISC Certified Facilitators to prepare lead teachers, department heads, team leaders, etc. to provide "in-house" training in each component for their respective departments. Four to six school visit follow-up days are suggested but not required with this training option. -Small Group Pilot Option: Six-day professional development session for a designated pilot team of eight people. Two CISC Certified Facilitators will provide team members with training for full implementation of the three components. The team is expected to practice the components during the coming school year. It is strongly suggested that at least six days of school visit follow-up sessions be contracted for this training option.

School Leaders' Help for Teachers: Moving From Ruts to Grooves

A principals' workshop for working with burned-out, cynical teachers. The problem with burned-out, cynical teachers is that they do not like to be burnedout and cynical alone. They look for company to join them in their professional gloom, despair, and "victimization". Their unprofessional behavior impacts: Their Colleagues - who wonder why you don't do something about it; Their Students - who feel they are being punished just because they are in his/her class; The Parents - who also wonder why you don't do something about it; and, The Central Office Staff - who have no idea what you can do about it. You can probably use more tools in your leadership tool box while working with these people. This one-day session targets low-functioning, dysfunctional classroom teachers needing to improve their perspective on the profession and the learning climate in their classrooms. This is not a workshop on instructional supervision rather; the focus of this workshop is on research-based interview questions that are intended

to stimulate self-reflection - the predominant vehicle for bottom-line professional improvement. The setting and interviewing technique will be demonstrated by workshop facilitators and practiced by participants. Typically, this workshop is conducted for school district administrators onsite. Cost is based on the number of participants

Negotiating Conflict with Healthy Interactions

"One of the basic tenants of leadership is that the fastest path to failure is trying to please everyone." Resolving conflict need not be a negative process once participants have committed to the rules of civility. Facilitators within the Center for Improving School Culture are experts in conducting a nominal group process. The process encourages:

Rules of civility to be followed. A variety of ideas to be expressed. Everyone's voice to be heard. Developing compromise and inclusivity. Arriving at a resolution that can be supported by most.

Teams of Practice for Instructional Improvement

Introduction
Teams of Practice... are groups of educators who have been taught to create and sustain learning environments for themselves. These learning environments are based on analyzing "what works for our students?" A belief that ALL individuals within the school can be active learners is an important component in establishing this concept. The Teams of Practice process assists in the development of what the National Staff Development Council refers to as a learning community. Teachers who want to improve their practice should be challenged, supported and empowered. Strong Teams of Practice provide a community of learners who support and challenge each other toward higher more efficient levels of performance.

The Purpose of the Teams of Practice Process is to:

Create collegial groups who can speak plainly about student learning; Analyze student learning; Create alternatives and/or eliminate obstructions to learning.

Establishing a culture of acceptance and communication is essential to the development of these teams. Teachers examine multiple aspects of their own and their colleagues teaching practices.

Examples of practices that can be reviewed within a collegial team are:

Setting common standards for student work assessment and evaluation; Setting standards for implementing teaching strategies; Planning collaboratively to establish integrated units; Observing classroom practices; Coaching colleagues in teaching strategy implementation; Monitoring student work as a "team"; Defining what is quality student work; and Analyzing assessment and evaluation results.

Teams of Practice analyze and learn collaboratively.

These learning communities strengthen the school culture by creating what Sergiovanni calls "binding."This goes beyond bonding or affiliation. Members of these strong teams practice the art and craft of teaching in such a way that it is innately understood as the "way we do business" around here. Professional standards are part of the "Team" and team members are open and honest in their efforts to improve and support each others' practices.

There are three components in the Teams of Practice process. They are:

Differentiated Instruction (The Tools); Peer Coaching (The Process); and Analysis of Student Work (The Products).

School Administrators, School Improvement Teams, School Leadership Teams, School Based Decision-Making Councils, and other such leadership configurations

are encouraged to discuss and determine which component would be most helpful to their school. Typically, each component (tools, process, and product) is presented and practiced in two-day sessions. Three delivery formats are available for Teams of Practice professional development. They are: -All Staff Option: Two day professional development sessions presented to all faculty members by two CISC Certified Facilitators for each component (6 days total).Due to the interaction of participants during these training experiences, the number of participants in each session is limited to twenty. A minimum of 3 days of school visits for follow-up is suggested but not required with this approach. -Train-The-Trainers Option:* Five day Train-The-Trainer session presented by two CISC Certified Facilitators to prepare lead teachers, department heads, team leaders, etc. to provide "in-house" training in each component for their respective departments. Four to six school visit follow-up days are suggested but not required with this training option. -Small Group Pilot Option: Six-day professional development session for a designated pilot team of eight people. Two CISC Certified Facilitators will provide team members with training for full implementation of the three components. The team is expected to practice the components during the coming school year. It is strongly suggested that at least six days of school visit follow-up sessions be contracted for this training option.
"The sum of the values, cultures, safety practices, and organizational structures within a school that cause it to function and react in particular ways."
So, at Flagstaff Academy, my responsibilities include (but are not limited to) the following:

Forge positive relationships with all students, parents, and staff Serve as the school's chief administrator in the absence of the principal and assistant principal Represent the school in outside activities such as student recruitment events and community functions Substitute, as needed, in classrooms, drive line, or other locations Assist in the planning, implementation, evaluation, and innovation of all middle school programs Implement and manage all aspects of the middle school electives and service-learning program

Manage and supervise all aspects of Dragon Discovery trips (multi-day, overnight fieldtrips) Work closely with middle school staff and faculty to improve academics, discipline, and general school culture Serve as discipline resource for grades 5-8, working with students, staff, and parents toward improved decision-making by students Forge a new culture of conflict management and problem-solving based in restorative values and principles Provide oversight to Student Government, through functional supervision of the Student Government advisor(s) Teach an elective class focusing on Restorative Justice and Peacemaking

My style of leadership is inclusive and empowering, as I believe that our greatest asset here is our people (students, faculty, staff, and parents). I'm just one piece of the puzzle!

There is a saying that goes, The purity of theory is no match for the mess of reality. I recognize that there is some truth to this, and also recognize that if we dont have theory to guide us, we are like a ship without a rudder. The following documents are shared below to help provide a guide, or a rudder, for the emerging ideas about how to implement Restorative Justice values and principles in a school setting. This page is always "under construction", and I'll be adding new articles here from time to time.