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While standardized assessments have become the norm in the educational process and a major lever of high-quality instructional planning and implementation, it has arguably forced a necessary shift from viewing building administrators as building managers to instructional leaders. The everyday decisions made by school leaders can either support the focus on instruction or possibly undermine it. Having served as an administrator in several different high-needs schools, teachers could often be heard saying, “I can’t teach if the kids won’t behave.” During my administrative tenure, I pushed my team to address the root cause of the student behaviors while working to strengthen teacher responses; as well as reversing implicit biases of teachers toward students. Ultimately, what we saw was that the students who were perceived as class disruptors or disengaged, continued the unwanted behaviors because of a lack of relationships between teachers and students compounded with instruction that was neither relevant nor engaging. In short, the root of my response to those teachers was that students won’t behave if they are not engaged.
While there are many layers that can be peeled back in any school, at a foundational level, positive school climates, cultures of care, engaging instruction, and desired student behaviors are elements in any school building that exist in tandem with one another.
It is possible and essentially critical in the current uncertain educational environment to create systems and processes that are conducive to positive student achievement, healthy social and emotional growth, and safe spaces that allow all stakeholders’ voices to be heard, valued and respected. The steps to actualizing a healthy school climate and culture do not happen overnight. It involves transformative work that is refined and personalized for each school. Every school is in a different part of the journey, and perhaps the one common factor is that the work is demanding and laborious, but well worth the effort in the long term.
There is an educational adage that states our educational system is littered with good ideas, (but) condemned by pressure for fast results. Continuous school improvement isn’t a quick fix. It is an intentional commitment to align all of the grind work AND the heart work toward the goal of improved student achievement for all students.
Aurelia Ortiz, Director
Office of School Quality
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Promotion of Quality Leadership
Leaders across the Commonwealth work diligently to promote quality in their schools. Please take some time to recognize those leaders.
The Office of School Quality is happy to announce the names of school leaders who were recognized for their leadership in the Graduation Completion Index (GCI). You can view the list of individuals on this document.
Based upon this month's theme of Climate and Culture, nominate a principal who has embodied exceptional leadership in any of the following criteria. Complete the nomination form by March 25, 2021, for consideration.
The principal implements, monitors, and evaluates the Climate and Culture by using the following criteria:
- Establishes and annually reviews the school’s beliefs, vision, and mission to evaluate goals, develop procedures, and implement systems that promote a positive school climate where all stakeholders feel cared for, valued, and respected.
- Collects data, evaluates the results and makes decisions that promote student choice, responsibility, and leadership skills that enhance the academic achievement, and the social and emotional skills of students.
- Communicates high-student performance expectations to students and parents to ensure student achievement in a safe and orderly environment.
- Supports the development of positive teacher-student relationships to foster a caring culture.
- Extends opportunities for extra schooling: after school, summer, Saturday, or extended-day school for all students (this does not replace a regular school-day absence).
- Uses multiple and frequent forms of school-to-home and home-to-school communications to help families learn about home environments that support student learning.
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Support for High-Quality Educational Environments
A positive, supportive school environment promotes healthy student development and learning, and includes norms, values, and expectations that support students and school staff socially, emotionally, and physically. School climate is multifaceted; and, school leaders can support the development of a positive school climate and culture by supporting positive student-teacher relationships, enabling high expectations for students with support, and using data to promote student choice. Also, engaging families and the community can contribute to a positive school culture. School leaders can engage families and community partners by communicating student learning to families, providing parents with resources to support learning, involving stakeholders in decision-making, and engaging the support of community partners. Additionally, gathering stakeholder feedback is critical to promoting and improving a positive school climate and family engagement.
This research brief from Hanover Research reviews research and best practices for supporting a positive school climate and engaging families and community partners. School leaders can use this resource to enable a supportive school culture that engages all stakeholders and supports student success.
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Q-Tip
Each month, we will feature one of our tools from our revised Academic Review Toolkit.
The school-level academic review is designed to help schools identify and analyze instructional and organizational factors affecting student achievement. The focus of the review process is on the systems, processes, and practices that are being implemented at the school level.
This month’s feature is the Culture and Climate Tool. Take a Quick-look to reflect on your school’s current practices based on the criteria to help improve the school’s continuous improvement efforts.
The Culture and Climate Tool is a tool specific for implementing, monitoring, and evaluating school’s effects on students, including teaching practices and the relationships among administrators, teachers, parents and students. In addition, the tool evaluates the school’s beliefs and the set of values staff members share with one another.
A technical assistance session will be held on April 8, 2021 to discuss the implementation of this tool. If you are interested in learning more, complete this Registration Form by March 25, 2021. These trainings are interactive with the intention to engage in thought-provoking conversations.
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Collaboration Corner
SPOTLIGHT: Culture and Climate
Relevant Research and Best Practice Highlights
The office of #EdEquityVA work is informed by literature, best practice, and research. Below are resources shared for your reference.
Did you know...
What is an Ombudsman?
An Ombudsman is a person who serves as a designated neutral party who advocates for a fair process and provides confidential, informal assistance, and support to parents, guardians, advocates, educators, and students with disabilities. The Ombudsman for Special Education serves as a resource to parents in non-legal special education matters.
The Virginia Department of Education (VDOE) has developed a one page, easy-to-understand, comprehensive summary of the role and responsibilities of the Parent Ombudsman for Special Education that addresses the specific supports the Parent Ombudsman can provide to parents. This Ombudsman for Special Education flyer is housed on our newly created Parent Ombudsman for Special Education webpage.
For more information on the role of the Parent Ombudsman at the VDOE, please refer to Superintendent's Memo 040-21: Parent Ombudsman for Special Education.
Also, you may contact VDOE’s Special Education Parent Ombudsman, Gloria Dalton, directly at Gloria.Dalton@doe.virginia.gov or toll free, by phone, at (800) 422-2083.
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Reminders
OMEGA Reimbursements: School Improvement Grant (SIG) Awards
Divisions are reminded that SIG reimbursements must be submitted to OMEGA at least once a month, as this allows the OSQ and the division to monitor the spend-down of the SIG funds.
SAVE THE DATES: The Office of School Quality will hold its Principal Leadership Conference on April 15 and 16, 2021 from 8AM to 3PM. Participants will be able to select from various resource rich 1-hour long sessions. A separate bulletin will be sent with registration information and final topics.
Learning Opportunity: The Council of Administration of Special Education (CASE) has a social emotional webinar series that begins on March 17, 2021. Access information about topics and registration at this link.
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Any feedback about this communication is greatly appreciated. If you have a topic you would like to see in a future monthly edition of Quality Quick Takes, contact OSQ at OSQ@doe.virginia.gov.
This monthly communication is intended for school and division leadership throughout the Commonwealth.
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