فرهنگ مدرسه - school culture - ابوالفضل بختیاری- Abolfazl Bakhtiari
فرهنگ مدرسه - school culture -
ابوالفضل بختیاری- Abolfazl Bakhtiari
School Culture Standard 1: The school culture reflects norms, values, standards, and practices that reinforce the academic, social, emotional, and relational growth of each student and a commitment to the professional growth of all educators.
Fully Operational 1.1
The overall school culture consistently provides support (e.g., counseling, academic advisements, transitional experiences) to enhance the academic achievement of all learners in a diverse student population, ensuring that their individual needs and strengths are addressed to prepare them for success with the GPS, post-secondary education, and the world of work.
Performance/Action 1
The school leadership team works with teachers to look at the data (formative and summative), to set student academic goals for all students, and plan safety nets for students requiring additional academic assistance. This occurs on a regular basis throughout the year. For example, teachers use and every two months provide the principal with a copy of class reports that indicate the students’ reading levels and the students’ progress toward meeting the standard/elements. The principal uses the class reports to monitor grade level and class progress, to identify students for safety nets, to determine funding, etc.
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Artifacts: |
Evidence: |
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ü Data room ü Data notebook ü School improvement plan ü Strategic intervention/safety net plan ü Meeting agendas and minutes, etc. |
School leaders can explain how to develop targets for all students within each of the content areas at the following levels: school, grade level, class, and individual. They know the status of each class. School leaders can explain the assessment process. |
Performance/Action 2
The school has established pyramids of interventions to address the social, emotional, and academic needs of its students.
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Artifacts: |
Evidence: |
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ü Pyramids of interventions ü Safety net plan, etc. |
All staff can articulate progressive steps which address the various social, emotional, and academic needs of students. |
Performance/Action 3
Clearly defined procedures and routines are developed by the staff addressing high, but attainable expectations for themselves and students. “This is how we do things to ensure all students meet the standards.”
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Artifacts: |
Evidence: |
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ü Protocols and norms in faculty handbook, etc. ü Student/teacher survey |
All stakeholders articulate and communicate the process for developing the protocols and norms as well as the procedures and routines. |
Performance/Action 4
The students know that they are responsible for learning the QCC/GPS. They also understand their strengths and weaknesses, and how to improve. Teachers support students in assuming responsibility for their own learning through conferencing, commentary, and flexible grouping practices.
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Artifacts: |
Evidence: |
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ü Posted standards and elements ü Goal documentation ü Analyzed student work with commentary ü Conferencing notebook. |
The students can articulate their strengths and weaknesses as related to the standards. They can describe their goals toward meeting or exceeding the standards. Students can explain where to go to get additional help. |
Performance/Action 5
Teachers and administrators hold all students to the same standards.
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Artifacts: |
Evidence: |
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ü Analyzed student work ü Teacher commentary ü Plans ü Student learning group assignments, etc. ü Student goals documentation |
Students can explain how they are held accountable for the same standards as other students. If they are experiencing difficulty with a standard they can explain where to obtain additional assistance. They can also describe their goals toward meeting or exceeding the standards. |
School Culture Standard 1: The school culture reflects norms, values, standards, and practices that reinforce the academic, social, emotional, and relational growth of each student and a commitment to the professional growth of all educators.
Fully Operational 1.2
The overall school culture consistently supports and enhances the social growth and development of all learners, ensuring that they acquire the ability to interact positively and effectively with diverse peers and adults within the school and in the world beyond the school environment.
Performance/Action 1
Students have the opportunity to develop personal, organizational, and leadership skills
through interaction in a wide variety of student organizations.
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Artifacts: |
Evidence: |
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ü Student group rosters ü Student Council membership roster ü Agendas and minutes from group meetings ü Products from group meetings |
Students can describe how participating in a variety of organizations (student council, math club, language honor societies, etc) has developed their leadership skills. |
Performance/Action 2
The school celebrates and acknowledges individual, small group, and organizational accomplishments within a positive learning community.
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Artifacts: |
Evidence: |
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ü Announcements ü Flyers ü Newsletter articles ü Notes home to parents, etc. ü Surveys |
Staff and students express a feeling of satisfaction with the recognition of organizational accomplishments and are positive about the school culture and climate. |
School Culture Standard 1: The school culture reflects norms, values, standards, and practices that reinforce the academic, social, emotional, and relational growth of each student and a commitment to the professional growth of all educators.
Fully Operational 1.3
The overall school culture consistently supports and enhances the emotional growth and development of all learners, ensuring that they acquire the ability to understand their own motivation, monitor and evaluate their emotions and emotional responses, and access support and intervention when emotional issues and problems arise in their lives.
Performance/Action 1
The school has established pyramids of interventions to address the social, emotional, and academic needs of its students.
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Artifacts: |
Evidence: |
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ü Pyramids of interventions ü Safety net plan, etc. ü Safety net rosters |
All staff can articulate the progressive steps of interventions that address the various social, emotional, and academic needs of students. |
Performance/ Action 2
The school offers a variety of services that meet student needs.
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Artifacts: |
Evidence: |
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ü Pamphlet of student services ü School website listing all family and student services ü Student/parent handbook, etc. ü Survey |
Stakeholders articulate satisfaction regarding services and partnerships that meet student needs. |
Performance/Action 3
The school establishes a network between parents and community to support student learning.
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Artifacts: |
Evidence |
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ü Parent sign-in sheets ü Photographs of events ü Communication notebooks ü Newsletters, etc. |
Parents participate with their children in a variety of reading, writing, mathematics, and technology related activities. These are designed to enrich student learning as well as help parents/community develop awareness of best practices in these areas. |
School Culture Standard 1: The school culture reflects norms, values, standards, and practices that reinforce the academic, social, emotional, and relational growth of each student and a commitment to the professional growth of all educators.
Fully Operational 1.4
The overall school culture consistently supports and enhances the relational growth and development and sense of belonging of all learners in diverse student populations, including clear and consistent support and practices that reinforce positive and productive relationships and interactions via such interventions as the following: (a) caring adults who serve as mentors and role models; (b) ongoing advisement processes that address the whole child; (c) a variety of counseling, health, and social services resources that are easily accessible for all students; and (d) an overall climate that nurtures and sustains relationships that are positive, productive, and mature.
Performance/Action 1
A mentor program is established to address the needs of identified students.
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Artifacts |
Evidence: |
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ü Meeting logs ü Mentor program design ü Brochure of mentor program ü Sign-in sheets ü Journals, etc. |
Mentors and students can describe the impact of the mentoring program. Students can explain where they can go if they need help.
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Performance/Action 2
The school has established pyramids of interventions to address the social, emotional, and academic needs of its students.
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Artifacts: |
Evidence: |
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ü Pyramids of interventions ü Safety net plan, etc. ü Safety net rosters |
All staff can articulate the progressive steps of interventions that address the various social, emotional, and academic needs of students. |
Performance/ Action 3
The school offers a variety of services that meet student needs.
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Artifacts: |
Evidence: |
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ü Pamphlet of student service ü School website listing all family student services ü Student/parent handbook, etc. ü Surveys |
Stakeholders can articulate satisfaction regarding the variety of services and partnerships that meet student needs. |
School Culture Standard 1: The school culture reflects norms, values, standards, and practices that reinforce the academic, social, emotional, and relational growth of each student and a commitment to the professional growth of all educators.
Fully Operational 1.5
The climate, culture, and practices of the school continually reinforce and support the professional growth of all adults and include effective and varied professional development opportunities (e.g., study groups, inquiry teams, action research, lesson study, peer review). All staff is committed to collaboration and shared inquiry and decision-making that promotes continuous professional growth to ensure student achievement and organizational productivity.
Performance/Action 1
Teachers exemplify professionalism by:
- Setting professional learning goals
- Being an active member of the professional learning community
- Exemplifying best practices daily in the classroom
- Keeping informed of current research
- Abiding by school policies and procedures such as attendance, dress code, communication, deadlines, etc.
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Artifacts: |
Evidence: |
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ü Professional learning plan ü Action plan ü Professional library ü Reading logs ü School policies and procedures, etc. |
Teachers can explain how their professional learning plan is aligned with the school’s plan. Teachers can articulate with confidence about what they are learning and how it is being applied in the classroom. |
Performance/Action 2
All staff members participate in the planning and implementation of professional learning opportunities. They also work along side teachers to align the Quality Core Curriculum (QCC) and the Georgia Performance Standards (GPS) as QCC phases out and GPS phases in. They assure that this alignment is in accordance to the curriculum/assessment cycle provided by the GADOE Curriculum and Instruction Division.
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Artifacts: |
Evidence: |
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ü GPS alignment documents ü Sign-in sheets ü Agendas from meetings ü Meeting minutes ü Copy of the phase-in plan for GPS, etc. |
All staff can explain the alignment process in use at their school and how that process matches the GPS rollout cycle. |
Performance/Action 3
Teachers approach new learning together. There is a process in place to develop the school’s professional learning plan which includes input from those who will be involved in the implementation.
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Artifacts: |
Evidence: |
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ü Professional learning plan ü Teacher meeting agendas ü Teacher meeting minutes ü Study group plans ü Action research plans, etc. |
Teachers can discuss their participation in professional learning opportunities and can describe how the new learning has been applied and what impact it has had on student learning.
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School Culture Standard 2: School rules, practices, and procedures foster a sense of community and belonging to ensure that staff and students maximize their capacity for teaching and learning.
Fully Operational 2.1
School rules, practices, and procedures reflect an active and sustained ability to confront and alleviate barriers to acceptance of individuals, inviting positive relationships and interactions among all members of the learning community.
Performance/Action 1
The school’s council meets consistently and has active parent, staff, and community/ business members’ participation.
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Artifacts: |
Evidence: |
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ü Meeting agendas ü Meeting minutes |
Parents, teachers, community members, and principal participate in the school’s council. |
Performance/Action 2
The school has an active Parent/Student/Teacher organization similar to PTSO/PTO/PTA
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Artifacts: |
Evidence: |
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ü Master schedule ü Agendas ü Meeting minutes ü Sign-in sheets, etc. |
Parent/student/teacher organizational meetings are regularly scheduled |
Performance/Action 3
The school provides professional learning experiences that foster cultural competency and promotes positive learning experiences for all students.
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Artifacts: |
Evidence: |
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ü Professional learning agendas ü Research materials used by study groups ü Lesson plans |
Teachers can articulate an understanding of their students and how they are held to high expectations. Teachers can also discuss their use of multiple teaching strategies as a means of addressing various learning styles. |
School Culture Standard 2: School rules, practices, and procedures foster a sense of community and belonging to ensure that staff and students maximize their capacity for teaching and learning.
Fully Operational 2.2
The learning community consistently celebrates and acknowledges the achievements and accomplishments of all members of that community.
Performance/Action 1
The principal and school staff model acceptance and respect for all and recognize individual efforts and accomplishments. There is a strong emphasis on effort-based learning.
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Artifacts: |
Evidence: |
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ü Team assignments ü Diversity committee ü Celebrations ü Announcements ü Student recognition ü Survey |
The school staff can describe ways in which they model acceptance and respect and how they recognize and celebrate individual efforts and accomplishments. |
Performance/Action 2
The school establishes opportunities for parents and community to support student learning.
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Artifacts: |
Evidence: |
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ü Sign-in sheets ü Photographs ü Volunteer logs, etc. |
Parents participate with their children in a variety of educational activities designed to enrich student learning and help parents develop awareness of best practices. |
School Culture Standard 2: School rules, practices, and procedures foster a sense of community and belonging to ensure that staff and students maximize their capacity for teaching and learning.
Fully Operational 2.3
The school consistently fosters inclusion and celebrates diversity among all individuals and groups within the learning community.
Performance/Action 1
The school staff fosters inclusion, celebrates diversity, and facilitates personal growth. Inclusion is the model of choice when appropriate for individual student needs.
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Artifacts: |
Evidence: |
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ü Inclusion schedule ü IEPs ü Teacher planning agendas and minutes ü Master schedule, etc. |
The faculty and staff can discuss how inclusion is implemented and utilized as a means of educating diverse learners. |
Performance/Action 2
Diversity is celebrated through cultural immersion activities related to the social studies standards.
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Artifacts: |
Evidence: |
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ü Planning committee minutes and agendas ü Lesson plans, etc. ü School newsletter ü PTO/PTA programs |
The students, staff, and community can express how cultural diversity is celebrated through the study of the social studies standards. |
School Culture Standard 2: School rules, practices, and procedures foster a sense of community and belonging to ensure that staff and students maximize their capacity for teaching and learning.
Fully Operational 2.4
The school consistently reinforces the self-governance and self-improvement of every student and staff member within the learning community. School decisions involve stakeholders and promote change and risk-taking through encouraging trust and openness.
Performance/Action 1
The principal and school administrators demonstrate a consistent and sustained commitment to engaging the input and involvement of students, teachers, parents, and community groups to ensure the achievement of all learners.
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Artifacts: |
Evidence: |
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ü Written communication from school to stakeholders ü Meeting agendas and meeting minutes ü Sign-in sheets ü Surveys of teachers, parents, students and community ü List of committee assignments ü School improvement plan , etc. |
All stakeholders can articulate how their involvement in the school contributes to the achievement of all learners. |
Performance/Action 2
The principal has made clear what is meant by high expectations for all students and teachers. For example, students are expected to meet the standards by the end of the school year, therefore teachers are knowledgeable about the rollout of the Georgia Performance Standards and know the specific standards for their content area(s). Teachers are expected to have a plan for implementing the standards on a daily basis and monitoring student progress towards meeting the standards. The school leadership is expected to have a plan for the rollout and monitoring of the implementation of the Georgia Performance Standards.
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Artifacts: |
Evidence: |
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ü Standards and elements are posted ü Teacher evaluations are linked to performance standards, ü Teachers have a copy of the rollout plan, ü Student and teacher portfolios, etc. |
Students can explain what they need to know and do to meet the standards. All students are held accountable for the same standards. Time is the variable. Students are provided additional support when needed. Additionally, teachers know and can explain what is expected of them and where to get support if needed. |
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