•  Assess  the  school  climate  (teacher-­‐teacher  rela0onships)    o  Survey  faculty  (School  Culture  Triage  Survey)  o  Board  interviews  of  staff  /  report  informa>on  

•  Create  the  knowledge  o  Present  Strengthsquest  material  

•  Build  self-­‐awareness  o  Faculty  and  staff  do  pre-­‐survey  ac>vity  o  Faculty  and  staff  does  Strengthsquest  on-­‐line  survey  and  finds  their  top  5  strengths    o  Record  personal  strengths  

•  Publicize  Strengths  o  Principal  collects  everyone’s  Strengthsquest  survey  o  Signs  are  made  for  each  person’s  office/work  area/classroom  lis>ng  their  strengths  o  Team  talent  map  will  be  constructed  and  placed  in  the  faculty  work  room  o  Ar>cula>ng  the  use  of  the  office  signs  and  the  team  talent  map  

•  Use  strengths  to  match  people  with  tasks  o  As  tasks  arise,  they  will  be  assigned  based  on  individual’s  strengths  

•  Use  strengths  to  match  people  together  into  teams  to  accomplish  more  complex  tasks  o  As  complex/mul>ple  person  tasks  arise,  team  members  will  be  assigned  so  that  

mul>ple  strengths  will  be  on  each  team  

•  Match  strengths  to  peer  evalua0on  tools  o  Create  a  tool-­‐box  of  classroom  evalua>on  tools  and  assign  tools  to  individuals  that  

match  their  strengths  •  Begin  peer  evalua0on    program    

o  Teachers  evaluate  each  other  using  the  tools  that  fits  their  strength  

*Poten>al  future  ac>on  

•  Students  discover  their  strengths  and  use  them  to  solve  problems,  accomplish  tasks,  and  select  career  paths  

 

Crea>ng  a  culture  within  faculty  of  support  and  excellence  through  the  shaping  of  school  climate    Lloyd  McIntyre  and  Mark  ORe  

INITATIVE OVERVIEW

A    school  faculty  is  a  collec>on  of  individuals  united  behind  a  common  mission,  to  educate.    The  individuals    on  the  faculty  must  possess  a  diversity  of  skills,  knowledge,  and  personali>es  to  reach  and  teach  every  student  at  the  school  in  all  the  areas  that  educa>on  occurs.    The  mission  of  the  school  can  be  compromised  by  these  same  individuals  allowing  personal  differences  to  overshadow  the  important  job  that  they  must  accomplish  together.    The  differences  can  be  a  lack  of  apprecia>on  between  staff  members  who  have  different  skill  sets.    The  differences  can  occur    from  viewing  problems  and  solu>ons  from  different  perspec>ves.    The  differing  views  can  both  lead  to  solu>ons,  yet  create  conflict.    The  differences  can  arise  from  perceived  unequal  work  loads  or  work  ethics.    Regardless  of  the  sources  of  conflict,  a  faculty  that  has  difficulty  working  together  will  adversely  affect  communica>on  and  collegiality    that  is  so  necessary  for  school  improvement  and  therefore  student  achievement.    The  faculty  loses  their  focus  and  the  common  mission  is  lost.    Our  project  is  to  create  culture  on  the  faculty  that  respects  the  diversity  found  among  it  and  then  to  grow  that  respect  into  a  culture  that  supports  each  other,    communicates  with  each  other,  and  builds  each  other  into  the  best  team  that  they  can  be.      

Empirical  data,  has  made  very  clear,  the  rela>onship  between  school  climate  and  student  success.  Although  a  defini>on  of  school  climate  is  not  widely  agreed  upon,  the  desire  for  student  achievement  is..  Iden>fying  the  “strengths”  of  teachers  as  a  means  to  build,  foster,  and  retain  professional  capital  in  order  to  improve  school  climate  and  ul>mately  improve  student  performance,  is  something  all  schools  can  do.  

-­‐               Woolfolk  Hoy,  A.,  &  Hoy,  W.  K.  (2012).  Instruc(onal  leadership:  A  research-­‐based  guide  to  learning  in  schools  (4th  ed.)  -­‐               J.  Winter  &  J.  Sweeney  (1994).  Improving  School  Climate:  Administrators  Are  Key  NASSP  Bulle>n  (p.  65-­‐69)  -­‐    A.  Hargreaves  &  M.  Fullan  (2012).  Professional  Capital  Transforming  Teaching  in  Every  School  -­‐  J.  Luisell,  R.  Putnman,  M.  Handler,  A  Feinberg,  (2005).  Whole-­‐school  posi>ve  behavior  support  on  student  discipline  problems  and  academic                        

 performance,  Educa(onal  Psychology  -­‐  J.  Shindler,  A.  Jones,  A.  Dee  Williams,  C.  Taylor,  H.  Cadenas  (2009),  Exploring  the  School  Climate  –  School  Achievement  Connec(on  and  

 Making  Sense  of  Why  the  First  Proceeds  the  Second    

•  Assess  the  school  climate  (teacher-­‐teacher  rela0onships)    o  Survey  faculty  (summer  2013,  principal)  o  Board  interviews  of  staff  (December  2013–January  2014,  board  of  control)  

•  Create  the  knowledge  o  Present  Strengthsquest  material  (In-­‐service  May  2014,  principal)  

•  Build  self-­‐awareness  o  Pre-­‐survey  ac>vity  (In-­‐service  May  2014,  faculty  and  staff)  o  Do  Strengthsquest  on-­‐line  survey  and  find  the  top  5  strengths  of  each  staff  member  

(In-­‐service  May  2014,  faculty  and  staff)  o  Record  personal  strengths  (In-­‐service    May  2014,  faculty  and  staff)  

•  Publicize  Strengths  o  Collect  everyone’s  Strengthsquest  survey  (Summer  –  2014,  principal)  o  Signs  are  made  for  each  person’s  office/work  area/classroom  lis>ng  their  strengths  

(Summer  2014,  administra>ve  assistant)  o  Team  talent  map  will  be  constructed  and  placed  in  the  faculty  work  room  (Summer  

2014,  administra>ve  assistant)  o  Ar>cula>ng  the  use  of  the  office  signs  and  the  team  talent  map  (In-­‐service  August  

2014,  principal)  

•  Use  strengths  to  match  people  with  tasks  o  As  tasks  arise,  they  will  be  assigned  based  on  individual’s  strengths    (ongoing,  

administra>ve  team  and  others)  

•  Use  strengths  to  match  people  together  into  teams  to  accomplish  more  complex  tasks  o  As  complex/mul>ple  person  tasks  arise,  team  members  will  be  assigned  so  that  

mul>ple  strengths  will  be  on  each  team  (ongoing,  administra>ve  team  and  others)  

•  Match  strengths  to  peer  evalua0on  tools  o  Create  a  tool-­‐box  of  classroom  evalua>on  tools  and  assign  tools  to  individuals  that  

match  their  strengths  (Summer  2015-­‐principal)  

•  Begin  peer  evalua0on    program    o  Teachers  evaluate  each  other  using  their  assigned  tools    (ongoing  2015,  faculty)  

 

•  “School  Culture  Triage  Survey”  NASSP  •  Strengths  Quest  Cliion  –  Gallup  •  Strengths  Insight  Guide  –  Gallup  •  Signature  Themes  Report  –  Gallup  •  Theme  Sequence  Report  –  Gallup  •  Ac>on  Planning  Tool  –  Gallup  •  Team  Talent  Map  Tool  –  Gallup  •  Cer>ficate  Creator  -­‐  Gallup  

•  In  the  graph  above,  a  posi>ve  correla>on  between  School  Climate  and  Achievement  is  illustrated.  As  school  climate  improves,  so  does  performance.  (Exploring  The  School  Climate,  2009)  

•  API  =  Average  Performance  Indicator  

 

INITIATIVE OVERVIEW