School Climate and School Climate and Invitational LearningInvitational Learning

By Lucia Ribeiro, CoordinatorBy Lucia Ribeiro, CoordinatorInternational Welcome CenterInternational Welcome Center

Make it a pleasant journey for Make it a pleasant journey for all of your school community…all of your school community…

• Legal Purposes:Legal Purposes:

• NCLBNCLB

• AYPAYP

• INCLUSIONINCLUSION

• SACS SACS ACCREDITATIONACCREDITATION

AGENDAAGENDA

• SIGN INSIGN IN• INTRODUCTIONSINTRODUCTIONS• ““WORDS TO LEAD BYWORDS TO LEAD BY””• IMPLEMENTATION PLAN (To be completed IMPLEMENTATION PLAN (To be completed

throughout the day: Ticket out the Door)throughout the day: Ticket out the Door)• ICE BREAKER & BREAKOUT SESSIONS:ICE BREAKER & BREAKOUT SESSIONS: USING THE USING THE ““TT ”” CHART PROVIDED, CHART PROVIDED,

LIST SOME OF THE DIFFICULTIES AND LIST SOME OF THE DIFFICULTIES AND SUCCESSES IN WORKING IN YOUR SCHOOLSUCCESSES IN WORKING IN YOUR SCHOOL’’S S FRONT OFFICE. ASSIGN A RECORDER.FRONT OFFICE. ASSIGN A RECORDER.

SUCCESSES AND DIFFICULTIES SUCCESSES AND DIFFICULTIES TO SCHOOL CLIMATE & NCLBTO SCHOOL CLIMATE & NCLB

SUCCESSESSUCCESSES DIFFICULTIESDIFFICULTIES

SHARE YOUR SUCCESSES AND SHARE YOUR SUCCESSES AND DIFFICULTIES.DIFFICULTIES.

•DEBRIEF: DEBRIEF: ASSIGN A ASSIGN A SPEAKER FROM YOUR SPEAKER FROM YOUR GROUPGROUP

•BREAK @ 10 AM AFTER BREAK @ 10 AM AFTER DEBRIEFSDEBRIEFS

Influences on School Influences on School ClimateClimate

School Goals

Interpersonal

RelationshipsPersonal Personal Relationships,

Fiscal $$, Student Achievement,

Leadership Development

CCSDGOALS

A Growing TrendThe Census Bureau projects that by the year 2100: The U.S. minority population will become the majority. Non-Hispanic whites will make up only 40% of the U.S. population.

There is a richness that comes from students working side by side with others who are not of the same cookie-cutter mold.

As diversity in the world grows, it becomes increasingly important for students in the United States to acquire the knowledge, skills, and values essential for functioning in cross-racial, cross-ethnic, and cross-cultural situations.

No Child Left Behind shines the light on achievement gaps among diverse groups of students:

The federal No Child Left Behind law has put pressure on schools to see that all students succeed, regardless of their ethnic or language background.

Schools are required to meet state "adequate yearly progress" (AYP) goals for their total student populations.

Subgroups, including major ethnic/racial groups

Economically disadvantaged students

English language learners (ELLs) Students with disabilities.

Building Trust with Schools and Diverse Families:

Research suggests:

a connection between the school climate and the extent to which parents and families are involved in their children's education.

a link between family involvement to higher student achievement, better attitudes toward school, lower dropout rates, and increased community support for education, as well as many other positive outcomes for students, families, and schools.

with parent involvement, students achieve more, regardless of socioeconomic status, ethnic/racial background, or the parents' education level".

Research suggests:

Lower-income, and families who speak limited English are often highly underrepresented in school-level decision-making and in family involvement activities — a phenomenon that speaks far more often to differing needs, values, and levels of trust than it does to families' lack of interest or unwillingness to get involved.

Schools create a positive school climate by reaching out to families and providing structures for them to become involved, the result is effective school-family partnerships.

School-family partnerships help children succeed in school and in their future.

Common obstacles to school-family partnerships:

First Impressions The way parents and other family members are received the first time they come to the school can set the tone for the duration of their relationship. Families who feel ignored or slighted by the adults in the building are unlikely to come back, especially if they had been hesitant to come to the school in the first place.

Poor CommunicationWhether it is miscommunication, or a lack of communication on the part of both families and schools, these issues can create tension and distrust.

Past ExperiencesFamily members' prior experiences with school also have a significant impact on how willing they are to trust school staff members and become involved in their children's schooling. Family members whose own experiences were negative may not feel comfortable entering the school building, or may not trust that teachers will value their input. Similarly, families who have encountered problems with another teacher or with another school their child attended may question the value of communicating with schools at all. School personnel too, who have had previous negative experiences with families may question the value of communicating with others.

 

Assess Trust Level in the School Community

Selecting an assessment tool is a good place to start Discuss perceptions of current school-family relationships with teachers, administrators, students, parents, and other family members; identify specific barriers to trust in your community; and solicit input from all parties on ways to address them.

Actively Welcoming Students and Families ?

Greeting them upon arrival.

Signage in their native language (to communicate to parents that they are valued members of the school community).

Pointing out the Parent Resource Center

Tone of voice that expresses courtesy and respect.

Smiling as they come through the door to put them more at ease in a potentially intimidating environment.

Stereotyping parents based on race, ethnicity, socioeconomic status, or any other characteristic.

Body language and facial expressions are important to parents' first impression of the school.

Providing information in the language parents understand

Demonstrating that you really care!

 

TOTAL NUMBER OF ESOL STUDENTS ENROLLED IN CCSD

486

3806

5078

7222

0

1000

2000

3000

4000

5000

6000

7000

8000

Feb-Jun, 03 2003-2004 2004-2005 2005- 2006

SCHOOL YEARS

NU

MB

ER

OF S

TU

DE

NTS

TOTAL

STATISTICS AND DATA FROM STATISTICS AND DATA FROM COBB DEMOGRAPHICSCOBB DEMOGRAPHICS

• ELLELL’’SS

• NATIONALITIESNATIONALITIES

• OUTSIDE ELEMENTS TO SUCCESSOUTSIDE ELEMENTS TO SUCCESS

Model of CCSDModel of CCSD

personal

Interpersonal Systems

INTERNATIONAL WELCOME INTERNATIONAL WELCOME CENTERCENTER

SERVICES – MARIA PRIETOSERVICES – MARIA PRIETO

PARENT INVOLVEMENT – FILO PARENT INVOLVEMENT – FILO HERNANDEZ HERNANDEZ

In conclusion:

Individual schools and community must reflect on current school climate to maximize student achievement and parental engagement.

TIME TO REFLECTTIME TO REFLECT ……

• SELF-REFLECTION ASSESSMENT ON SELF-REFLECTION ASSESSMENT ON SCHOOL CLIMATE*SCHOOL CLIMATE*

• HANDOUTHANDOUT

• SOURCE: SOURCE: MANAGING DIVERSITYMANAGING DIVERSITY BY GARDENSWARTZ AND BY GARDENSWARTZ AND ROWEROWE

Shift in Mind-Set

Mind-set Skills & Competencies

Performance Results

Mind-set Behaviors Results

Cultural transformation is reflected in organizational mind-set and behaviors.

LUNCH on Your OwnLUNCH on Your Own

Meet back at 12:30. Meet back at 12:30.

BECOMING AN INVITATIONAL BECOMING AN INVITATIONAL LEADER LEADER BY BETTY SIEGEL Ph.D., PRESIDENT BY BETTY SIEGEL Ph.D., PRESIDENT EMERITUS OF KSU AND WILLIAM W. PURKEY, Ed.D.EMERITUS OF KSU AND WILLIAM W. PURKEY, Ed.D.

• EACH SCHOOL TAKES A CHAPTER BASED EACH SCHOOL TAKES A CHAPTER BASED ON YOUR TABLE NUMBERON YOUR TABLE NUMBER

• DIVIDE YOUR CHAPTER BY THE NUMBER DIVIDE YOUR CHAPTER BY THE NUMBER OF PEOPLE AT YOUR TABLEOF PEOPLE AT YOUR TABLE

• WRITE THE KEY POINTS ON PAPER (3 or 4 WRITE THE KEY POINTS ON PAPER (3 or 4 per person).per person).

• DISCUSS YOUR POINTS WITH YOUR PEERSDISCUSS YOUR POINTS WITH YOUR PEERS• EACH PERSON SPEAKS TO DEBRIEF EACH PERSON SPEAKS TO DEBRIEF

HIS/HER PARTHIS/HER PART

Remember, we learn/retain byRemember, we learn/retain by

•10% by READING10% by READING•20% by HEARING20% by HEARING•30% by SEEING30% by SEEING•50% by SEEING & HEARING50% by SEEING & HEARING•70% by DISCUSSING W/OTHERS70% by DISCUSSING W/OTHERS•80% by EXPERIENCING80% by EXPERIENCING•95% by TEACHING OTHERS95% by TEACHING OTHERS

(William Glasser)(William Glasser)

Invitational LeadershipInvitational Leadership

• Holistic Holistic

• PracticalPractical

• Dynamic (page 1)Dynamic (page 1)

• It starts with a DREAM or VISIONIt starts with a DREAM or VISION

• Shows empathy and respect for othersShows empathy and respect for others

• Motivation comes from withinMotivation comes from within

• Respectful, inviting language is usedRespectful, inviting language is used

• Unleash human potentialUnleash human potential

““Leadership comes from Leadership comes from withinwithin””• From the core From the core

• or heart:or heart:• RespectRespect

• OptimismOptimism

• TrustTrust

• IntentionalityIntentionality

Cor

Leadership as ODYSSEY:Leadership as ODYSSEY:Make it a pleasant journey for Make it a pleasant journey for all of your school community…all of your school community…• Legal Purposes:Legal Purposes:

• NCLBNCLB

• AYPAYP

• INCLUSIONINCLUSION

• SACS SACS ACCREDITATIONACCREDITATION

Dr. Betty Siegel, President Dr. Betty Siegel, President Emeritus of Kennesaw State Emeritus of Kennesaw State UniversityUniversity