School Climate and the National School Climate Standards / Patricia A. Ciccone and Jo Ann Freibeg.
Increasingly, more and more areas of educational practice are being guided by sets of national standards for content, leadership, professional ethics, family-school partnerships, and school accreditation, among others. Similarly, there is growing appreciation that standards are needed to effectively...
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Full Text (via ERIC) |
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| Main Authors: | , |
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| Format: | eBook |
| Language: | English |
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[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2013.
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| Summary: | Increasingly, more and more areas of educational practice are being guided by sets of national standards for content, leadership, professional ethics, family-school partnerships, and school accreditation, among others. Similarly, there is growing appreciation that standards are needed to effectively measure improvement in school climate. The increased national attention on school climate flags both the need to improve schools using measurable outcomes and the need to prepare all students to address the myriad of challenges they face in the 21st century. Given that all efforts to improve schools, benefit from being based on wellƯ-developed sets of standards and indicators, leaders from across the country collaborated to develop National School Climate Standards. Over a three-Ưyear period this set of five Standards and their indicators and sub-indicators were developed by consensus, and embraced by experts and leaders throughout the country. These are the five standards by which school climate efforts and their outcomes will be measured: (1) The school community has a shared vision and plan for promoting, enhancing and sustaining a positive school climate; (2) The school community sets policies specifically promoting (a) the development and sustainability of social, emotional, ethical, civic and intellectual skills, knowledge, dispositions and engagement, and (b) a comprehensive system to address barriers to learning and teaching and reengage students who have become disengaged; (3) The school community's practices are identified, prioritized and supported to (a) promote the learning and positive social, emotional, ethical and civic development of students, (b) enhance engagement in teaching, learning, and schoolƯ-wide activities; (c) address barriers to learning and teaching and re-engage those who have become disengaged; and (d) develop and sustain an appropriate operational infrastructure and capacity building mechanisms for meeting this standard; (4) The school community creates an environment where all members are welcomed, supported, and feel safe in school: socially, emotionally, intellectually and physically; and (5) The school community develops meaningful and engaging practices, activities and norms that promote social and civic responsibilities and a commitment to social justice. Strategies to guide effective practice are also provided. |
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| Item Description: | Availability: National School Climate Center. 341 West 38th Street 9th Floor, New York, NY 10018. Tel: 212-707-8799; e-mail: info@schoolclimate.org; Web site: http://www.schoolclimate.org. Abstractor: ERIC. |
| Physical Description: | 1 online resource (4 pages) |
| Type of Computer File or Data Note: | Text (Reports, Descriptive) |
| Preferred Citation of Described Materials Note: | National School Climate Center. |