Professional Documents
Culture Documents
Goals
1) Summarize current school climate research,
policy and practice;
2) Consider benefits of measuring and improving school climate as a
strategy to further:
Student learning and achievement
Accountability
Authentic learning communities and substantive school improvement
efforts
The recognition of social, emotional, ethical and civic as well as academic
dimensions of school life and learning
School climate
School Climate
Definition*:
School Climate
Stage 1:
Preparation
Stage 5:
Re-Evaluation
Stage 4:
Implementation
Stage 2:
Evaluation
Stage 3:
Understanding
& Action
Planning
A strategy to further:
High quality teaching,student learning and
achievement
High quality educational management and leadership:
Coordinated, transparent and comprehensive efforts
Safe and civil schools
Accountability
Authentic learning communities and support substantive
school improvement efforts
Recognizing the essential social, emotional, ethical and
civic as well as academic dimensions of school life and
learning: the foundation for positive youth development,
learning and engaged citizenry
Suggested responsibilities:
School Board member & Policy makers
Educational practitioners
Teachers
Principals
Superintendents
Researchers
Non-profit organizations and leaders
Superintendents: To foster school system-wide and larger districtcommunity processes that support transparent, collaborative learning
and implementation efforts that support positive and sustained school
climate: Developing instructional, systemic, crisis preparedness, and
policy/practice alignment related goals, methods and measurement
processes.
Educational Researchers:
To consider school climate or the school as a unit of
analysis in educational/K-12 school research
To conduct school climate process and outcome
research
To work and learn with educational practitioners to
develop meaningful action research projects
support meaningful, transparent, collaborative and
substantive learning communities
Nonprofit Organizations/Leaders:
Given that the factors and forces that shape climate
within K-12 schools and other organizations are
overlapping, it is suggested that non profit leaders
who work with K-12 schools have a responsibility to
intentionally work to create an organizational climate
that promotes:
Feeling safe (e.g. a no fault framework);
Transparent, collaborative problem solving/decision
making;
Comprehensive understanding about the social,
emotional, ethical and civic as well as intellectual
aspects of the work.
Resources
Books and papers
American Psychological Association (2003). Presidential task force on prevention,
promoting strength, resilience, and health in young people, American Psychologist,
58, (6-7) pg 425-490.
Cohen, J,. McCabe, L, Mitchelli, N.M & Pickeral, T. (in press/January 2009). School
Climate: Research, Policy, Teacher Education and Practice. Teachers College Record
Cohen, J. & Pickeral, T. (2007). Measuring and Improving School Climate: A
Commentary. Education Week, April, 18, 2007, Vol. 26, No. 33, pages 29-30.
Devine, J & Cohen, J. (2007). Making Your School Safe: Strategies to Protect
Children and Promote Learning. N.Y.: Teachers College Press
Freiberg, H. J. (Ed.) (1999). School climate: Measuring, improving and sustaining
healthy learning environments. Philadelphia, PA: Falmer Press.
National School Climate Council (2007). The School Climate Challenge: Narrowing
the Gap Between School Climate Research and School Climate Policy, Practice
Guidelines and Teacher Education Policy. A White Paper of the National School
Climate Center, Center for Social and Emotional Education and the National Center
for Learning and Citizenship, Education Commission of the States
.
Acknowledgments
Terry Pickeral, National Center for Learning and
Citizenship, Education Commission of the States
Lou Ann Evans
Members of the National School Climate Council
Joan Stamler (director of research) and other
members of CSEEs staff and trustees
Thank You!
Jonathan Cohen, Ph.D.
Co-chair, National School Climate Center,
President, The Center for Social and Emotional Education
1841 Broadway, New York, NY 10023
(212) 707-8799; F (212) 957-6616
Jonathancohen@csee.net
Adjunct Professor in Psychology and Education, Teachers College, Columbia University
Adjunct Professor in Education, School of Professional Studies, City University of N.Y.