Culture and Climate:
School climate is the “quality and character of school life” based on how members of the school community experience school and the school’s “norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures” (Reference: National School Climate Council).
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DRC Resources |
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School Climate Improvement: What do Teachers Believe, Need and Want? A research report from the National School Climate Center shows 90% of educators believe that a positive school climate is very important, and educators wanted tools and "roadmaps" for improving school climate. SOURCE: National School Climate Center |
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Practices of Promise: Creating a Caring Culture Through SEL in Atlanta Public Schools How can districts weave social and emotional learning throughout their work to foster a systemwide culture of connection and trust? Atlanta Public Schools saw SEL as a key strategy for rebuilding culture and redefining how to pursue desired outcomes. Learn more about their journey and how SEL is a focus in their offices of safety and security and human resources. SOURCE: CASEL |
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School Climate Survey for Families Sacramento City Unified School District used this 2 page survey to gather family members' perspectives about school culture, equity, and the quality of interactions with school staff. It has been translated into 5 other languages at www.scusd.edu/post/2019-school-climate-survey-families. SOURCE: Sacramento City Unified School District |
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Chicago School Climate Standards and Self-Assessment The Chicago Public Schools' School Climate Standards includes 17 key indicators organized into four domains: School-wide Environment and Leadership, Physical and Emotional Safety, Relational Trust, and Teaching and Learning. This document also includes a self-assessment to support school-level continuous improvement and resources to include student voice assessing school climate. SOURCE: Chicago Public Schools |
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Oakland’s Leadership Growth and Development System Principal Handbook Handbook detailing each dimension of the principal evaluation framework, with categories including "Leadership for Healthy Relationships and Culture" and "Leadership for Equity". SOURCE: Oakland Unified School District |
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DRC Guidance Pages |
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The systemic integration of social and emotional learning (SEL) into district priorities ensures that it will become a vital component of what makes the district, schools, and students successful. View process information here. | ||
A shared vision connects social and emotional learning (SEL) to a school district’s overall mission, serves as an inspirational call to action, and provides a foundation for planning and implementation. View process information here. | ||
When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). | ||
Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. View process information here. | ||
When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). View process information here. |