School Climate

Alyssa McCarthy

Saint Marys University of Minnesota

Schools of Graduate and Professional Programs

EDUW 699- Independent Study

Fall 2016
School Climate
How is it defined?
School climate refers to the quality and character of school life. School climate is based on
patterns of students', parents' and school personnel's experience of school life and reflects norms,
goals, values, interpersonal relationships, teaching and learning practices, and organizational
structures.
*Taken from The National School Climate Center

I liked this definition because it incorporates all parties involved in creating a schools climate:
students, parents and teachers. Additionally, even though it isnt mentioned above, I think that
the community the school belongs in plays a big role in the climate. Lastly, it talks about all the
different aspects of school life that contribute to the climate like norms, relationships, and
teaching practices. For this independent study I decided to observe two school climates from a
new teachers perspective.

What was my experience?

*I created this mind map in order to organize my thoughts throughout the semester.

The two schools I had the opportunity to student teach at couldnt have been more
different. The impact the teachers had on their school climates were drastically different and I
learned a lot from both. Both schools had their strengths and weaknesses. The staff at School 1
was young, most of them being within their first 4 years of teaching. On the other hand the staff
at School 2 was overwhelmingly made up of veteran (10+ years) teachers. The first school was
technology forward and very learner orientated. While, the second school had strong curricula
and encouraged all different types of pathways after high school (ie. learning a trade, two-year
school, four year university, or working). However, no school was perfect. School 2s veteran
teachers were defeated in many senses. If they didnt have a tool in their toolbox to help a
student, they let that student fall behind. They didnt search for a new and improved tool.
Teaching practices were managed in a similar way; many could have been updated or improved.
They were also defeated by new processes (ie. educator effectiveness) education faced due to
state or national policies. School 1 was in direct contrast to this. The staff tackled whatever task
or process was in front of them, even if it wasnt ideal. Teachers were constantly looking for new
ways to improve their teaching practices in order to benefit every student. They collaborated to
find ways to reach each individual troubled student. Most days it felt like a team effort. The
school lived by their motto- inspire and empower. They wanted their students to feel this.
However, the school was completely rewriting curricula. Some subjects in the school had very
little curricula already in place and being regularly followed. As this semester comes to a close, I
feel like these two experiences have prepared me for a wide variety of school climates. They
both have taught me what strengths I have to add to the future school climate that hires me.

As I begin applying for teaching jobs, what can I add/offer to a school climate?
One of these strengths is my opennesses as a teacher. I dont judge a student by their
looks or by the gossip of teachers around the school. I have a willingness to put myself in my
students shoes and my teaching practices benefit from it. I learned this in School 1, as English
Language Learners were put in various content area classes with very little tools. The school
lacked the resources to help the large amount of language learners, so they were left to sink or
swim. I have a strong background in language learning and I worked hard with my cooperating
teacher to stand up for these students. Additionally, in both schools I connected with students
that many teachers struggled with in their classes. My classroom environment is based on my
open mind and the students recognize that.
Another one of these strengths is collaboration. Throughout my semester as a student
teacher, I collaborated with a lot of the other staff members. I can teach two content areas and I
tried to stay involved in both, no matter what I was teaching. I worked with a variety of teachers
to help provide additional help to students where they struggled most. I also brainstormed
different ways to help struggling students. For example, one student had a hard time focusing in
class during lecture time. I showed this student how to take Doodle Notes (visually organized
notes) and it really helped him. He was less disruptive in class, so I shared this with all the
teachers. Likewise, if I was struggling with a student or finding a new teaching practice, I would
seek answers from the staff. I am always willing to try new things to improve the classroom
experience for students and school climates can benefit from this.
 Lastly, I add school pride to whatever school I teach at. I stay involved in extracurricular
activities as much as I can. I will attend sporting events, theater productions and school
community events regularly. I want to be involved in the school climate outside of the
classroom. I would love to work with the golf team at the school I work at. Additionally, I would
like to be a part of (or start) a foreign language club. In the future, I will represent the school I
work at well in the community and support the students in various activities within the school.