We as educators have been responding to the endless high-stakes assessment and accountability schemes in a most predictable manner. We have been led to believe that three principal activities will raise standardized test scores thus, helping to make us more accountable.

The three activities are:

Making decisions about the curriculum - What should be taught;

Making decisions about instructional methodology - How it should be taught; and

Placing considerable time and attention on test-taking skills.

Many schools have developed and implemented elaborate school improvement plans based on these and other activities, however, there is a realization that these efforts often fall short of attaining the expected results. Additionally, these efforts often demoralize an already overworked school staff.

We in the Center for Improving School Culture believe that no administrator, teacher, or student will be able to maximize their potential if the culture of the learning community is toxic no matter what "improvement initiative" is implemented. Our research (conducted in over 8200 schools) and that many independent researchers have found overwhelming correlations between the health of a school's culture and student achievement, staff satisfaction, parent engagement, and community support.
Where there is no "one size fits all" culture for classrooms, schools, or school districts, we have been able to identify and measure three discrete "culture markers" that, when present, strengthen the culture. These markers include:
1. Professional Collaboration
2. Affiliation and Collegiality
3. Self-Determination and Efficacy
Please see "Major Indicators" link.

Copyright © 2002 Center for Improving School Culture
Box 51632, Bowling Green, KY 42104 – 6632
chris@schoolculture.net
If you experience any problems with this site, contact the webmaster at mike.sims79@gmail.com