academic achievement is achieved through
a rigorous curriculum.
Rigor is often defined as increased com-
plexity of a learning task. However, this
definition leaves the component of student
autonomy out of the equation. Without stu-
dent autonomy, ownership of learning is less
likely to be occurring. As schools provide a
healthy climate where students feel the sup-
port of caring adults and feel safe to take
risks with learning, student ownership of
learning will also increase.
Tips for improving teaching and
learning:
• Fully prepare teachers by providing rich
professional learning opportunities geared
toward supporting rigorous teaching and in-
structional strategies as well as experiences
in coaching for implementation.
• Support teachers in using formative as-
sessment. Formative assessment involves
students and teachers continually gath-
ering evidence of learning throughout a
lesson,(monitoring on steroids).
• Promote student engagement through
training teachers in teaming for rigor.
As schools begin to focus on their climate
and culture, administrators need to also be
paying attention to the institutional environ-
ment. According to the National School Cli-
mate Center, the institutional environment
includes two dimensions of school life: the
physical surroundings and the positive en-
gagement of students in school life. The goal
of an optimal institutional environment is to
provide appealing, supportive and suitable
conditions that welcomes individuals. Re-
search indicates that improving the institu-
tional environment can improve feelings of
safety and is conducive to improved learning. tures immediately.
• Encourage pride in school buildings by
modeling respect for surroundings.
• Create a gratitude board in staff lounge and
hallways to shift the focus from negative to positive.
School climate impacts every dimension
of school life and requires leadership com-
mitted to growing their community. Lead-
ers need to begin by modeling the shift in
behavior, and climate improvement will
often require second-order change, along
with a new way of thinking. Examine lead-
ership techniques; are you leading from the
top down, or alongside staff and students?
Gather a coalition of the willing to support
and infuse school climate work from the in-
side out. When you lead the change as a co-
participant, climate change will ensue.
• Implement the Broken Windows Theory
(which states disorder will lead to more dis-
order) into your daily practice.
o Pick up trash.
o Keep paint fresh.
o Address broken equipment and struc- References:
Tips on improving institutional envi-
ronment:
Climate Change: Providing Equitable
Access to a Rigorous and Engaging Cur-
riculum. (2013). Alliance for Excellent Ed-
ucation. Retrieved from all4ed.org/reports-
factsheets/climatechange3/.
Cohen, J., Espelage, D.L., Twemlow,
S.W., Berkowitz, M.W., & Comer, J.P.,
(2015). Rethinking Effective Bullying and
Violence Prevention Efforts: Promoting
Healthy School Climates, Positive Youth
Development, and Preventing Bully-Vic-
tim-Bystander Behavior. International Jour-
nal of Violence and Schools, 15, 2-40.
Every Student Succeeds Act (ESSA): ESSA
Implementation Resources for Educators.
ASCD (2016). Retrieved from ASCD.org.
Osher, D., Spier, E., Kendziora, K., & Cai,
C. (2009). Improving Academic Achieve-
ment Through Improving School Climate and
Connectedness. Presented April 14, 2009 at
the American Educational Research Associa-
tion Annual Meeting, San Diego, CA.
Thapa, A., Cohen, J., Guffey, S., &
Higgins-D’Alessandro, A., (2013). A Re-
view of School Climate Research. Re-
view of Educational Research. DOI:
10.3102/0034654313483907.
Cheryl Spittler has worked as a staff
developer with Learning Sciences
International, a classroom teacher,
university professor of special
education, and is an expert in classroom
management.
18
Leadership