Teach Middle East Magazine Sep - Dec 2020 Issue 1 Volume 8 | Page 40

Inside The Staff Room
BUILDING A POSITIVE SCHOOL CULTURE
BY CHASSIE SELOUANE
5. School leaders, teachers, and staff
members model positive, healthy
behaviours for students and are
accountable to each other.
6. Transparency in decision making.
Leadership decisions are made
collaboratively and with input
from all stakeholders as much as
possible.
7. Educational resources and learning
opportunities are funded across
the entire school and not in select
divisions.
8. Criticism
and
feedback
is
thoughtful, constructive and well-
intentioned, and never antagonistic
or self-serving.
S
chool Culture is defined broadly
as perceptions, relationships,
attitudes, in line with written
and unwritten rules that shape
how a school functions on a day to day
basis. The term also encompasses the
physical and social-emotional safety of
students and staff. School culture can
either be positive or negative.
School cultures develop as a result
of values, perspectives, practices
and interactions with all stakeholders
Leadership, Faculty, Staff, Students
and Parents and is often heavily
shaped by the institutional history and
governance.
A positive school culture empowers
ALL of its stakeholders to embrace
school values and priority is given to
cultivating holistic relationships. Todd
Whitaker in his book School Culture
Rewired states that “ people help
shape cultures, and cultures help
shape people. You need people to
have a culture.” He also suggests that
a school culture is not made by one
person and if a group of people spend
enough time together, a culture will
evolve, like it or not.
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Here are few identifying characteristics
of a positive school culture :
1. Building Relationships is the
foundation. The relationships and
interactions of all stakeholders are
characterised by openness, trust,
respect, and appreciation.
2. Mistakes are allowed. Mistakes are
not punished or seen as failures,
but they are seen as opportunities
to learn and grow for both students
and educators.
3. Safety and a Sense of Belonging. All
Stakeholders feel safe and secure to
take risks and try new things. They
may fail, yet they try because they
feel safe and supported in learning
through success or failure.
4. Students are held to high academic
expectations and the majority of
students meet or exceed what is
expected of them.
Class Time
9. There is an emphasis on physical
and emotional safety. Students
and staff members feel physically
and emotionally safe. The school’s
policies and facilities effectively
promote safety of all stakeholders.
10. Professional learning is relevant and
encourage open communication,
sharing of best practice and
expertise. Faculty and staff work
together to focus on building
the capacities of each individual
and focus on utilising each team
members unique and special talents
to learn and grow.
Interestingly enough, schools that
are considered outstanding or highly
effective schools are often praised
for their positive school cultures.
It is impossible to be considered a
highly effective or outstanding school
without a positive culture. I am always
asked by schools for suggestions
on what they can do to improve
their next inspection rating? This is
a complicated question. But I would
suggest if a school wants to improve,
it should focus on the relationships
within the school.
Dr. Chassie Selouane has multiple degrees with a focus in Education and
Instructional Leadership. Dr. Chassie is an Edmodo Ambassador & Certified
Edmodo Trainer. She is an Apple Designated Teacher with Swift Playground
Recognition and an Ambassador for the ASCD(American Association for
Supervision and Curriculum Development). She has been a featured speaker at
International Conferences around the world.