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The document discusses school climate and culture. It defines school culture as the shared values and beliefs that give a school its identity and influence student behavior. School climate reflects the physical and psychological aspects of the school environment and how conducive it is to teaching and learning. The key components that shape both culture and climate include the physical environment, social interactions, leadership, and relationships within the community. Maintaining a positive school culture and climate can benefit students academically and with their mental health and behavior.
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Karen Owens Houck has over 10 years of experience as a public school principal and currently facilitates leadership training through the National Institute of School Leadership. She has a Bachelor's degree in Elementary Education, a Master's in Educational Leadership, and is pending a Doctorate in Organizational Leadership in May 2015. Her goals are to seek employment in higher education to continue guiding and influencing adult learning and leadership.
School culture and core beliefs
School culture has a direct impact on student outcomes and can be changed. A school's core beliefs form the basis of its culture and guide practices. Effective schools have an explicit culture that supports teaching and learning strategies, especially for drug education in early years. Developing supportive culture and debating core beliefs are critical for a comprehensive whole-school approach to drug education for young students.
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This document discusses holistically restructuring a university's approach to programming for students by considering student involvement and collaboration between academic and student affairs. It recommends assessing how students spend their time to design social and educational programs that increase involvement. The goal is improved student development and undergraduate experiences by encouraging involvement with faculty and jointly linking classroom and community experiences. Examples from other universities that successfully collaborated between departments and assessed student feedback to enhance retention and general education outcomes are provided.
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This document summarizes a case study examining the impact of elementary school principals' leadership behaviors on school culture and climate. The study analyzed principals' scores on the Leadership Profile assessment, which evaluates behaviors in building relationships, organization, decision-making, and goal achievement. It found that the principals' scores on structure and authority most influenced teachers' perceptions and the school culture. While principals were usually aware of their own preferred behaviors, they lacked awareness of how behaviors driven by underlying needs and stresses impacted faculty trust and relationships. This highlights the importance of principals understanding how their personal behaviors shape school culture and climate.
Sarah Williams 2015 Resume -2
Sarah Williams is seeking an opportunity to use her skills and experience to contribute to an organization. She has a Bachelor's degree in Human Development and Family Studies from the University of Alabama and experience working with adolescents through internships and teaching preschool. Her career summary highlights leadership qualities, organizational skills, communication skills, and that she ultimately aims to pursue a Master's in marriage and family therapy combined with full-time work.
Creating a Positive Scool Evironment
Creating a Positive School Environment discusses key factors for motivating students and establishing a positive school culture. It emphasizes the importance of student safety, discipline, and involvement through extracurricular activities. The document also stresses the need for rigorous classes, effective classroom management, and innovative teaching strategies to academically benefit students.
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Molly Lyda is an experienced educational leader seeking a new opportunity. She has over 20 years of experience in administrative roles in both public school systems and healthcare facilities. Her areas of expertise include educational development, project management, regulation compliance, and human resources management. Currently she works as the Co-Teacher and Department Chair for the Special Education department in Craven County Public Schools in North Carolina, where she leads a team of 12 teachers and ensures compliant practices. She holds a Master's degree in Education and teaching licenses in multiple states.
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Chandler Gobin is a sociology student at Baylor University seeking opportunities to uplift and encourage others. He created an impactful prayer program for his sorority and has experience mentoring youth and advocating for disabled individuals. Gobin maintains a 3.55 GPA and has engaged in research, public speaking, and volunteer activities demonstrating his strong interpersonal and organizational skills.
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Karen Owens Houck has over 10 years of experience as a public school principal and currently facilitates leadership training through the National Institute of School Leadership. She has a Bachelor's degree in Elementary Education, a Master's in Educational Leadership, and is pending a Doctorate in Organizational Leadership in May 2015. Her goals are to seek employment in higher education to continue guiding and influencing adult learning and leadership.
School culture and core beliefs
School culture has a direct impact on student outcomes and can be changed. A school's core beliefs form the basis of its culture and guide practices. Effective schools have an explicit culture that supports teaching and learning strategies, especially for drug education in early years. Developing supportive culture and debating core beliefs are critical for a comprehensive whole-school approach to drug education for young students.
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This document discusses holistically restructuring a university's approach to programming for students by considering student involvement and collaboration between academic and student affairs. It recommends assessing how students spend their time to design social and educational programs that increase involvement. The goal is improved student development and undergraduate experiences by encouraging involvement with faculty and jointly linking classroom and community experiences. Examples from other universities that successfully collaborated between departments and assessed student feedback to enhance retention and general education outcomes are provided.
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This document summarizes a case study examining the impact of elementary school principals' leadership behaviors on school culture and climate. The study analyzed principals' scores on the Leadership Profile assessment, which evaluates behaviors in building relationships, organization, decision-making, and goal achievement. It found that the principals' scores on structure and authority most influenced teachers' perceptions and the school culture. While principals were usually aware of their own preferred behaviors, they lacked awareness of how behaviors driven by underlying needs and stresses impacted faculty trust and relationships. This highlights the importance of principals understanding how their personal behaviors shape school culture and climate.
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Sarah Williams is seeking an opportunity to use her skills and experience to contribute to an organization. She has a Bachelor's degree in Human Development and Family Studies from the University of Alabama and experience working with adolescents through internships and teaching preschool. Her career summary highlights leadership qualities, organizational skills, communication skills, and that she ultimately aims to pursue a Master's in marriage and family therapy combined with full-time work.
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Molly Lyda is an experienced educational leader seeking a new opportunity. She has over 20 years of experience in administrative roles in both public school systems and healthcare facilities. Her areas of expertise include educational development, project management, regulation compliance, and human resources management. Currently she works as the Co-Teacher and Department Chair for the Special Education department in Craven County Public Schools in North Carolina, where she leads a team of 12 teachers and ensures compliant practices. She holds a Master's degree in Education and teaching licenses in multiple states.
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This document discusses school culture and climate. It begins by defining culture as the norms, beliefs, values and rituals that make up the persona of a school, while climate refers to the current perceptions and emotions within the school. The principal is identified as the key leader who shapes the culture through various actions like planning, modeling behavior, and recognizing staff. Healthy cultures are described as having collaboration, shared vision, and a focus on student learning. Toxic cultures have negative patterns that deplete staff. The importance of assessing a school's culture to facilitate positive change is also emphasized.
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2. Contingency theories emphasize that leadership effectiveness depends on factors like the leader's style and qualities matching the demands of the situation. Fiedler's contingency model and Hersey-Blanchard's situational leadership theory are discussed.
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This document discusses human relations theory in education. It outlines the origins of human relations theory from the Hawthorne Studies in the 1920s-1930s. The key principles of human relations theory are explained, including a shift from task to worker and emphasizing social relationships. The objectives of human relations theory in education are to strengthen human assets through training, establish desirable working relationships, and provide fair leadership. Challenges to developing human relations are also presented, as well as how the model benefits education through creating good student-teacher relations and inspiring both students and teachers.
Human relation model
This document discusses human relations theory in education. It outlines the origins of human relations theory from the Hawthorne Studies in the 1920s-1930s. The key principles of human relations theory are explained, including a shift from task to worker and emphasizing social relationships. The objectives of human relations theory in education are to strengthen human assets through training, establish desirable working relationships, and provide fair leadership. Challenges to developing human relations are also presented, as well as how human relations theory can be applied in educational institutions through organizing work, developing good judgment, scholarship, relationships with students, and personal/professional qualities of administrators. Benefits of the human relations model in education include creating good student-teacher relations and inspiring students and
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- 1. SCHOOL CLIMATE Presented to : Madam Rabia Presented BY: Anowra Khan Bushra Jamil Tabassum Khan Sara Khan
- 2. SCHOOL CULTURE reflects the shared ideas—assumptions, values, and beliefs—that give an organization its identity and standard for expected behaviors.
- 3. COMPONENTS OF SCHOOL CULTURE Artifacts Values Assumptions and Beliefs
- 4. SCHOOL CULTURE MAINTAINED BY: Common beliefs Heroes and Heroines action and accomplishments Rituals Ceremonies Stories
- 5. SCHOOL CLIMATE reflects the physical and psychological aspects of the school that are more susceptible to change and that provide the preconditions necessary for teaching and learning to take place.
- 6. COMPONENTS OF SCHOOL CLIMATE Appearance and physical plant Faculty relations Student interactions Leadership/decision making Disciplined environment Learning environment Attitude and culture School-community relations
- 8. SCHOOL CLIMATE ASPECTS Physical Environment Social Environment Affective Environment Academic Environment
- 9. TABLES IN THE NOTES
- 10. AFFECT OF SCHOOL CLIMATE Academic Effects Personality Development Mental Health Less Problematic Behavior
- 11. HOW TO MEASURE Questionnaire Profiles Scales Observation form Survey
- 12. CHANGING SCHOOL CLIMATE A continuum Motivation Promoting a Safe and Orderly Environment Facilitating Interaction and Relationship Promoting a Positive Affective Environment
- 13. COMMUNITY PARTNERSHIP Shared vision, objectives and goals More Resources Connectedness