positive vs toxic culture in schools.pptx

School Culture
Culture – Is the ‘hidden curriculum’ of a school
(Pollard and Triggs, 1997)
Positive Vs Toxic
Mrs Smita Amit
Founder Principal & Principal for over 18 years in CBSE K-
12 Schools of Jodhpur and Delhi NCR

Values
.
Underflow
of feelings
Effect on
students
Elements
4

2.What are
the
school’s
rituals and
celebration
s
3. Is there
a dress
code?
Uniform?
4.Does the
school have -
Hero Making
Storytelling:.
Symbolic
Display
1.Is the
school a
welcoming
place, for
everyone
The Right Questions..

6.How are
school
priorities
decided
upon and
announced
?
7.What are
the
race/gender/c
lass
messages
sent by the
school?
8. Is diversity
obvious and
obviously
valued?
5.How are
resources
allocated?

10. Do
adults
model what
they ask for
in others?
11. Where is
the character
education
program? If
it is tangible,
who runs it?
12. Is empathy
a taught “skill
9.How do
parents fit into
the school
culture? Can
they volunteer?

14.What are the
behavioral
expectations and
how are they
made tangible and
practical?
15.How does
the school
leadership
communicate
expectations
?
16. Do school
leaders share
responsibility.
13.What is
the
disciplinary
structure and
what
supports
ensure that it
works?

18. 15.What does
the overall décor
and state of the
facility tell you?
19.Are
hallways
decorated?
With what?
20.What do
classrooms look like
at the beginning of
the year? The day?
End of day?
17.Does the
school library
have a good
collection
that reflects
diversity?

3.How teachers
and leaders
speak about
students and
parents.?
4How are
critiques handled
1.How
“Management”
speaks to staff?
The Intangibles..
2.How staff
speak about
management in
their absence

6. How honest is the
feedback?
7. How does the
school invite,
promote and
support initiatives
and individual
ideas?
8.How does the
school respond to
student and staff
needs?
5.What are the
communications
like at staff
meetings?
The Intangibles..

A School with a Positive learning culture
Core ideology is
monitored, reinforced,
and supported
Calm on surface ,
hectic activity
underneath
Success celebrated &
recognised
Capacity to create
the results truly
desired is expanded
Vibrant places with
continuous
learning &
transformation.
15%
25%
20%
10%
20%
10%
Sense of
purposefulness.

Leadership
permeates.
Leaders share
responsibility: staff
accept and appreciate
that.
The school reflects a
true sense of
community
Collaboration
Members value each
other and find ways
to show that.
Honesty , openness
are evident
15%
25%
20%
10%
20%
10%

Mistakes are not
repeated but new
ways to make things
work are found.
Participation is
encouraged.
There is a rich
tradition of rituals and
celebratory events .
New and expansive
patterns of thinking
are nurtured
Open to change
No “blame” culture
15%
25%
20%
10%
20%
10%

14
Takes place in individuals,
teams, and even the
communities with which the
school interacts.
Continuous, strategically used
process – integrated with, and
running parallel to, work
resulting in changes in
knowledge, beliefs, and
behaviors.
Enhances organizational
capacity for innovation and
growth. It is captured and
shared through embedded
systems.
03
01 02
Positive learning Culture – Hallmarks.
LEARNING

Despite the sense of
serious business at
hand, both teachers
and students seem
happy and confident
rather than stressed.
Everyone seems to
know who they are
and why they are
there.
 The children and
staff treat each
other with the
respect due to full
partners in an
important
enterprise. This
 plays the
dominant role in
exemplary
performance

The staff – positive learning
• Discuss
Develop their skills
and knowledge
• Are involved
• Collaborate
Create engaging classrooms
Role model for kids
Know content
Are Professional
Are organized
Get things done on time
Attend
Are punctual
Are supportive of
administrators
Build relationships
Are collegial
Avoid toxicity
Deal honestly and directly
Appreciate others
Are team oriented
• Make Effective
use of planning
time
• Tell effective,
positive stories
about the
school and the
students
• Meet and ideate
frequently
• New ideas get a
receptive
audience
• When things go wrong, staff
predict and prevent rather than
react and repair.
• Talk about their work with
intensity and professionalism
Dress for the job

The Student –Positive Learning
Safe, physically, emotionally, treated
fairly and with equity, taught to avoid
risk
Carry themselves
with poise and
confidence
Identify themselves
with the school
Supported:
meaningful
connections to
adults, strong bond
with school, positive
peer relationships,
effective and readily
available support.
Challenged: High expectations,
strong personal motivation, life
goals are prominent, strong and
diverse academic opportunities
Socially capable: emotionally
intelligent, culturally competent
(explore this a bit?), responsible
and persistent, co-operative, and
contribute to the school.
• Identify with , and take
pride in the School

ACHEIVEMENT
Achieve to the best of their
capability
Pursue excellence
Celebrate their success.
RESPECT
Kind & respectful to other
members of the school
community.
Polite & use appropriate
language.
Are honest
Look after school grounds and
property.
COMMITMENT
Attends school at all times
except when ill
Is in proper school uniform
Obeys school rules.
COMMUNITY
Never interfere with the
learning of others.
Support the safety of self
and others
Ensure that their school is
free of bullying and cyber
bullying.
ACHEIVEMENT
Support the student to
achieve to the best of
his/her capabilities.
Celebrates the School’s as
well as the students’
successes.
RESPECT
community.
language.
Honest
Look after school grounds
and property.
COMMITMENT
Supports the school policy
and rules
COMMUNITY
Support the safety of self
and others
bullying.
ACHEIVEMENT
Support the student .
Celebrates the School’s as
well as the students’
successes.
Help each student to realise
his ambition.
RESPECT
community.
language.
Honest
COMMITMENT
Supports school policies and
follows up
Well versed with their subject
Ready to walk the extra mile fo
r the students’ benefit.
COMMUNITY
Support the safety of self and
others
bullying.
The Student The Staff
The Parent

A Toxic School Culture Is full of
Taters
Dictators
Commentators
 Agitators
Spectators

0
3
0
2
0
4
0
1
Where staff
"fails to figure
out what's
needed to
cultivate the
characteristic
s necessary
for student
growth and
learning."
Where the
purpose of
serving
students has
been lost to
the goal of
serving the
adults.
Reinforced inertia
prevails .
Negative values and
hopelessness reign.
A Toxic School - Negative learning culture

0
3
0
2
0
4
0
1
Leaders
/administrator
s not visible.
Innovation
and
individuality
unwelcome.
Back biting ,
manipulation and
lies have a free
reign.
Leaders
/administrators
unapproachable.

0
3
0
2
0
4
0
1
Gossip instead of
informational
communication
Collaboration
is
discouraged
Staff are extremely
fragmented with a
lot of hostility
amongst
themselves
There is a lack of
purpose & norms.

0
3
0
2
0
4
0
1
Office staff
do not
make
visitors feel
welcome.
Facility is
uncared for
Rules not
enforced
No discipline or
loose discipline.

0
3
0
2
0
4
0
1
Gossip
instead of
information
al
communicat
ion
Student
threatens
teacher.
Teacher threatens
students
Parents are
uncooperative
,confrontational.

0
3
0
2
0
4
0
1
. Teachers
and staff
routinely
leave
earlier than
the
approved
time
Tardy Teachers -
Homework not
given/ routinely
not assessed.
Curriculum is hit
or miss.
Planning seen
as burden.
Classrooms do
not have student
work, not very
clean or tidy: few
posters displayed,
no attention to
décor
Meetings start
late: often,
some folks do
not attend at
all

It’s difficult to change school
culture,
but remain optimistic
www.schoolofeducators.com

positive vs toxic culture in schools.pptx

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