Page 79 - EdViewptsSpring2017

I conducted a study that looked at an Analyses of research suggest that in balancing the academic demands of
array of variables that would help school climate and student perfor- the standards. The New Jersey De-
determine the correlation between mance are significantly related to each partment of Education is committed to
school climate and student perfor- other. Even though there is much ensuring that this information is utilized
mance. For example, I discovered that research to support school climate as to increase student performance and
analyzing multiple sources of data having a positive impact on student has provided a plethora of resources
points is critical when making deci- performance, there are still many vari- under “Keeping Our Kids Safe, Healthy
sions that impact school climate and ables that affect this correlation. Thus and in School.” Additionally, it is crucial
student performance. As we know, further analyzing the specific impact in today’s educational system to use
student performance is always in the of teaching social skills in schools will multiple sources of data to plan and
forerunner for what we do and what have on students will provide relevant make data-driven decisions that are
goals we build in our school systems information for future planning and relevant to the school and culture of
today. Therefore, it is critical to utilize overall student success. school buildings. The most significant
current data such as test scores, Posi- Understanding the difference and factors in all of the research is that
tive Behavior Supports, surveys, HIB importance of both school climate School Climate does impact Student
investigations, discipline, and both and culture is essential in leading a Performance and is a set of beliefs and
hard and soft data to conduct a needs school district and ensuring student ideas that must be valued by admin-
assessment at either a building or dis- success while goal setting because istrative leadership to have the most
trict level in order to ensure a positive it is important to recognize the whole successful impact.
school culture. Even the New Jersey child through the process. Teaching
Department of Education recommends and learning are not just confined to Resources to Consider:
surveying all stakeholders in the com- the academic world; therefore, it is www.naesp.org/resources/2/
munity to ensure a positive school cul- essential to teach students develop- Principal/2008/M-Ap56.pdf
ture that would ultimately play a role in mentally appropriate social skills to
student performance. The goal of such ensure students are able to solve www.schoolclimate.org/climate/faq.php
information would support local school “real world” problems with the skills www.ascd.org/research-a-topic/school-
climate and culture within a district to necessary to be successful in today’s culture-and-climate-resources.aspx
ensure that there is a commitment to growing and evolving world. www.njsbf.org/educators-and-students/
improving student performance and programs/teasing-bullying-dates.html
behavior. Although the research that Take Aways From the
was completed for my school district Research: www.njpsa.org/stand-up-say-no-to-
was not fully conclusive, the benefits bullying/
of collecting such data were utilized It would be integral to complete a www.ubhc.rutgers.edu/sdm/
as part of our guiding principles in de- needs assessment at both the school
termining programs for emotional and and district level to address both the www.state.nj.us/education/students/
academic growth for our students. social and emotional needs to assist safety/sandp/climate/

References:
Center for Social Emotional Education, School Climate Brief, (1:1) , (2010).
Cohen, J. (2006). Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in
Democracy and Well-Being, Harvard Educational Review, 76:2, 201-237.
Freiberg, Jerome H. (1998). Measuring School Climate: Let me Count the Ways. Educational Leadership, 56:1, 22-26.
Shindler, J., Jones, A., Williams, A.D., Taylor, C., & Cadenas, H. (2009). Exploring the School Climate – Student Achievement
Connection: And Making Sense of Why the First Precedes the Second. Los Angeles: Alliance for the Study of School Climate.
Tableman, Betty (2004). School Climate and Learning. Best Practice Briefs, 31, 1-10.

About the Author

Kerri Walsifer is currently the Assistant Principal/Director of Student Services at HW Mountz School
in Spring Lake, NJ. She earned her Master’s Degree in Educational Psychology from New Jersey City
University. She began as a special education teacher, taught regular education for two years, and then
with great passion transitioned into administration where she completed her credentials for Principal and
Chief School Administrator.

Educational Viewpoints -77- Spring 2017