Organizational Conditions in Local School Districts to Support Teaching and Learning

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The Winston-Salem Forsyth County School System (WSFCS) completed a comprehensive needs assessment during the 2008-2009 school years to determine best practices to increase student achievement in all subgroups as defined by No Child Left Behind (NCLB) (Department of Education [DOE], 2002, p. 35). The comprehensive needs assessment findings concluded that the school district lacked a formal model of district-wide collaboration to address shared norms, beliefs, values, goals, behavior, and academics (LEA Plan, 2008, p. 5). The school district is in the second year of implementing Professional Learning Communities (PLC) in each of the eighty-one schools. Twenty-six schools were designated to implement Single School Culture, thirteen high …show more content…
1).
Student involvement in the academic processes is key to student learning. Students learn to articulate the academic targets, analyze their own data, derive feedback and develop their plan for learning. Students also become partners in the assessment process and learn to lead conferences regarding their academic achievement.
Climate refers to the emotional atmosphere we generate around us, the “context” of school. Climate involves the perception of stakeholders concerning the fairness, openness, friendliness, ethos of caring, and sense of welcome of the school. It also refers to the degree of satisfaction experienced within its organizational structure.
In this process, schools identify the problematic practices and their impact on staff/student morale, achievement, and participation. The goals of Single School Culture for Climate include maintaining a community in school that:
• Reduces risk factors for students and promotes positive factors
• Recognizes and values the contributions of all: staff, students and parents
• Promotes an atmosphere that encourages positive relationships among

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