Teachers' Thoughts on School Climate
I am a DC resident, and I am very interested in the politics that have been going on in the District over the past couple of days, especially as they relate to school reform. But I am not going to write about that, at least not directly. Rather, I want to highlight the results of EducationWorld.com's informal teacher survey on school climate.
Nearly 99% of teachers believe that school climate has a significant impact on student performance. And in general many of them are satisfied with key aspects of the climate in their school--for example, nearly 75% say their principals always or often involve staff in decision making, nearly 70% say they have the instructional materials needed to do their jobs and about 75% work schools that are in good repair. Overall, about 66% think that their school is a pleasant place for students and teachers to learn and work.
The problem is that then the reverse of each of those numbers is then true as well. So over 30% of teachers have needs for instructional materials that are not being met. And nearly a quarter work in schools that need many improvements.
Probably the most discouraging finding: About 34% of teachers do not think that their school is a pleasant place. They are looking at it from their lense, I am sure, but think about it...If a teacher doesn't particularly like being at a school, will a student?
All in all, 40% of teachers say staff morale at their school could use a boost. And I am sure there are a number of reasons for low morale. But something that stuck out: Over a quarter of teachers believe that they are seldom or never involved in decision making at their school. As one teacher points out: “Everyone involved in the process needs to feel that their voice is heard and their experience appreciated.”
This finding, and this teacher's statement, are important to keep in mind. Right now in DC, the climate in the city is related to a feeling of disempowerment, not only about schools but about politics in general. But whatever has happened in the past, we need to move forward, in schools as well as politics, to improve morale so that we can maximize outcomes for kids.
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After working in the inner
After working in the inner city of Los Angeles for more than two decades,I am needing a change. I still love the community I work in and think the children and their parents are terrific, but the climate in my school has become hostile.
The LA Times published their "value added" database, and the teachers at the very bottom of the "effectiveness" scale are leading what they want to call reform. They have bulldozed over more effective teachers without any meaningful discussion to push through their agenda that follows a "Pedagogy of Poverty". They are doing this with the support of our administration, none of whom have any research to back up their plans which include departmentalizing, even more testing, and continuing to exclude parents from the conversation.
I feel that the students in my school deserve teachers who care about them and can fight for them, but I am ready to throw in the towel. I love teaching but I feel thoroughly demoralized.
Kinder Teacher - I am so
Kinder Teacher - I am so sorry for all the stress that you and your community are under right now. Your story is one that illustrates the importance of both school climate and a collaborative environment. We always talk about the difficulties of finding good teachers, especially in the inner city, and the need to change things. But who wants to work in a school that is hostile? And for that matter, what kid wants to go to one? So if change is creating a hostile environment, how does that in the end help anyone?
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