Part 1: Culture and climate

It is often assumed that climate and culture refer to the same thing by most of the school leaders. However, there is a massive difference between them even if they are interrelated. Climate refers to the perceptions that are shared about the organizations and the people in a group (Liao et al., 2017).  On the other hand, culture refers to the feelings that people have about the beliefs and values of the organization. The culture of an institution provides some of the most commonly set identities and behaviors (Marshall, Ockwell, and Byrne, 2017). In simple terms, culture is how people do things around while climate is the feeling of the school environment.

Nonetheless, culture and climate have a massive impact on the behaviors of the people around. In most cases, the climate is viewed as a raw concept while culture covers different concepts as it goes deeper after the environment and to what people believe in as an institution (Destler, 2016). The relationship between the histories of a school is covered in culture, well climate as the functions, and how people perceive these relationships affect the school operations (Mishra, 2015). Organizational climate involves characteristics that set a school apart different from the others and influence that it has on the behaviors of its members. It also affects the enduring quality of an environment in the school concerning the participants affecting their collective perception (Parsons, 2017). They are based on systems that are oriented towards the togetherness to give a distinctive identity. The most common thing in communication that it is used as the basic content of container school include stories, school icons and the rituals done in school.

Evaluating my School Culture and Climate

In my school, students spend a significant amount of their time learning about the concepts in the school. Hence, the filling of the student’s experience has a massive impact on the lives that they live every day. These students need to feel safe in school and comfortable so that they are also a huge part of the supportive environment. Through providing a positive school climate, students can develop effectively and learn in a better way so that they can achieve academic excellence. This is the status of this school as the principle is key to the opinions. Health promotion and effective prevention of risk is the other factor in the school as it concerns school climate. High graduation rates and low school dropouts will come as a result of school climate together with teacher retention (Galli, 2015). This school has a positive climate as it is also engaged in a responsive environment that sets positive social and academic development.

The other idea in this school based on the School climate goes along with understanding the influence and the role of the principal. The principal in the school has a supportive role to play as he creates a positive climate. The teachers also have the desire to serve as they have background knowledge of the leadership style employed. The principal interacts with the students who are instrumental making the school emotionally safe for the students. Securing the process and creative employment has proven to be a vehicle of motivating the students in this school. A positive relationship has had a massive impact on supporting the learning and evolving the community in the workplace. The principle within the school has a massive influence on the staff members and students. He also has a role to play when it comes to their perceptions that are changed based on the views that they stuff on the students have on the leaders. In this school, the students usually follow what the principal tells them, and they respond. Interns of the competence of the teachers, the principal give his views which transcend done to all the other members of the organization. He is someone who embraces the power in the relationship between the students and adults.

Howthey could be improved From a Leadership Perspective involving all Stakeholders

Several methods can be used to create a positive school climate. Leaders have problems to solve in an institution including bullying, teacher burnout, and student disengagement. The environment in the school has to be kept clean through the culture. There are other ideas such as social, economic differences and cultural makeup that have to be considered as they affect people within the school (Meena et al., 2018). Also,the perceptions and the climate in a school can be improved to solve these problems. Studies show that increased suspension and abuse influence the academic performance of the general school. Through motivation and learning, the leaders can offer the academic sources and social, economic status of the people. Climate and culture can be built by a leader through formulating the leaders’ values and visions, and ensuring that every stakeholder in the board is along with them (Lindahl, 2016). Trust is essential in forming a positive climate. The first suggestion is to assess the current climate to know when to start creating the best environment. The staff might be less enthusiastic about creating the school climate. Therefore, asking them about the experience can help to get on board as theyprobably want their voices to be heard. The principal or the leader has to ensure that every voice has been heard including the students’ parents and teachers.

Part 2:Professional Learning and Growth Plan

Professional learning and growth plan allows educators to evaluate the frameworks and prioritize the learning of students as well as the growth of the professionals. These regulations require an educator to identify the learning goal and professional practice by completing a self-assessment plan. As an indication of the leader, there are several methods that I can use to plan, assess and evaluate the professional learning undergrowth initiative in the school. Through developing a smart goal, it is easier to describe how to attain its decrease. The action plan below describes ideas that are involved in the development and the implementation of the professional learning plan. It shows what their educators are involved, and what they are assigned to do about the students. When it comes to relationships, it is an important part of the success in the school and students learning. Despite it is difficult sometimes to differentiate them.  The relationshipbetween the stakeholders and the teachers also transcends to the learners (McLain, and Lewis, 2018).

The learning goals are fundamental. Look at the people for whom the educators are responsible. The student’s data can help sheep and uniform the students about their learning goals. To ensure that all the students exist, the standards that are needed to perform at the best academic level as the students have to make up for the portfolios and demonstrate their opinions about the existing condition in school. Developing goals is crucial in the later stages of evaluating the success in an institution (Starks, 2018). After this, it will be necessary to evaluate the end of unit assessment. Student goals are based on immediate needs, and the teachers are responsible for their learning goals.

Smart goal

Goals are supposed to be specific, enabled and should also be measurable. As a result, they have to be accompanied by action plans. A smart goal must be specific and strategic so that after the evolution cycle, the evaluator can determine whether they can be achieved. They should also serve strategically as an important purpose for the students. The characteristics of the smart goal are that they have to be measurable and easy to evaluate at the same time. Smart goals have to be active and not perceive. The goal must be rigorous to make it clear how the result will be achieved while describing realistic ambitions. It must be timed and have a final deadline for key actions to be completed.

The goal: Last year, students struggle with adjusting to the new environment and quickly taking classes. Consequently, the classes could not complete the agendas as required, meaning that there is a need to change the units covered under support that we get from their stakeholders. The teachers will identify and implement different management skills to improve the environment and culture school as well as the performance from the beginning of the classes. This will also allow the evaluator to perform an end-of-year assessment and evaluation.

Action plan

This action plan will involve the stakeholders within an organization who are part of the organizational culture and climate. Because of the behavior of the people in the organization, everyone has a motive and an aim. There is the need to check their intelligence, the belief and the temperament of every member of the organization. The stakeholders will be part of this action plan because they are in charge of their organizational culture and climate.

The following action plan has been developed.

Educators—Name/Title: William Wright, seventh-grade science teacher    

Primary Evaluator’s—Name/Title: Timothy Rader, school principal     

Supervising Evaluator’s name, if any—Names/Titles/Roles in evaluation:  Not/Applicable.   

School:            eddy Herm

Educator Plan:                    Self-Directed Growths Plans        Directed Growth Plans   Developing Educator’s Plan              Improvement Plan*

Plan Duration:    Two-Yearsless than one year

Starting Date: February 18, 2019, End Date: July 1, 2019

The action plan above shows the people who would be involved with the development and implementation of the professional learning and growth plan for the school and why they would be involved. All of them will have different roles.

References

Destler, K. N. (2016). Creating a performance culture: Incentives, climate, and organizational change. The American Review of Public Administration, 46(2), 201-225.

Galli, C. D. (2015). A Compliance Crisis Is a Terrible Thing to Waste: Counsel’s Role to Enhance Corporate Culture. Nat. Resources & Env’t, 30, 8.

Liao, B., Tan, Z., Snu, B., Long, Y., Fan, H., & Liu, Z. (2017). Black carbon record of Loess-paleosol profile and climate change at Heshui site during Holocene. Journal of Earth Environment, (1), 3.

Lindahl, R. A. (2016). Goal-free planning: A largely unrecognized, but frequently used, approach to school improvement. Educational Planning, 23(3), 7-15.

Marshall, M., Ockwell, D., & Byrne, R. (2017). Sustainable energy for all or sustainable energy for men? Gender and the construction of identity within climate technology entrepreneurship in Kenya. Progress in Development Studies, 17(2), 148-172.

Meena, J. K., Chamola, B. P., Pant, N. C., Singh, K. K., & Rana, D. K. (2018). Effect of integrated nutrient management on yield & growth performance of French bean (Phaseolus Vulgaris L.) under subtropical conditions of Garhwal Hills. IJCS, 6(2), 3356-3358.

Mishra, S. D. (2015). Family Environment and Achievement Motivation of School Going Adolescents: An Intervention Report. Lulu. Com.

Parsons, F. (2017). An intervention for the intervention: Integrating positive behavioral interventions and supports with culturally responsive practices. Delta Kappa Gamma Bulletin, 83(3).

McLain, C. M., & Lewis, J. P. (2018). Professional Behaviors and Dispositions: Counseling Competencies and Lifelong Growth. Routledge.

Starks, K. (2018). A Plan to Improve Implementation for Professional Learning For Teachers That Is Sustainable and Effective.

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