One big project I'm working on at DPS now is what we're calling the "Great Schools Tour," which is all about celebrating and sharing some of the great work that we're doing in the district.
We have our first visit next week, focusing on school culture. This is basically the "feel" of the school, as defined by student behavior, discipline policies, teacher attitudes, family and community engagement, cultural responsiveness, etc.
It's said that "culture eats strategy for breakfast;" that is, if the culture of an institution isn't right, whatever gold-standrard strategy you try to implement won't stick.
In the case of schools, I'd go so far as to say that culture eats instruction for breakfast: if you don't have a positive school culture-- if kids aren't engaged, if teachers don't feel supported, if the community doesn't trust the school, learning won't happen.
Thus, I'm super excited that the first school we're headed to is doing a lot right. I visited with the principal today, and I always know I'm in the right place when I leave and think, "Jesus, what am I doing not working for that person."
Here's what they're doing:
individual and group positive behavior supports
There's a slogan in many high-performing charter schools now: "Sweat the Small Stuff." This means that teachers and administrators treat every minor misbehavior with great importance-- if they nip small misbehaviors in the bud, the thinking goes, then they won't escalate into larger, more disruptive issues. Sounds reasonable, but it can turn into a very compliance-based and mistrusting culture if you're not careful.
At this school, the slogan is "Celebrate the Small Stuff." Teachers and administrators show love and pride for their students and colleagues by calling out great work, holding them warmly accountable to high standards, and growing together.
For example, administrators have the kind of relationship where they can stop teachers anywhere and have a "coaching moment," giving immediate feedback and helping them grow. Try doing that in a place where admins and teachers don't have a rock-solid relationship.
Also, kids are consistently reinforced for their academic and non-academic behavior. They earn "honor badges" for turning in homework and showing academic growth as well as for things like showing citizenship and being on time. It's the kind of place where a kid wants to stay in the classroom, wants to remain a part of the community, and will do what it takes to stay there.
family and community engagement
Parents and guardians get phone calls from the principal for good things, not just when a kid is in trouble. They get postcards in the mail for perfect attendance. Teachers and administrators show an interest in families by conducting home visits. Parents and guardians are welcomed into the building in the morning and afternoon to visit, chat with teachers, and feel part of the community, too.
differentiated behavior supports
You might have seen "behavior charts" at some schools-- those pocket charts in the back of the room with green, yellow, and red cards. When a kid messes up, they change their card. At this school, these are optional for kids for whom they don't work-- is it better to change a kid's color and derail the rest of the day because he's so upset, or to change the behavior some other way and make sure the kid keeps learning? There's also break time built in to the schedule for kids who need it, not just hanging out but in a separate room with a paraprofessional who helps them with their work. (Ie, they never stop learning.)
