Todd A. Savage, Ph.D., NCSP President, National Association of - - PowerPoint PPT Presentation

School Psychologists: Leading Efforts to Promote Positive School Climates for All Students

Todd A. Savage, Ph.D., NCSP President, National Association of School Psychologists

New Jersey Association of School Psychologists Spring Conference May 6, 2016

Learning Objectives

• Increase understanding and awareness of the

variables that contribute to a positive school climate

• Understand the fundamentals of how school

psychologists can become school climate leaders within their buildings and districts

• Explore how NASP is supporting school

psychologists in research, policy and practice around school climate and safety

Topics

• What is school climate and how does it

contribute to improved student

• utcomes?
• What is the role of school psychologists

in promoting positive school climates?

• How can NASP help you become a

school climate leader?

What is school climate and how does it contribute to improved student outcomes?

What is the first thing you think of when you hear someone talk about school climate?

Legislator: The temperature and physical surroundings of a school building. School psychologist: Atmosphere for learning. Principal: Feelings and attitudes elicited by a school’s environment.

School Climate

• Beth Doll has characterized school

climate as the ‘fourth leg’ of school success

• School climate pertains to the social

and psychological climate of the school

• School climate is integral to academic

success and it impacts attendance, motivation, engagement, and commitment

Quality of School Climate

• Positive School Climate

People in a school are perceived as caring, fair, helpful, well-organized, and safe

• Negative School Climate

People in a school are perceived as unwelcoming, unfair, disruptive, and aggressive

• Power and privilege affect climate

Positive School Climate

• Research consistently has reported

positive school climates lead to…

Higher academic achievement Higher test scores Higher levels of self-esteem and self- efficacy amongst students Higher levels of self-efficacy and satisfaction amongst faculty and staff members Higher rates of pursuing post-secondary education opportunities

Components of School Climate

• School connectedness
• Positive behavior supports
• Social-emotional learning
• Anti-bullying education, including

bystander education

• Resiliency support (internal & external)
• Safe and secure schools
• Commitment to diversity and

inclusiveness

School Connectedness

• “The belief by students that adults and

peers care about their learning as well as about them as individuals.” (Centers for Disease Control and Prevention, 2009)

• Perceptions of connectedness matter

Positive Behavior Supports

• Data-based decision-making

approaches employed to support student and staff behaviors

• Application of behaviorally-based,

evidence-informed systems approaches to enhance the learning environment

• Tiered-approach
• Teaching people the cultural

capital they will need to succeed

Social-Emotional Learning

• Knowing oneself

Intrapersonal awareness

• Knowing others

Interpersonal awareness

• Thinking skills

Interpersonal problem-solving abilities

• CASEL (http://www.casel.org/)

A meta-analysis by Payton et al. (2008) illustrated that SEL initiatives accounted for improved student success across the board; academic achievement went up; conduct problems and emotional stress went down

Resiliency Support

• Fostering internal resiliency

Abilities within a person that allow her/him/hir to rebound, adapt, and achieve social and academic competence despite exposure to sever stress (Henderson & Milstein, 2002)

• Fostering external resiliency

Contextual factors that help to protect people in the face of severe stress

• Resiliency factors are the flip side of risk

factors

Safe and Secure Schools

• Physical and psychological safety are

important factors to consider in creating a positive school climate

• Physical safety has to do with the set-up,

flow, and ability to monitor school buildings, grounds, and off-campus spaces

• The elements of a positive school climate

contribute to psychological safety

• The goal is to balance physical and

psychological safety

Anti-Bullying Education

• Momentum throughout the past decade
• Prevention is key
• Education is necessary, including

bystander education

• Numerous evidence-informed programs

are available

• http://www.cbsnews.com/news/life-

lessons-addressing-school-bullying/

Diversity and Inclusiveness

• Celebrating diversity and inclusion is

important but not sufficient

• All levels of the school need to be examined
• Must teach to and through the cultural and

social lenses students possess

• ‘Ism’s’ and other injustices must be

addressed

• Move beyond tolerance (it’s so 20th Century!)

What is the role of school psychologists in promoting positive school climates?

School Psychology and School Climate

• School psychologists have unique training

that make them key players in the process of creating positive school climates, regardless

• f the primary role in which they engage
• It begins with us connecting with the adults

and students in the building who share our belief that if the climate is right for learning, ALL kids (and we really mean ALL) will learn and succeed in school.

• It continues with us “leading from the middle”

Leading From The Middle

• Lead from the position of influence you hold.
• For most of us this means, being “in the

middle”--not directing, not dictating, not doing it all.

• Being a part of a team of people with a

shared passion for something.

• Help leverage your resource (people,

financial, time) investment.

• Connect and Encourage: Building others up

and bringing things together.

• Dec. 8, 2011, Generational Insights, Millennial Leadership

19

The Leadership Basics

• State and national school psychology leaders are

not “leaders” because they were elected to a specific office.

• People are recognized as leaders because of

their behavior and what that behavior communicates to others. How it charts a path for

• thers and inspires people to follow.
• In NASP we have been focusing on improving
• ur leadership (the people, the behaviors, etc.)

Priorities 2015-2016 (and Beyond)

• School Mental Health Services

Advancing the role of school psychologists as mental and behavioral health providers

• NASP Practice Model

Expanding implementation of the NASP Practice Model; release of the Implementation Guide

• Shortages in School Psychology

Addressing training and outreach to ensure adequate numbers of school psychologists

• Leadership Development

Developing school psychologists leadership skills at the local, state and national levels

The Leadership Challenge

There are two laws of leadership….

If you don’t believe in the messenger, you won’t believe the message. You build a credible foundation of leadership when you “Do what you say you will do.” Do people believe that you can be a valuable contributor to your school’s climate? How have you demonstrated your value in the past? Will your actions reflect your words?

Reference: Kouzes & Posner, 2012, The Leadership Challenge. San Francisco: Jossey-Bass

What Makes an Effective Leader?

The 5 Practices of Exemplary Leadership (Kouzes & Posner, 2012) Model the way.

• Demonstrate beliefs through actions. Clarify the vision, purpose and

values that will drive the work.

Inspire a shared vision.

• Envision the future by imagining exciting possibilities. Identify the

common purpose and passion that fuels the work.

Challenge the process

• Search for the opportunities. Take risks. Experiment. Move beyond

the status quo. Be a pioneer.

Enable others to act

• Promote and foster collaboration. Build trust and relationships.

Develop competence and facilitate action.

Encourage the heart.

• Recognize contributions, victories, accomplishments. Show

appreciation.

What does this mean when applied to School Climate?

• Model the Way
• What do our behaviors, policies, messages, and practices say about

what we value in the learning environment?

• Are we practicing what we are preaching? Do we show all students

the dignity and respect that we expect of them?

• Do we uphold our expectations in a way that is consistent and

caring?

• How is the school psychologist, teacher, principal, etc. “Modeling the

Way” by being positive, accepting, encouraging, and forgiving?

• What data are we collecting to measure school climate? Is it

meaningful, valid, and reliable? Are we using it to understand our needs, plot our course, and inform our actions and decisions? Do we share it with others?

• How are we engaging marginalized or disenfranchised students?
• Inspire a Shared Vision
• Challenge the Process
• Enable Others to Act
• Encourage the Heart

What does this mean when applied to School Climate?

• Model the Way
• Inspire a Shared Vision
• Who is working on school climate issues? Who shares the

passion?

• What influential decision makers have been engaged?
• How have you reached out and involved the students and

parents in creating and supporting a positive school climate?

• Is there a safe, public, and transparent forum for discussions

about school climate?

• Are we willing to receive feedback and change our course in
• rder to improve?
• Is it clear that “we are in this together”—supporting a positive

school’s climate is the responsibility of all of us?

• Challenge the Process
• Enable Others to Act
• Encourage the Heart

What does this mean when applied to School Climate?

• Model the Way
• Inspire a Shared Vision
• Challenge the Process
• Have their been efforts to change policies that reflect intolerance?
• Has the school board been provided a view of the “health” of the district

pertaining to school climate? How did the district respond?

• Does the school welcome the formation of supervised clubs focused on

engaging students and building a sense of belonging? (Multi-cultural Awareness club, Gay/Straight Alliance, Fellowship of Christian Athletes, Skateboarding Dudes, etc.)

• Who is supporting students involved in these clubs?
• What events have happened (local, state, or national) that provide

“opportunities” for dialogue? (e.g. courageous conversations)

• What allies can you recruit that might be considered unexpected because of

their influence? (e.g. bipartisan support concept)

• Enable Others to Act
• Encourage the Heart

What does this mean when applied to School Climate?

• Model the Way
• Inspire a Shared Vision
• Challenge the Process
• Enable Others to Act
• What influential decision makers and external stakeholders support

your issue?

• Do people understand what you mean by school climate? What it is

and how to measure it? What training, education and mentoring support is needed?

• Are there systems in place to provide constructive positive feedback

about interventions and strategies in order to ensure fidelity of implementation?

• Have policy obstacles been addressed and removed?
• Have policy statements or resolutions supporting the mission, vision,

and purpose of the school climate initiative been reviewed and passed by influential decision makers?

• Are there adequate resources (human, financial, time) to support

successful implementation?

• Encourage the Heart

What does this mean when applied to School Climate?

• Model the Way
• Inspire a Shared Vision
• Challenge the Process
• Enable Others to Act
• Encourage the Heart
• How will you recognize individual and systems level

accomplishments? (awards, rewards, newsletters, distinctions, NASP awards, etc.)

• How will you recognize the extraordinary contributions of

your champions?

• Can you feature success by posting and promoting positive

results?

• Are you saying thanks, praising success, and encouraging

small steps to positive progress each day with students, faculty and families?

• Do people feel the love?

What does your school building say about what you value?

Leadership Basics

• Research spanning from 1987-2012 (Kouzes &

Posner, 2012) that asked people to identify “…qualities that a leader must have for you to willingly follow” identified the same top four by the majority of respondents during every measure (87’, 95’, 02’, 07’ and 12’)

Honesty Forward looking Competent Inspiring

• Which of these characteristics describes you?

3 Types of Leaders within a Leadership Community

• Local Line Leaders: People with

accountability for results and sufficient authority to undertake changes at the local level.

• Network Leaders: Front line people who

enthusiastically embrace the work and use their networks to organically grow it.

• Executive Leaders: People with overall

accountability for the organization—not directly influencing process. Leaders by example.

Reference: Hesselbein, Goldsmith, Beckhard, 1996. Leading Learning Organizations: The Bold, the Powerful, and the Invisible.

Also known as….

• Do-ers
• Connectors
• Energizers

Remember: An effective leadership community needs ALL of these types of leaders.

Let’s Ask Ourselves…

Are you a doer, connector, or energizer? What do you value regarding school climate? What does your school, CSSP, and NASP value regarding school climate? Are these compatible? What do your students and colleagues need from you related to school climate? How do you make an impact that is authentic and resonates with others?

33

How can NASP help you become a school climate leader?

4 Steps to Becoming a School Climate Leader

Steps to Becoming a School Climate Leader

Step 1: Expand your knowledge about school climate and build related professional skills.

1. Complete related professional development to strengthen your knowledge and skills about school climate.

• Online Learning Center
• Come to the NASP convention in New Orleans!
• Read your CQ, SPR, SPF
• Take and teach PREPaRE
• Review Best Practices in School Psychology
• 2. Discuss what you learn with others by posting questions

and comments in the NASP communities and social media sites.

NASP Online Learning Center

36

2016 Convention February 10-13, 2016 New Orleans, LA

• School Climate: #ConnectTheDots
• More than 1,200 sessions
• Great food, music, history and art
• Keynote: Janet Mock

Prominent Advocate and Author

• f Redefining Realness: My Path

to Womanhood, Identity, Love & So Much More http://www.nasponline.org/conventions/ 2016/index.aspx

Other Professional Development Offerings

Listen to one of 153 Podcasts while driving between your schools Watch a NASP convention keynote, featured or documented session video

39

NASP Periodicals: Research to Practice

http://www.nasponline.org/publications/periodicals.aspx

Also access complete issues online at Available on the NASP Publications APP

40

PREPaRE School Safety and Crisis Curriculum

• Comprehensive school

safety and crisis training.

• Crisis team and plan

development.

• Interdisciplinary/

interagency collaboration.

• Emphasis on student

mental health.

• Multiple adaptable

resources.

• Sustainable and

affordable.

• Builds local capacity.

www.nasponline.org/prepare/index.aspx

Best Practices Series

• Sold as a set or individually.
• Organized around 4 major areas of NASP Practice Model.
• Available in print and in electronic form on the NASP

Publications App in the Apple and Google app stores.

Connect With Colleagues

Social Media

• Facebook, Twitter,

Linked In, Instagram

• Fun, casual
• #connectthedots
• @nasponline

Online Communities

• Join or start a discussion
• Share documents, videos,

links,

• Read and post blogs

Join the Conversation

43

Steps to Becoming a School Climate Leader

Step 2: Share information about the importance of promoting positive school climates and supporting school psychological services.

1. Celebrate School Psychology Awareness Week, November 14-18, 2016 2. Build your own school website. Talk about your services, school psychology, push out important information 3. Share newsletter articles and other NASP resources with your school community available in the NASP communications resources.

School Psychology Awareness Week

• November 9-13, 2015

– Theme: “Connect the dots and THRIVE!” – Resources and activities to do with staff and students. – Gratitude Works. THRIVE bracelets. – Gratitude Works Program – Possibilities in Action Partners colleague recognition program – Student POWER Award recognition program. www.nasponline.org/communications

46

NASP has tools and resources to help you create your own webpage.

http://www.nasponline.org/commu nications/webpage/index.aspx

A personal professional webpage

• r a district’s school psychological

services page are great ways to highlight services & your commitment to the NASP Practice Model.

47

NASP has communicati

• n resources

like informational brochures and handouts that promote your role and skills. Share NASP publications and informational handouts to help parents and teachers.

Steps to Becoming a School Climate Leader

• 3. Use your data based decision making skills to help
• thers understand your school’s climate and how to

respond.

• Conduct school climate needs assessment
• Post related progress monitoring data for faculty to

review

• Work with your school principal and school faculty to

implement an multi-tiered system of supports

• Promote school wide positive behavior supports
• Screen for struggling students (victims and bullies)
• Implement targeted interventions

Bottom line…..EMBRACE the NASP PRACTICE MODEL in your daily work!

Embrace the NASP Practice Model

Professional Practice Standards: The 10 domains of practice

• Foundations of Service Delivery
• Practices that permeate all

aspects of service delivery

• Direct/Indirect Services to Kids

and Families Organizational Principles

• Intended to be utilized by
• rganizations that employ

school psychologists

• Provides recommended

guidelines for supervision, staffing, working conditions, etc.

50

Access the NEW NASP Practice Model Implementation Guide

Steps to Becoming a School Climate Leader

• 4. Engage influential decision makers in supporting

positive school climate’s as a top priority for schools

• Propose Policy Adoption that Makes Sense

School Safety Bully proofing White Paper Ready to Learn, Empowered to Teach Other NASP position papers and white papers

• Send a letter through the NASP Advocacy Action

Center

• Connect with state affiliates of NASP National Partners
• Examples of School Climate Efforts Involving School

Psychologists

School improvement priorities—Montgomery County Public Schools, MD: Social emotional learning pillars. Superintendent/School board Boston Public Schools

52

http://www.nasponline.org/resources/ framework-safe-and-successful- schools.aspx http://www.nasponline.org/resources/ Bullying/Bullying_Brief_12.pdf

NASP White Paper: School Psychologists Mental and Behavioral Health Role

• School psychologists are

qualified MBH providers

• NASP training and

practice standards encompass MBH services

• School psychologists are

recognized in the ACA and NCLB as qualified providers

53

http://www.nasponline.org/resources /Adolescent-Mental-and-Behavioral- Health-Services.aspx

Ready to Learn, Empowered to Teach (2015): Guiding Principles

54

• 1. Combine high expectations for all students with

high quality instruction across a rigorous and comprehensive curriculum.

• 2. Create positive school climates to ensure safe

and supportive learning environments for all students.

• 3. Provide access to comprehensive school-based

MBH services by ensuring adequate staffing levels of school employed MH professionals.

• 4. Increase family and community engagement to

support students’ success.

• 5. Create systems that support the recruitment

and retention of properly trained and prepared professionals.

• 6. Create accountability systems that reflect a

comprehensive picture of all students’ and schools’ performance, inform instruction, and guide school improvement efforts.

NASP Position Statement: School Violence Prevention

• Emphasizes prevention and

creating positive school climates

• Recognizes more common

forms of violence (e.g., bullying and harassment)

• Calls for common sense

gun safety policies

55

http://www.nasponline.org/ about_nasp/positionpapers/ schoolviolence.pdf

56

Active Shooter Training Guidance

• Delineates risks, multi-

level options of training and critical role of MH.

• Outlines developmental

considerations.

• Emphasizes EXTREME

caution when doing full- scale drills.

• Recognizes local

decision-making. http://www.nasponline.org/resources /BP-armed-assailant-drills.aspx

Send a Letter Through the NASP Advocacy Action Center

Connect with NASP Partners

District Example: Montgomery County Public Schools, MD

59

• The school district strategic plan “pillars” and priorities center around three core

competencies.

60

District Example: Communicating About the Need for Comprehensive School Psychological Services:

The Comprehensive School Behavioral Health Model, Boston Public Schools

http://cbhmboston.com/

Next Steps

You Are Central to NASP’s…

• Vision that: All children and youth thrive in

school, at home, and throughout life. and

• Mission to: Empower school psychologists

by advancing effective practices to improve students’ learning, behavior, and mental health.

Because…

• What you do matters.
• What NASP does for you (our members)

ultimately benefits children.

• We want the association, you, and the

children we serve to THRIVE

Take Your Next Steps

• Become a NASP member and have complete

and full access to all of the related information and resources

• Become a CSSP member and support all

local efforts to advance the role of SPs

• Be a positive voice for change
• Always keep ALL kids and improving all of

their outcomes as the primary focus of your work

• Collaborate and coordinate with all educators.

There is plenty of work for all of us.

Take Your Next Steps, continued

• Come to our follow-out breakout

sessions and learn more:

Helping Transgender and Gender Diverse Students Succeed At School And At Home

• Todd Savage, NASP President

Practice Strategies for Leading your Schools Efforts to Promote Positive and Safe School Climates

• Stacy Kalamaros Skalski, NASP Director of

Professional Policy and Practice

Thank you!!