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 outcomes? • 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? School psychologist: Atmosphere for learning. Principal: Feelings and attitudes elicited by a school’s environment. Legislator: The temperature and physical surroundings of a school building.
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 20 th 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 of 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 others and inspires people to follow. • In NASP we have been focusing on improving our 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. o Demonstrate beliefs through actions. Clarify the vision, purpose and values that will drive the work. � Inspire a shared vision. o Envision the future by imagining exciting possibilities. Identify the common purpose and passion that fuels the work. � Challenge the process o Search for the opportunities. Take risks. Experiment. Move beyond the status quo. Be a pioneer. � Enable others to act o Promote and foster collaboration. Build trust and relationships. Develop competence and facilitate action. � Encourage the heart. o 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
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