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Educators working in a positive school culture experience collegiality, trust, and tangible support as leaders and peers, creating an environment where there are high expectations, involvement in decision making, and open communication. Students entering a positive school culture feel safe, engaged, and connected and see school as a place where they can learn and contribute to the world around them. A positive school culture—morale—is the cornerstone of a good school and the foundation for school improvement.
School cultures should support, reinforce, and reflect the well-being of everyone in it, ensuring that students and adults feel valued, respected, and cared for and are motivated to learn, lead, and teach. In this episode, we take a look at how we build school morale so that administrators, teachers, students, and parents are energized and positive about learning. You'll hear from
- Dave Burgess, award-winning U.S. history teacher at West Hills High School in San Diego, California; semi-professional magician; highly sought-after professional development speaker; and author of Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator;
- David Culberhouse, former teacher and principal of a California Distinguished School, currently senior director of elementary education for the Rialto Unified School District in southern California and co-moderator of the West Coast #satchat, weekly Twitter discussions about education and leadership held Saturday mornings;
- Joe Mazza, former teacher, principal, and technology integration coach, currently project manager for Connected Teaching, Learning, and Leadership in the North Penn School District in Lansdale, Pennsylvania; innovation coach at the University of Pennsylvania Graduate School of Education; and producer of #ptchat, another weekly Twitter chat—this one for transparent and collaborative dialogue between parents, family engagement practitioners, and teachers—held Wednesday nights; and
- Angela Hamilton, assistant principal, and Eric Russo, special education co-teacher who specializes in reading and language arts, at Drew Freeman Middle School of Prince George’s County Public Schools in Maryland. Drew Freeman is a member of ASCD's Whole Child Network of Schools and is in its second year of a three-year, comprehensive school improvement process using the tenets of the Whole Child Initiative—healthy, safe, engaged, supported, and challenged—as a sustainable whole child approach to educating their students.
What is the link between school morale and learning?