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Title: |
Social workers' leadership for positive school climates via data-informed planning and decision making. |
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Reference: |
Children and Schools, 33(2), April 2011, pp.106-118. |
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ISSN paper: |
1532-8759 |
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ISSN online: |
0162-7961 |
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Abstract: |
No Child Left Behind (NCLB) legislation has intensified the focus of schools and districts on academic learning and achievement. This article argues that providing the optimal conditions for improving academic outcomes requires an increased focus on the school environment and the extent to which it supports students’ regular attendance, learning, engagement, and development. One such necessary condition is a nurturing, positive school climate. Social workers should play a central role in creating a positive school climate because of their expertise in ecological systems perspectives and interdisciplinary collaboration. Creating a positive school climate requires data-informed decision making, such that data about student needs and organisational factors are used in improvement planning to create the conditions for academic success. A case example is used to illustrate how data collected in a school district in central New York revealed aspects of the school climate that are comparatively strong as well as those that may need improvement. These data are then applied to district improvement plans. Finally, the article proposes a data-informed theoretical framework for developing a positive school climate by providing opportunities, skills, and reinforcement. |
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Journal home: |
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Format: |
article; |
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Topics: |
decision making; ecological approach; educational performance; environmental factors; organisational culture; planning; school social workers; schools; |
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Record ID: |
www.scie-socialcareonline.org.uk/profile.asp?guid=921aee52-0397-4b54-96f9-9a5e086b6047 |
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