Running head: SCHOOL CULTURE AND CLIMATE ANALYSIS

Standard B: Culture for Teaching and Learning

a: Conduct a Climate Analysis in your school. Identify strengths and
weaknesses.
Introduction
A proactive principal is constantly gauging the climate in a school building
amongst staff, students, parents, and the community. In order to build a school that
is capable of producing sustainable change that will raise student achievement, a
healthy climate must be in order. Marzano, Waters and McNulty (2005) say,
Whether a school operates effectively or not increases or decreases a students
chances of academic success (p.3). Therefore, it is essential that school leaders
reflect frequently to ensure that they are leading a school in the right direction. If
not, as Marzano, Waters, and McNulty explain, student academics will be what
suffers. Staff members must have trust in one another and commitment to the
school vision. Parents must have faith that the school is working for the best
interest of students. The community must have a two-way connection to the school
to be able to show support. These areas must be assessed to celebrate the
strengths and identify the weaknesses.
The Data
To assess the climate of my school, I administered the Organizational Health
Inventory Elementary (OHI-E) that was created by Wayne K. Hoy (Hoy, W.K., 2003).
The survey was distributed to certified teachers throughout the building. I received
over half of the surveys back completed. This survey consists of 37 questions that
are divided into four categories: Instructional Integrity, Collegial Leadership,
Resource Influence, Teacher Affiliation, and Academic Emphasis. In order to
calculate the data, I added the scores together for each question and calculated the

SCHOOL CULTURE AND CLIMATE ANALYSIS

mean. I inserted the means into a formula created by Wayne K. Hoy that
determines the standardized scores (SdS). This standard score is compared against
a normative score that ranks the five categories into a score based off of the
following ranges:
If the score is 200, it is lower than 99% of the schools.
If the score is 300, it is lower than 97% of the schools.
If the score is 400, it is lower than 84% of the schools.
If the score is 500, it is average.
If the score is 600, it is higher than 84% of the schools.
If the score is 700, it is higher than 97% of the schools.
If the score is 800, it is higher than 99% of the schools. (Hoy, W.K, 2003)
Therefore, I identified that at my school the Collegial Leadership was higher than
97% of schools. Instructional Integrity and Teacher Affiliation was average.
Academic Emphasis was lower than 97% of schools. Resource Influence was lower
than 84% of schools. Next, in order to determine the health index of my school, I
calculated the mean of the standard scores, which was 552.716. This score
indicated that our school has a high health index compared to other schools. These
scores will help lead my analysis of the climate of my school.
Table 1
Mean
Standard
Score
Approxima
te
Normative
Rank
Health
Index

Institutional
Integrity
17.62

Collegial
Leadership
34.74

Resource
Influence
19.97

Teacher
Affiliation
28.74

Academic
Emphasis
12.49

556.40

770.65

491.45

581.27

363.81

Average

Higher than
97% of
Schools

Lower than
84% of
Schools

Average

Lower than
97% of
Schools

High

SCHOOL CULTURE AND CLIMATE ANALYSIS

Strengths
In order to determine the areas of strength at my school, I ranked my data
and identified the questions with the highest mean. The top five questions are
listed in Table 2. Each of these questions is listed under the area of Collegial
Leadership. Collegial Leadership was the highest ranking area at my school with a
normative rank higher than 97% of schools. Collegial leadership is defined by Hoy
as,Behavior by the principal that is friendly, supportive, open, and guided by norms
of equality. At the same time, however, the principal sets the tone for high
performance by letting people know what is expected of them (Hoy, W.K., 2003).
Our data was consistent in showing that staff has high respect and trust in the
principal. This is worthy of celebration; Kaplan explains the significance of trust in
schools (2013), Trust is central to leading effective and productive schools. In fact,
the in loco parentis responsibility, which American society has given to schools is
rooted in trust (p. 75). In addition, Decades of research on trust in schools has
found teachers trust in colleagues as well as in their principal is linked to school
effectiveness and positive school climate (p. 75).
Table 2

Question
4. The principal accepts questions without appearing to snub or
quash the teacher.
34. The principal is friendly and approachable.
21. The principal maintains definite standards of performance.
1. The principal explores all sides of topics and admits that
other opinions exist.
10. The principal treats all faculty members as his or her equal.
Weaknesses

#
Surve
ys

Mea
n

14
14
14

3.86
3.71
3.50

14
14

3.43
3.43

SCHOOL CULTURE AND CLIMATE ANALYSIS

According to the data, the areas of weakness are under the categories of
Resource Influence, which was lower than 84% of schools, and Academic Emphasis,
which was lower than 97% of schools. I analyzed the five questions with the lowest
mean. Three of these questions came from Academic Emphasis area (numbers 6,
24, and 31). These questions focused on academic emphasis in relationship to
student motivation. The questions showed that staff does not believe student hold
grades to high regards by not completing homework, revising work, asking for extra
assignments to raise grades. Another low question was number nine, which is
related to the Resource Influence category. This question addresses the principals
ability to influence superiors. I am assuming by superiors that this is relating to
school directors, school board, and/or human resources. Another question that
stood out to me as a weakness was number 25, which asks, Select citizen groups
are influential with the board (Hoy, W.K., 2003). This question falls under
Instructional Integrity, which was an average ranged category in my school, but this
particular question was the second lowest question from the survey, so it is a
weakness that needs to be addressed. I am assuming that this ties into poor
community and parental support through minimal PTA involvement. Using these
areas of concern, it is imperative to construct an action plan to work towards
improvement.
Table 3

Question
6. Students neglect to complete homework.
25. Select citizen groups are influential with the board.
31. Students try hard to improve on previous work.
9. The principal is able to influence the actions of his or her
superiors.
24. Students seek extra work so they can get good grades.

#
Surve
ys
14
11
14

Mea
n
2.57
2.55
2.43

11
14

2.36
1.50

SCHOOL CULTURE AND CLIMATE ANALYSIS

Action Plan
Rationale
In order for schools to grow and raise student achievement, weaknesses must
not only be identified but improved. For that reason, I will analyze the three areas
of weakness noted from the data: student motivation (questions 6, 31, and 24),
principal influence with superiors (question 9), and citizen groups influence with the
board (question 25). I will create an action plan that is broken into three time
phases: now, summer, and fall. However, I feel as if it would be ineffective to try to
correct three separate problems at the same time. Each would only be slightly
corrected and staff would not be vested. Therefore, I would target what I feel are
the two largest issues first: student motivation and parental involvement. I chose
these two because they play the largest role in improving student achievement.
Teachers cannot be the only people in the building raising achievement; students
need to be motivated to raise their own achievement. If students clearly see how
coursework connects to their goals, interests, and concerns, they will be more likely
to value it, and thus more motivated to invest time and effort (Carnegie Mellon,
2014). In the same regards, there needs to be parental and community
involvement to help support the work that is being done at the school. As Roakel
says, When schools, parents, families, and communities work together to support
learning, students tend to earn higher grades, attend school more regularly, stay in
school longer, and enroll in higher level programs (2008). If both of these areas
are improved, then there should be a large rise in student achievement. I would
tackle the issue of influence with superiors the following year.
Student Motivation

SCHOOL CULTURE AND CLIMATE ANALYSIS

Now. Wayne Hoy defines Academic Emphasis as, The school's press for
achievement. The expectation of high achievement is met by students who work
hard, are cooperative, seek extra work, and respect other students who get good
grades (Hoy, W.K., 2003). Being in an elementary school, the model of student
motivation will look different than compared to a middle or high school. The
primary grades in elementary school do not receive academic grades they are
working towards mastery of skills and receive a skills based report card; therefore,
student motivation cannot be based solely on grades as Wayne Hoy proposes, but it
can be adapted to fit an elementary school. To begin a plan to improve student
motivation, I would meet with the leadership team before summer break to have a
conversation about why our students seem unmotivated to improve their learning.
We would discuss if there is something that the school is doing to stifle student
motivation and begin brainstorming different incentives that can be in place for next
year to raise student motivation. It is important to meet with the leadership team
to determine a plan because it creates a shared vision. Leslie Kaplan says (2013),
A critical leadership role that motivates people in organizations to a common
identify, the desire to excel and learn, collective advancement of their agenda
because they want to rather than because they are told to (p. 17-18).
Start Working on This Summer to Implement in the Fall. I would
compile the information and ideas that the leadership team generated. I would list
choose a couple school wide incentive programs that would be adopted for the next
school year, such as bulletin boards to showcase high performing work, more
involved awards ceremonies that celebrate student achievement, and rewards for
students that go above and beyond to raise their own achievement. I would ask
grade levels to discuss these ideas to determine how to most efficiently implement

SCHOOL CULTURE AND CLIMATE ANALYSIS

them in their grade level. In addition, I would ask grade levels to create a system to
more accurately measure who completes homework and lay out a plan for when
students will complete missed homework, like recess time. I believe that this plan
will look much different in 5th grade as opposed to kindergarten, so I would allow
grade levels to create their own plan instead of a school wide plan.
Fall. To begin the year, I would state the changes to improve student
motivation that were chosen during the summer. Teachers would explain the
changes to students the beginning of the school year. Also, I would send a letter
home stating that makeup work should be completed in all grades K-5 at home
within a week the last absence. If not completed, this would become recess work
the week after.
Citizens Influence with the Board
Now. Wayne Hoy defines Instructional Integrity as, A school that has
integrity in its educational program. The school is not vulnerable to narrow, vested
interests of community groups; indeed, teachers are protected from unreasonable
community and parental demands. The school is able to cope successfully with
destructive outside forces (Hoy, W.K., 2003). Our school scored an average score
in this area, but the one particular area that was extremely low was Select citizen
groups are influential with the board (Hoy, W.K., 2003). I believe that this score is
a reflection of our low PTA involvement. Even though we are a suburban school, we
have a PTA that is composed of a single digit amount of active members, which
means after school activities and planning lies mainly on administration and
teachers. This is a major concern that needs addressing. To end this year, I would
contact administrators and PTA presidents of schools with similar demographics. I
would ask how they have created a motivated, involved PTA and how they began

SCHOOL CULTURE AND CLIMATE ANALYSIS

the program. It is imperative that our school find a way to correct the lack of
parental involvement. In Culture Re-Boot, Joyce Epstein says, The ways schools
care about children is reflected in the way schools care about the childrens families.
FI educators view children simply as students, they are likely to see the family as
separate from the school. IF educators view students as children, they are likely to
see both the family and the community as partners with the school in childrens
education and development (p. 176),
Start Working on This Summer to Implement in the Fall. During the
summer, I would reflect on the advice that I receive from other principals and PTA
presidents. I would begin mapping out a plan to implement these ideas to create a
more established PTA in our school. I would work with the PTA officials throughout
the summer to make sure that everyone is on track for the vision for the PTA in the
upcoming year.
Fall. I would share with the staff the vision for creating a more involved PTA.
I would ask for feedback from staff members as the new PTA plan is implemented. I
would continue consulting the administration and PTA presidents from similar
demographic schools throughout the fall to help address issues that arise
throughout the semester as the school works to foster a stronger relationship
between families and the school.
Principal Influence with Superiors
Spring, 2015. Wayne Hoy describes Resource Influence as The principal's
ability to affect the action of superiors to the benefit of teachers. Teachers are given
adequate classroom supplies, and extra instructional materials and supplies are
easily obtained (Hoy, W.K., 2003) If I were the principal, I would begin by consulting
with other principals to ask how they influence their superiors to get what is needed

SCHOOL CULTURE AND CLIMATE ANALYSIS

for the school. I would meet with grade levels before the school year ends to ask
what they feel like they need to be more successful teaching students. I would keep
a list of these needs.
Summer, 2015. Throughout the summer, I would review the list of needs
that I gathered from teachers before the year ended. I would sort these needs to
determine which are the most time sensitive. Then, I would begin creating a plan to
work with my superiors to determine how I can get these needs met.
Fall, 2015. To begin the year correctly, I would inform staff of what is being
done to meet the needs that we have. I would credit the superiors that are working
to help us with the issues. I think the biggest issue here is to have open
communication about the struggles and to fight for what is needed to improve the
school.
Conclusion
Schools must work to foster an atmosphere that promotes students
achievement; therefore, it is crucial that the school climate be frequently assessed
and studied to ensure this climate exist. Wayne Hoy says, A healthy school is one
in which the institutional, administrative, and teacher levels are in harmony; and the
school meets functional needs as it successfully copes with disruptive external
forces and directs its energies toward its mission (Hoy, W.K., 2003). This is an
involved process that is going to take planning and collaboration to meet, but the
end result will ensure the school is ready to maximize student learning, which is well
worth all the effort.
What went well?
Before this experience, I had never analyzed the data of a faculty survey such
as this. I was impressed with how the data lined up to clearly show areas of

SCHOOL CULTURE AND CLIMATE ANALYSIS

10

strength and weakness. Too often, it seems that schools flounder around trying to
tackle too many issues at a time, but this narrowed it down into clear, concise
areas. This is a lesson I will learn from as I am a principal. Teachers, parents, and
students need to be surveyed routinely to gain a sense about the climate and
others perceptions.
What did not?
I distributed the surveys to teachers through their school mailboxes, and I
placed a deadline to submit them to me. I did receive over half of the surveys back,
which is a decent amount, but the data would have been much stronger if it
represented all the staff. I received several weeks after the deadline.
Given the chance to do it again, how would you do it better?
As a school administrator, I will use assessment tools such as the climate
survey to better understand situations, but I will administrate them in a different
fashion. This survey took five to ten minutes to complete, and it could have easily
been given at the beginning or end of a faculty meeting. This would guarantee that
everyone would complete and turn in a survey to offer more valid results.

SCHOOL CULTURE AND CLIMATE ANALYSIS

11

References
Hoy, W. K., (2003). OHI-E. Retrieved from http: //waynekhoy.com/pdfs/ohi-e.pdf.
Kaplan, L.S. (2013). Culture re-boot. Thousand Oaks, California: Corwin A Sage
Publication.
Marzano, R.J., Waters, T., & McNulty, B.A. (2005). School leadership that works: From
research to results. Alexandria, VA: ASCD Publications.
Roekel, D. (2008). Parent, family, community involvement in education. NEA
Education Policy and Practice Department. Retrieved from
http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf.
Carnegie Mellon. (2013). Students lack interest or motivation. Retrieved from
http://www.cmu.edu/teaching/solveproblem/stratlackmotivation/lackmotivation-01.html