Measuring & Improving Climate & Culture - Schools & Districts MASA March 8, 2018 3:30 to 4:30 PM Session Materials Mesabi East Project Survey Summary Pages 1-2 Cedar Mountain Project Survey Summary Pages 3-4 Beliefs Worksheet (& Board-Admin Results) Page 5 Designing Desired Change Page 6 Future Work Page 7 Board-Admin Session Evaluations Pages 8-9 Today s Session Session Evaluation Form Page 10
Mesabi East School Climate Survey March 2017 Summary of Overall Results (n = 115) 1) Mean Climate Category Ratings Across Respondents *Score Range = 1.00-5.00 (1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree nor Disagree, 4 = Agree, 5 = Strongly Agree) 1st 2nd 3rd Overall (n = 115) (M = 3.83) (M = 3.71) (M = 3.58) Teacher or Administrator (n = 60) (M = 3.90) (M = 3.68) (M = 3.64) Classified Employee (n = 53) (M = 3.74) - (M = 3.49) No Response (n = 3) (M = 4.26) (M = 4.10) (M = 3.88) 4th (M = 3.19) (M = 3.13) (M = 3.20) (M = 3.79) 2) Highest and Lowest Item Ratings Within Categories (from table above) Highest: I am given a fair opportunity to succeed in my school or department. Lowest: I am involved in decisions that affect my work. Highest: The people I work with care a great deal about the quality of their work. Lowest: The students in my school/district show respect for our employees. Highest: I know what is expected of me at work. Lowest: I know precisely how my/our students performed last year on standardized tests compared to other students in the school, district, and state.
Highest: I am able to share my ideas and opinions with school or dept. leadership. Lowest: I have time available during the day to collaborate with my peers regarding issues, curriculum, or instruction best practices.
School Climate Survey Cedar Mountain Schools May 2017 Summary of Quantitative Responses (N = 79) 1) Climate Category Rankings by Mean Score *Score Range = 1.00-5.00 (1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree nor Disagree, 4 = Agree, 5 = Strongly Agree) Overall (N = 81) 1 st (M = 4.05) Elementary Classified Employees (N = 22) (M = 4.29) Elementary Teachers and Admins (N = 17) (M = 4.04) High School Classified Employees (N = 17) (M = 4.17) High School Teachers and Admins (N = 23) (M = 4.25) 2 nd (M = 3.94) 3 rd (M = 3.93) (M = 4.12) (M = 3.99) & (M = 3.68) (M = 3.24) (M = 4.14) (M = 3.88) (M = 4.04) (M = 3.99) 4 th (M = 3.78) (M = 3.70) - (M = 3.75) (M = 3.82) 2) Highest and Lowest Ratings Within Climate Categories Highest: I am able to share my ideas and opinions with school or department leadership. (M = 4.28) Lowest: I have time available during the day to collaborate with my peers regarding issues, curriculum, or instruction best practice. (M = 3.13) Highest: I am given fair opportunity to succeed in my school or department. (M = 4.26) Lowest: The people that I work with trust and respect each other. (M = 3.81) Highest: I know what is expected of me at work. (M = 4.41)
Lowest: I know precisely how my/our students performed last year on standardized tests compared to other students in the school, district, and state. (M = 3.61) Highest: I would recommend my school/department to a friend seeking employment. (M = 4.16) Lowest: The students in my school/district show respect for our employees. (M = 3.14) 3) Initial Survey Notes and Data Observations Across the school climate categories, with the exception of perceptions of Trust and Unity within elementary teachers and administrators, the survey generated overall positive results (i.e., the respondents generally tended towards agreeing that their schools possess positive qualities in the categories provided) This trend was consistent across the individual items comprising each category, with the exception of the following two items: 1) I have time available during the day to collaborate with my peers regarding issues, curriculum, or instruction best practice. (M = 3.13) 2) The students in my school/district show respect for our employees. (M = 3.14) The four respondent groups did not display statistically significant differences in their overall ratings. By individual climate category, the groups only differed significantly in the area of, such that elementary school respondents rated their perceptions of trust and unity significantly lower than high school respondents. The items with the largest mean rating differences among elementary and high school respondents can be found below: Item High School Mean Rating Elementary School Mean Rating The people that I work with trust and 4.24 3.38 respect each other. The people that I work with care about each other on a personal level. 4.32 3.50 I feel comfortable sharing my ideas and opinions with my peers. 4.29 3.60
Cedar Mountain Schools 2017 Culture & Climate Project Board & Administration June 19, 2017 5:30 to 7:00 PM Beliefs Worksheet ID Your Beliefs: Culture & Climate in Cedar Mountain Schools All students & staff feel safe & valued Every employee s opinion is valued Show trust for all & anticipate the best Sense of equality for all Be the district that gives & gets respect We want to be a leader in these areas Every child is cared for & feels it More teambuilding with employees We ID what needs to be fixed & work on it No one person is bigger that the team Function as PreK12, not as Elem & Sec Employees feel admin has their back Goals & vision are communicated to all High level of student respect for all adults Solve differences respectfully Respect is given, & earned Kid, not employees are the priority Employees believe in the district & communicate that to others Employees & community uses the chain of command Be willing to recognize others good work Fir is not equal: need to look at how to teach all kids while meeting IEP needs Every employee & student takes ownership of academic success & standardized tests We are a team working for the benefit of children Understand other employees points of view Projects are prioritized, designed & communicated well in advance When I walk in, I can feel the positive learning environment Our culture & climate make a place where employees want to stay, & finally retire Employees & community member are proud of the school All students & staff give & receive respect Employees are open to change & innovation All employees understand & respect other s positions
Cedar Mountain Schools 2017 Culture & Climate Project Board & Administration June 19, 2017 5:30 to 7:00 PM Designing Change Culture & Climate Focus on & Take Ownership of Results All People are Respected and Voices are Valued Cedar Mountain Values Empathy & Support Given to All Mission & Data-Driven Decision Making
Cedar Mountain Schools 2017 Culture & Climate Project Board & Administration June 19, 2017 5:30 to 7:00 PM Three Types of Future Work Implementing Reviewing Considering (Goal Areas - Few Items) (Items to Study) (Other Items) 1) Communicate this data, beliefs & action items to: Employees Community Newspapers * Deliver ideas to Board re: Increasing employee engagement & retention * Are read receipts available in our e-mail system? * How could we increase early * Deliver ideas to Board for the outs to work on this larger design of mentoring groups topic? for newer employees 2) Start the year with teambuilding for all employees * ID & prioritize all FY18 initiatives (district-wide & by building) * ID our five-year vision using employee involvement & input 3) Design new teacher orientation to include these results * Also ID status of prior initiatives 4) Increase student respect to all adults
Cedar Mountain Schools 2017 Culture & Climate Project Board & Administration June 19, 2017 5:30 to 7:00 PM Session Evaluations 1) What was good & productive about this session? Nice to see what other board members thoughts are regarding this context Time to sit and discuss with board present Ideas very much align with what we are currently doing That respect and direction is the problem Everyone was heard Working together in large and small groups to prioritize the needs in our district All voices were heard It was good to see the results of the survey That there was not a huge variation between top and bottom scores There was a high amount of the staff that took the survey Brainstorming goals and problems for the district 2) What was your biggest discovery? Overall culture and climate is pretty good The culture in each building is not always extremely different but can be perceived differently A lot of the issues are small but they add up I knew of the problems but had not thought of enough solutions Climate is better than it appears on the outside - based on surveys Classified employees felt better about our climate than I thought they would - that was positive to see Some of the areas that I thought would have lower scores actually did not Surprised that survey numbers were (higher) when we feel we are struggling 3) How would you improve this session? More time More time More time for large group discussions
More time very quick ninety minutes Maybe have some student ambassadors involved I am not sure if we answered, why are people leaving or if we can answer it We need to focus on creating a culture where most want to stay Maybe allow more time, maybe a half an hour longer 4) What type of follow-up would be of use to you? Check to see where we are at in three, six, nine, and twelve months Ideas of direction to take based on findings Help with sharing this with staff Another survey with the same questions next year to see improvements - hopefully How to do we make this happen sustainability? Summary of this session Ideas from similar problems solved from previous work experiences
Measuring & Improving Climate & Culture - Schools & Districts MASA March 8, 2018 3:30 to 4:30 PM 1) What was good & productive about this session? 2) What was your biggest discovery? 3) How would you improve this session? 4) Please check if they apply: I would like to have further training in this area (for others or myself) improve culture & climate in my district (Other topic?) I know of others who could use your services as either a speaker or consultant. ok that you call me for more information. It s Please e-mail me the Powerpoint & session materials. Name Email Organization Phone