A positive culture and climate is an essential piece of all good schools.

It is the
foundation for school improvement. Nevertheless, many times it goes unmentioned and
unaddressed in school reform and assessment. A positive school climate can go a long way in
helping solve some big problems in education today. Many educators believe by having a
positive school climate, it will decreases absenteeism, behavior issues, substance abuse, and
bullying, while it increases students academic achievement. In addition, working in this kind of
climate lessens teacher burnout while increasing retention.
Currently I teach at Southeast Polk High School; I feel our school climate reflects a
school that has student needs and student achievement as the number one priority. I will discuss
some of the feelings and attitudes expressed by the Southeast Polk High School students,
teachers, staff, and parents as they pertain to the school climate. I will also look into what I
believe is working well and what needs improvement. I will discuss the four aspects school
environment identified in an article my EDL 271 class read entitled School Climate and
Learning. The four aspects are (1) Physical Environment, (2) Social Environment, (3) Affective
Environment, and (4) Academic Environment.
The first aspect of a positive school climate is having a physical environment that
is welcoming and conducive to learning. From my observations and my conversations with
students, teaches, and community members, I think Southeast Polk High School has a good
physical environment. As a general rule, students feel safe while at school and attending school
functions. The classrooms are clean, well maintained, and serve as a good environment for
student learning. However, talking with some students, they point to the fact that almost every
classroom looks the same in terms of color of walls, furniture, and teacher stations. Some

students feel it would be nice to have a little more variety from classroom to classroom. Areas
for instruction and activities are appropriate for student achievement. Southeast Polk has
excellent facilities for students use. Science classrooms and labs are more than equipped for the
students educational needs, each department has their own computer lab and chrome books for
student use, the fine arts department has top notch facilities and more than enough space, the
physical education department has access to spacious gyms, a running track, weight room, and
an olympic sized pool. There is a sufficient supply of textbooks in most areas but not all. The
district is aware of the issue and plans are being made to make sure each teacher has enough
textbooks for their students.
The second aspect of a positive school climate is a social environment that promotes
communication and interaction. I think Southeast Polk High School does a good job in this area
but has some room for improvement. Our school and our facilities are outstanding but the
building is set up in a manner in which teachers rarely see teachers outside of their content area.
For example, the math teachers are on the third floor and teach all of their classes on the third
floor, while the physical education teachers remain in the gym all day with their classes. The
structure of the building doesnt allow for much social interaction amongst staff members. Many
social issues such as bullying, diversity, and conflict resolution are a top priority and receive
training and appropriate attention. I feel like some decisions are made on-site with participation
from teachers and administrators.
The third aspect of a positive school climate is an affective environment that promotes a
sense of belonging and self-esteem. I think the interaction amongst our teachers and students is
outstanding. Our school is very open to diversity and welcoming to all cultures, customs, and
beliefs. Overall, I think the parents and community perceive the high school as warm and

inviting place and feel confident their childs best interests are valued. I believe our staff morale
is pretty good. In the past, some teachers would get frustrated with the concept of trying to
implement too much at one time when it comes to professional development. Most teachers
appreciate a slower and sustained mind set and get satisfaction from following a good idea
through to completion before moving on to another initiative. As for the community, I feel there
is a strong sense of pride attached to the high school. The community seems to rally behind the
athletic teams, fine arts department, and the academic success of its students.
The fourth aspect of a positive school climate is an academic environment that promotes
learning and self-fulfillment. I believe Southeast Polk High School and the teachers in the
building emphasize academics while respecting the fact that children learn in different manners.
Academic success and high academic expectations are two areas we are striving to improve as a
school and as a school district. The students ACT scores continue to get better, which is a
reflection that we are headed in the right direction as a staff in terms of academic success and
college and career readiness. Although academic successes and high achievement are awarded at
Southeast Polk, teachers and administration find ways to award and reward students who
demonstrate great effort and show improvement academically.
I think the school district and the high school, in specific, would benefit from a climate
and culture survey. I feel feedback from teachers, staff members, administrators, and community
members could be very valuable as Southeast Polk continues to take strides academically. Using
feedback while making positive and relevant change will only make the Southeast Polk schools
stronger. Research has shown that students in schools with a good school climate have higher
achievement and a more developed socioemotional component as well. Southeast Polk has come

a long way in terms of culture and climate, however, as a pro-active school we need to continue
to assess and improve current practices.