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Positive Climates for Learning

A Framework for Success

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Student achievement is our core business

I challenge us to think of student achievement

as reflecting bothacademic success and personal well being.

These arent in competition.They are synergistic and integrated.

Ken Thurston, April, 2010

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How do we address both?

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ASCD Whole Child website

There is a growing body of research showing thata sustained positive school climate predictsmultiple key outcomes:

Academic achievement

Teacher retention

Students healthy development

Violence prevention

ASCD Whole Child Website

Through a positive climate for learning!

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Positive Climates for Learning and

Working are Equitable and inclusive

Safe and supportive

Respectful

Caring

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http://www.edu.gov.on.ca/eng/policyfunding/inclusiveguide.pdf

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Our Work

Support the implementation of the Ministry Equity and

Inclusivity Strategy

Support the implementation of the Ministrys Safe Schools

expectations

Adopt and implement initiatives and activities that support

yourschool improvement plans. Ie:

equity and inclusive education and practice

social, emotional and academic learning bullying and violence prevention

healthy and active schools and workplaces

character development

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Schools will:

develop school improvement plans thatare aligned with Ontarios equity and

inclusive education strategy;

review classroom strategies and revisethem as needed to ensure they arealigned with and reflect school-wide equityand inclusive education policies.

School Responsibilities: 2010 - 2011

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We believe

The purpose of our work is to supportequity of outcome for each member of

the school community.

Equity and inclusion form the groundwork for the

development of a positive climate for learning and

working.

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PC4L Teams

In York Region, each school has a Positive Climates forLearning and WorkingTeam.

Membership:

Students Parent

Teaching staff

Non-teaching staff member

Community Partner Administrator

Staff Member - Chair

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Step 1

Form your Positive Climates for Learning team (PC4L).

You may wish to consider the professional training opportunity PC4L: An integrated approach, TRIBES training, Using aRestorative Mindset: A Classroom Focus and / or SEAL: An In depth Look at a Social Emotional and Academic Learning SkillDevelopment Tool

Step 2

Review your SPCI and/or SEF goals to guide your work.

Review your baseline data (begin with what you know from informal processes) to determine what areas of climate/cultureyou would like to focus on as your team goals.

Once you receive your system survey data revise your goals as appropriate.

Be sure to include theMinistry mandated Safe Schools andEquity and Inclusion activities among your goals.

Step 3

Create a list or map of all the activities that are currently happening in your school that support the building of a positiveclimate for learning.

Categorize these activities based on whether they are focused on supporting individual students, classrooms or school wideimplementation, and consider new activities as needed (see the Tool Kit and PC4L Quilt).

Review the YRDSB bully prevention program continuum to determine appropriate resources and programs forimplementation in your school.

Examine each of the activities you are currently using or intend to use in your school through the PC4L roots lenses todetermine if they fully support the building of a positive climate. Adapt or discontinue activities that do not meet the PC4Lroots test.

Provide access to professional learning resources developed for all staff in responding to bullying incidents and the use of theSEAL document.

Step 4 Continue building capacity among your staff, students and community in understanding and participating in the work of the

PC4L team.

Consider using the PC4L reflection tool to inform future revision and planning for your team.

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More specifically, it is the responsibility of eachschool and their positive climate for learning andworking team to:

support and conduct a climate survey every two years

support the development of a positive climate for

learning that is safe, respectful, inclusive, equitableand

caring support teaching strategies that focus on developing

healthy relationships

Framework

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When schools have a positive climate forlearning and working:

Sense of belonging leads to inclusive and vibrantlearning communities

Learning in community increases engagement

Increased engagement leads to improved

achievement and personal well being

Why Positive Climates?

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The PC4L Quilt

https://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspx

https://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspxhttps://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspxhttps://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspx

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Student Engagement

https://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspx

https://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspxhttps://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspxhttps://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspx

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The PC4L Web Pagehttps://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspx

https://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspxhttps://bww.yrdsb.ca/SERVICES/CIS/POSITIVECLIMATES/Pages/default.aspx

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Screen Capture

Learning Page

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Upcoming Training

Equity and Inclusivity Symposium

Agenda:

Introduction by Ken Thurston

Co-learning time with Jennifer Abrams Presentations: Two school teams and PC4L

Facilitated team working session

Where: Sheraton Parkway - March 29thWho: School Teams (administrator, PC4L equity

designate, additional staff member)

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Other Examples of Available Training

Bullying and Harassment Prevention for theClassroom Teacher

SEAL: An In Depth Look with a focus on IEP andReport Card Links

Using a Restorative Mindset: A Classroom Focus

Youth Forum School Mapping

Stand Up Speak Up - Student Training and

Conference

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The saying, It takes a community to raise a child,

is perhaps even more a necessity than it wasyears ago. Together, we are preparing ourchildren and youth for life in a complex, andchanging world community. This requires that

they feel supported and connected throughrelationships that are equitable and inclusive.

This is our collective responsibility.

Role of the Board, schools, students,

parents, family and community

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PC4L is about all of us

And its about

each of us

TOGETHER