ERIC Number: EJ1043735
Record Type: Journal
Publication Date: 2014-Feb
Abstractor: As Provided
The House That Affirmation Builds
Kessler, Susan Stone; Snodgrass, April M.
Educational Leadership, v71 n5 p60-63 Feb 2014
The authors, principals at a high-poverty school in Nashville, Tennessee, find that key actions to building a strong school culture and morale are communicating clearly, recognizing everyone's contributions, and giving students and parents many ways to become involved at school. They portray a specific process that Hunters Lane High School has used. In terms of communication, Hunters Lane's "How Are We Doing?" process stands out: four times a year--using a variety of methods--teachers tell school administrators what's working in the school and what's not. Together, staff devises solutions. The school keeps a finger on parents' pulse through a volunteer brainstorming group. They deliberate about recognizing teachers' contributions with gatherings and affirmation ceremonies spaced throughout the year, at which individualized appreciation certificates are presented by the principal. Kessler and Snodgrass describe creative structures that get a large number of students involved and highlight students' work--such as a whole-school lunch period during which clubs meet.
Descriptors: Poverty, High Schools, School Culture, Morale, Communication Strategies, Student Participation, Parent Participation, Recognition (Achievement), Principals, Positive Reinforcement, Teacher Role
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A