There is a generally accepted belief that a causal relationship exists between the effectiveness of schools and school districts and the culture and climate of these schools and districts. In addition to internal environmental factors, it must be recognized that schools and school districts are interactive with and responsive to their external environments. There must also be an awareness of and preparedness for schools and districts to become culturally competent in serving an increasingly diverse student population.
This component identifies and describes the dimensions of climate and culture that are essential for Missouri’s educational system to achieve a high level of organizational efficacy. A critical part of the work will be an effort to determine cause and effect relationships.
|Jim Finley||Blue Springs R-IV||Co-Chair/Superintendent|
|Keith Strassner||Rolla 31||Co-Chair/Board Member|
|Melanie Adams||St. Louis City||Board Member|
|Brent Blevins||Forsyth R-III||Superintendent|
|Mary Groeper||Wright City R-II||Board Member|
|Mary Ann Johnson||School of the Osage||Superintendent|
|Tara Lewis||Renick R-V||Superintendent|
|Troy Porter||Dixon R-I||Board Member|
|Matt Robinson||Worth Co R-III||Superintendent|
|Stan Stratton||Dunklin R-V||Superintendent|
|John Westerman||Newburg R-II||Superintendent|
|Larry Wood||Senath-Hornersville C-8||Superintendent|
Collective efforts are strengthened through increasing trust, collegiality, and teamwork.
Organizational culture is an important determination of climate and is a distinguishing factor between effective and ineffective public schools.
Effective leadership is critical for creating an organizational climate that is conducive to learning.
A healthy culture fosters community collaboration in finding solutions to challenges and is devoid of blame.
Organizational change and improvement occur only when individuals within organizations make needed changes with a sense of urgency.
Innovation and purposeful change in organizations are necessary to achieve sustainable competitiveness.
High performing organizations hold high and consistent expectations for all members.
High performing organizations recognize and address cultural differences. Strength can be derived from the rich diversity of our public schools.
Safety, order and respect are necessary conditions for teaching and learning to occur.
High performing organizations possess a climate and culture that supports a positive learning environment which is important for individual success to occur. This success may be measured by and through multiple outcomes.