Implementation Description
Hobgood Charter School (HCS) opened its door to students for the 2019-20 school year and hired a staff with a wide array of backgrounds. While the diverse experiences of staff members were an asset, it also created a challenge as leadership sought to unify staff and provide a sense of school identity. There were unspoken barriers between teachers, and COVID lockdowns contributed to staff members feeling disconnected (Juliana Harris, personal communication, June 12, 2021). This could have had far-reaching negative effects, because research has shown that “if the [school] culture is not hospitable to learning then student achievement can suffer” (MacNeil, Prater, & Busch, 2009).
In an effort to proactively address school culture concerns, the school leadership decided to use available NC ACCESS funding to provide a Professional Development (PD) session from school-culture expert Phil Boyte, which the staff found to be “one of the most powerful PD sessions they had ever had” (Juliana Harris, personal communication, June 12, 2021). Mr. Boyte provided a full-day, in-person session at HCS in October 2020, which facilitated HCS staff discussions related to school identity and broke down existing barriers between staff members. School leaders commented that it was a welcomed opportunity to be together in person and remember who they were as a school family and realize who they wanted to be moving forward. Trust exercises were facilitated to get staff outside of their comfort zones, which allowed teachers to be vulnerable and get to know each other better. Team building activities like these have been shown to improve confidence, morale, and collaboration among staff members (Share Discovery Village, 2020). One of the primary takeaways from this session was the suggestion for staff to “assume best intent” in each other (Joyce Betts, personal communication, June 12, 2021). The school’s Guidance Counselor said that she often considers that phrase as she works with colleagues, parents, and students at HCS, and it seems indicative of the direction in which the school culture is growing.
Results
HCS lost 4 staff members during their first year of operation, but as a result of this PD session and the intentional focus of administration on staff relationships and identity, school climate has significantly improved, and staff turnover has decreased. Only one part-time staff member chose to leave in 2020-21, and it was due to family obligations.
The session empowered school leadership and teachers alike who now feel more comfortable addressing issues directly with each other. Staff feel more connected to each other and comfortable in their niche within the school. The school culture as a whole is noticeably more supportive and sincere.
Challenges
The school had scheduled multiple PD sessions during 2020-21, but COVID safety guidelines prevented these from happening. Fortunately, the one training they were able to receive was extremely beneficial in improving staff unity and overall effectiveness.
Future Modifications
Phil Boyte is scheduled to return to HCS for a follow-up PD session, which will also be paid for with NC ACCESS funding. In the meantime, staff members will be more intentional about humbly addressing concerns with teammates and students directly before notifying the administration.
Critical Components
Getting Started
HCS leadership felt that it was essential to provide a PD session for staff from an external organization in order to gain perspective and direction for a more unified school identity and improved school culture.
Ongoing Supports
HCS leadership believe that increasingly understanding and empathetic staff relationships will be a beneficial model for students and result in a more supportive environment for everyone at the school. Inevitably, this will sometimes take the form of difficult conversations between staff members and even between teachers and students to address concerns, ask for forgiveness, and ultimately build a better culture of empathy and unity.
Equity Connections
Studies have shown that “when a positive school environment is created, there is an increase in interventions for cognitive growth, and situations to develop positive social behaviors for students living in poverty” (Sloan, p.51, 2019). HCS’s efforts to improve their school culture will help to create a safe and supportive learning environment for students.
Research
1. MacNeil, A.J., Prater, D.L., & Busch, S. (2009). “The effects of school culture and climate on student achievement”. International Journal of Leadership in Education. January-March 2009 Vol. 12, No. 1, p. 73-84, DOI: 10.1080/13603120701576241. Accessed on June 16, 2021. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/13603120701576241#:~:text=Improvements%20in%20student%20achievement%20will,reflect%20a%20positive%20school%20climate.&text=Strong%20school%20cultures%20have%20better,student%20performance%20and%20student%20outcomes
2. Share Discovery Village. (January 28, 2020). “The Benefits of Team Building Activities”. Accessed June 16, 2021. Retrieved from https://www.sharevillage.org/benefits-of-team-building-activities/
3. Sloan, T. (2019). “Supporting Students Living in Poverty”. BU Journal of Graduate Studies in Education, Volume 11, Issue 1, 2019. Accessed on June 16, 2021. Retrieved from https://files.eric.ed.gov/fulltext/EJ1230335.pdf
4. United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219