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The positive school climate should be established to support students, parents, teachers’ well-being

School Climate Model

location_on İstanbul, Turkey
School Climate Model is a school development model where all school stakeholders are included through a sustainable approach, strong and weak sides of the school are exposed, and implemented by the school itself to help teachers and students reach their potential with developmental activities carried out within the framework of a specific action plan.
"It makes me feel important to know that I am one of those who improve climate at school."

Student

Overview

HundrED has not validated this innovation

Anyone can submit their innovation to HundrED Open. All information on this page is provided by the innovator and has not been checked by HundrED. Innovation page has been created by Development Workshop Cooperative on May 27th, 2021
Key figures

Innovation Overview

ALL
Target Group
3 900
Children/Users
1
Country
2017
Established
Not-for-profit
Organisation
172
Views
Updated on October 22nd, 2021
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about the innovation

Why did you create this innovation?

Despite the existence of concepts and modeling studies in national and international literature, in Turkey, the absence of an instrument to define the present state of a school, what support mechanisms could be in assessing and developing school climate, and how implementation steps could be taken leaves a gap in fully understanding this concept.

How does your innovation work in practice?

The School Climate Model has its construction explaining support mechanisms and
implementation steps for the assessment and development of school climate. At the preparation stage schools, administrative personnel and teachers must be given basic training about the project, stakeholders must be informed and a team must be set up. At the exploration stage, the present state and development areas of the school must be identified by conducting an evaluation form. At the cooperation and reconciliation stage, an action plan must be developed before moving to the Implementation stage. Monitoring and evaluation activities must be carried out at all stages. Teachers in schools where the model had its pilot implementation say there was a dynamic process of communication with the participation of all stakeholders in which all listened to each other and make positive remarks about this model. They point out that the model is flexible enough to account for differences between schools.

How has it been spreading?

Activities carried out along with school development areas have positive effects on schools’ internal dynamics and stakeholders (teachers, students and parents). Indeed, stakeholders have expressed their positive progress in terms of motivation, commitment, cooperation, self-confidence, respect and trust; that the project is in progress despite the pandemic; and their conviction that its effect will be multiplied in environments of face-to face education. These findings indicate that schools adopting this model will improve in the short-term. In the long-term, the objective is to select school climate coordinators from each school in selected districts and provinces and to bring schools implementing the model together on an online platform for further promoting the project.

If I want to try it, what should I do?

The Sabancı Foundation, İstanbul Provincial Directorate of National Education and Development Workshop jointly prepared handbooks in the context of school climate project to guide schools who want to implement the model. These books developed on the basis of fieldwork present the conceptual framework of the school climate model, its implementation steps and examples of implementation.

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Achievements & Awards

May 2021
Innovation page created on HundrED.org
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Steps

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01
The Evaluation and Development of School Climate
The conceptual framework of the school climate model and its implementation steps are described.
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