Divergent EDU Chapter Three

Chapter 3: The Feels of Climate and Culture

Summary: The relationships that we cultivate, both positive and negative, will affect the climate and culture. There are always opportunities to recognize where we may have areas to grow in and places where our strengths may benefit others. Areas of personal-professional needs like educator disengagement and a lack of trust may contribute to a negative climate and weak culture, but also give an opportunity for growth and change for improvement.

Additional Resources:
The Teacher Burnout Epidemic: Part 1
Start with Why website by Simon Sinek
Know Your Why by Michael Jr.

Referenced Books:
Escaping the School Leader’s Dunk Tank by Rebecca Coda and Rick Jetter
The Fire Within: Lessons From Defeat that Have Ignited a Passion for Learning by Mandy Froehlich
The Power of Moments: Why Certain Experiences Have Extraordinary Impact by Chip and Dan Heath

 

Guiding Questions:

  1. Is risk-taking allowed in your school? Encouraged? What behaviors, practices, or norms tells you it is or isn’t?
  2. How can the district better support and communicate the idea of risk-taking?
  3. What would you say is the level of trust in the district? Among teachers? Between teachers and administrators?
  4. List three specific ways that trust could be either continued or rebuilt.
  5. What opportunities for improvement do you see in your district?
  6. Most important: Would your teachers and administrators answer these questions in the same way?
  7. Do you believe you have a voice in your district? How does this affect student learning and your attitude toward innovation divergent teaching?
  8. How can you advocate for more voice for stakeholders who may not have as much?