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Academic Environment SCHOOL LEADERS NEED TO CREATE AN ENVIRONMENT THAT IS FOCUSED ON EXCELLENCE IN TEACHING AND LEARNING — AND COMMUNICATE THIS EMPHASIS TO STUDENTS, TEACHERS AND PARENTS.
Academic Environment A sense of belonging is important to student success, but it alone is insufficient to produce desired outcomes. School leaders need to create an environment that is focused on excellence in teaching and learning —and communicate this emphasis to students, teachers and parents. Academic Press. The term “academic press” refers to a positive—but determined— effort to meet high expectations. It defines an attitude and does not refer to pressure. Instead, academic press focuses attention on academic work, provides constructive feedback, refuses to accept half-hearted efforts, holds students accountable and provides assistance when needed. It means never giving up on a student and holding firm to the notion that all students are capable of mastering essential skills. Then it provides the support required to get them to that level of mastery. Student achievement improves when academic press is accompanied by communality and social support. For example, a large study of Chicago Public Schools found that the relationship between social support and performance on standardized math and reading achievement tests was strongest in schools that employed greater academic press. High expectations, coupled with strong support, produce desirable outcomes. Creative Instruction. Effective teachers, of course, are key to academic success, as they are able to engage all students in the classroom. They tend to be flexible and use a variety of instructional methods to build skills and encourage critical thinking. They design classwork that is relevant to students’ lives and captures their interests. Using techniques that go beyond pure recall, these teachers employ active, experiential and cooperative learning methods as well as discussion and debate. Research indicates that 80 percent of questions asked in elementary and secondary classrooms demand only quick recall of facts or other short answers. Asking questions that spur critical thinking encourages broader participation, as there are fewer right/wrong answers. Quality of instruction has been shown to improve students’ sense of belonging to a school as well as boosting academic achievement. One critic of the educational system has noted: “We still teach our kids to think as if at the end of their education there is a job in the factory. The factory is closed, and the future is for those who know how to solve problems.” Teachers often unwittingly favor high achievers. A 10-year study of teachers across the country indicated that teachers used their best skills more often with successful students. They called on high achievers repeatedly, believing that eliciting correct answers benefited the entire class. They called on low achievers less frequently, feeling they were sparing the students embarrassment. As a result, the low achievers simply tuned out. EFFECTIVE TEACHERS, OF COURSE, ARE KEY TO ACADEMIC SUCCESS, AS THEY ARE ABLE TO ENGAGE ALL STUDENTS IN THE CLASSROOM. THEY TEND TO BE FLEXIBLE AND USE A VARIETY OF INSTRUCTIONAL METHODS TO BUILD SKILLS AND ENCOURAGE CRITICAL THINKING. ENHANCING THE SCHOOL ENVIRONMENT — Academic Environment PAGE 17
Page 1 and 2: SUBJECT: Best Practices: BUILDING B
Page 3 and 4: Introduction This monograph on Best
Page 5 and 6: What you will see in the pages that
Page 7 and 8: These connected students enjoy the
Page 9 and 10: Caring Environment: A Precondition
Page 11 and 12: Build students’ social and emotio
Page 13 and 14: “My teaching has changed dramatic
Page 15 and 16: Safe and Structured Environment In
Page 17: MACARTHUR MIDDLE SCHOOL, FORT MEADE
Page 21 and 22: THE CROSSROADS SCHOOL, BALTIMORE, M
Page 23 and 24: Participatory Environment A more po
Page 25 and 26: “We realized we were expecting to
Page 27 and 28: Making School Work for Military and
Page 29 and 30: Measuring School Environment THE PR
Page 31 and 32: • The Organizational Climate Desc
Page 33 and 34: REFERENCES AND ADDITIONAL READINGS
Page 36: Military Child Initiative Johns Hop

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