3 concepts for improving school climate with data

Why equity should drive school climate during COVID-19 and growing attention to systemic racism
By: | August 12, 2020
To build equity, principals should guide teachers in strengthening relationships with students to gather feedback constantly and share decision-making. (GettyImages/RichVintage)To build equity, principals should guide teachers in strengthening relationships with students to gather feedback constantly and share decision-making. (GettyImages/RichVintage)

A new tool kit offers guidance for principals in assessing and leveraging climate data to boost equity and create safer environments as schools reopen over the next several weeks.

Coming Back to Climate, from The Aspen Institute Education & Society Program, is designed to help principals support students who’ve experienced the COVID-19 pandemic and a heightened awareness of racism.

“High performing students learn and thrive in environments that integrate care, responsiveness and challenge,” said Gene Pinkard, director of practice and leadership at Aspen Education and the toolkit’s author. “The stressors of physical distancing due to COVID-19 and striving against institutionalized racism means principals’ priorities will be giving students and families connections that mitigate stress and creating the conditions for academic achievement.”

The toolkit focuses on driving equitable outcomes, creating leadership routines, and choosing the right starting points. It was created with extensive consultation from principals and research partners including Cleveland Metropolitan School District, the District of Columbia Public Schools and Tulsa Public Schools.

The toolkit focuses on three key concepts ⇒