MTL 538: Improving School Climate and Classroom Learning Environments
Required Texts:
Kohn, A. (2006). Beyond discipline: From compliance to community. Alexandria, VA: Association for
Supervision and Curriculum Development.
Deal, T. E., & Peterson, K. D. (2009). Shaping school culture: The heart of leadership (2nd ed.). San Francisco,
CA: Jossey-Bass.
Additional reading assignments on the MTL 538 Blackboard Page
Required Resource [note. There is a new 6th edition of the APA Manual]:
American Psychological Association. (2003). Publication manual of the American Psychological Association:
Fifth edition. Washington, D.C.: Author. (Also see the APA web site, www.apastyle.org)
Course Description:
Teachers will explore controversial issues and best practices in positive school and classroom
climates. They will analyze research-based practices and strategies to evaluate the essential qualities
of schools and classrooms that optimize learning and socio-emotional development for students as
well as support the retention of high quality faculty. Through application and self-evaluation of new
practices for improving school and classroom climate, teachers will broaden their understanding and
skills for meeting the needs of their students and set goals for moving to a higher-level of
professional practice.
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Teaching as a Catalyst for Change
M.Ed. in Teacher Leadership Program Goals

Acquire skills for group facilitation and collaboration with a variety of constituencies,
including the students in their classrooms.

Participate in the development and evaluation of best practices through critical inquiry

Develop self-reflective and critical thinking skills that improve practice and promote
thinking from a variety of perspectives
Specific Course Objectives
1.
Examine ways to accommodate student differences through appropriate inclusive practice
strategies that promote positive social interaction through positive classroom and school climate.
2.
Analyze and evaluate school and classroom climate characteristics and how they interact.
3.
Conduct a self-study for improving classroom learning environment characteristics and
student engagement.
4.
Implement a “change project” for applying a best practice and innovative pedagogy to
improving school/classroom climate.
5.
Examine the qualities of teacher leaders and their roles in improving and sustaining
positive school cultures and classroom learning environments.
6.
Examine National Board Certification standards and their relationship to improving
classroom learning environments and school cultures and climates.
7.
Utilize appropriate software tools to locate, organize, analyze, interpret, and present
professional research literature, data, and progress on projects.
Parentheses indicate the TEACHER LEADER MODEL STANDARDS (2012).
Teacher Leadership Exploratory Consortium. (2012). Teacher leader model standards. Retrieved from
http://www.teacherleaderstandards.org
General Requirements:
The College will make reasonable accommodations for persons with documented disabilities. If
you have a disability that may have some impact on your work in this course, please contact:
Maureen Connelly, Disability Services Provider
Learning Center, Frick Center, Room 229
630-617-3753
maureenc@elmhurst.edu
Once the College has documented the disability, you will be directed to initiate and maintain
communication with your professor regarding your needs. Additional inquiries may be directed
to the Vice President for Academic Affairs and the Dean of the Faculty, or to the Chicago Office
of the Office of Civil Rights, United States Department of Education.
The Elmhurst College Learning Center (Frick Center)) is an academic unit providing a variety of
services to Elmhurst College students. The Learning Center has resources in print, video
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cassette, audio cassette, and computer software.
http://public.elmhurst.edu/academics/1265687.html
Incomplete (“I”) grades must be requested in writing by the final class meeting, if you cannot
complete the term for emergency reasons. Forms are available from your professor. Completion
of field experiences is not considered an emergency. Incompletes must be resolved within three
weeks of the end of the term. Late assignments at the time of a request for an Incomplete will
incur any late penalty. Students in teacher education programs may not continue in education
courses with an Incomplete pending.
Academic integrity and dishonesty are clearly defined in the E-Book, as are the professor’s
responsibilities and options should academic dishonesty occur. Department of Education Policy
states that the minimum penalty for academic dishonesty is an “F” on the assignment.
College Policy requires all teacher candidates to self-disclose a criminal history or any pending
court hearing to building administrators prior to beginning or continuing field experiences.
Candidates may not observe or participate in field experiences until the administrator has given
approval and the approval has been confirmed by the program director. The policy is provided in
the Guide to Policies and Procedures for Undergraduate and Certification Teacher Education
Programs. Violation of this policy will result in a recommendation for dismissal from the
teacher education program.
Attendance is expected and written documentation is required to make-up a course examination
as defined in the College Catalog. Completing field experiences is not a valid reason for being
tardy to or absent from class.
Department of Education Professional Conduct Guidelines
Aligned with Illinois Professional Teaching Standard Professionalism, Leadership, and
Advocacy (9H, 9I, 9J, 9Q, 9S, 9T)
RESPONSIBILITY Attend class on time and for the entire class period.
Complete assignments on time, which is the beginning of class on a due date. The maximum
grade point possible for late assignments will be equal to the point value of a “C+.”
Assignments are late if class is not attended or if there are technical problems. Work may not
be faxed or e-mailed to the professor without prior approval. Assignments that are more
than one week late will not be accepted for credit, but will be evaluated to provide
feedback. No late assignments will be accepted after the last class meeting unless a
formal request for an Incomplete in the course has been filed.
Communicate with the course professor in a timely and appropriate manner. Use office
hours or make an appointment to ask individual questions or discuss progress.
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ETHICS
Adhere to professional ethics. Assignments often involve collaboration and the use of
multiple resources. Clearly cite ideas from other sources and acknowledge the assistance of
others. If part of an assignment is submitted for credit in more than one graduate
course, this dual use must be noted on the front cover sheet. In addition, pre-approval
of dual credit from the course professor should be obtained prior to the due date. [See
the academic integrity policy in the E-Book.]
Document field experiences accurately and have them verified by a licensed supervising
professional. Maintain confidentiality in all field reports and discussions of fieldwork.
Fabrication of field hours, experiences, or signatures or failure to notify the College or schools
of your criminal background check status are violations of the College’s Academic Integrity Policy.
ATTITUDE
Demonstrate respect for others and for the opportunity to learn. Active participation is
expected during every class meeting. Valuing of diverse ideas and beliefs is expected through
courteous debate and dialogue as well as in respectful written evaluation and analysis.
Use digital etiquette. Electronic devices should not interrupt class or distract others. Set cell
phones to vibrate or turn them off. Electronic tools are to be used for coursework or activities
directly related to the class -- not used for entertainment, personal communications, or other
coursework during class meetings or in field settings.
COLLEGIALITY
Demonstrate respect for others and for the opportunity to learn. Give your maximum
efforts in promoting equitable group work and completing field experiences. Maintain
commitments to classmates and professionals in the field.
Demonstrate initiative in collaborating with others, Volunteer your time and share
professional resources and responsibilities. Show appreciation for the time and efforts of
others.
HONOR
Complete field experiences in a professional manner. Professional demeanor (e.g., conduct
and attire) is expected in school settings. Honor the commitments of hosting professionals by
providing details of all course assignments at the beginning of the term.
Complete assignments in a professional style. Demonstrate professionalism in formal class
presentations. All written work must be word-processed and edited prior to submission. Use
APA style. Failure to correct word-processing errors will be treated as grammatical or
spelling errors. Back-up copies of electronic files are expected and assignments
submitted late due to computer or printer problems are considered late assignments.
Grading: All grading will be completed as objectively as possible; however, in cases of
qualitative assessment, evaluation will be based on the professor’s judgment (levels of
performance are from the Elmhurst College Catalog).
"A"
"B"
"C"
"D"
"F”
Superior in 3 outcomes: Participation/Leadership, Self-Study, & Culture Project;
or Superior in 2 outcomes and Above Average in the 3rd
Above Average in 2-3 outcomes (if 2, Superior or Average in the 3rd)
Average in 2-3 outcomes (if 2, Superior or Above Average in the 3rd)
Below Average in 2-3 outcomes
Failure in 2-3 outcomes
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Graduate students must complete all courses with “C” (2.0 on a 4.0 scale) or higher and only one
“C” may be earned to fulfill program requirements. A GPA of 3.0 (4.0 scale) in the master’s
program is required to remain in the program and to meet graduation requirements.
MTL 538 Electronic Blackboard
All course assignments, assigned readings, course-related web sites, assignment questions, individual
grade updates, last minute schedule changes, etc. are coordinated through Blackboard.
Course Assignments
Weekly participation in collaborative discussions and activities, preparation for class
discussions and activities, and leading discussions as assigned.
Because seminars are small group, it is important to attend and participate in every class. Graduate
students will be assigned as discussion leaders for weekly readings. If you will miss class on an
evening when you are a discussion leader, make arrangements to change discussion assignments with
another graduate student or me. Please notify me as far in advance as possible, if you will be absent
due to a professional commitment.
This evaluation rubric will be used for participation and leadership.
Superior
Above Average
Average
Below Average
Failure
Full, consistent
Attendance,
Attendance,
Missed classes or In addition to
attendance*, well participation, and participation, and was unprepared
“below average”
prepared for all
preparation were preparation were or “under”
participation –
classes. Excellent consistent and
minimal and not
prepared for
made no effort or
discussion
high quality.
graduate-level in
classes, or rarely
weak attempts to
leadership, and
Effective
quality.
participated.
make-up absences
consistently high discussion leader. Leadership in
Ineffective
or improve
participation.
discussions was
leadership in
participation and
minimal.
discussions.
leadership.
*If a class is missed for any reason (personal or professional), it is the reponsibility of the graduate student to determine
the appropriate “make-up” assignment or activity to maintain the specific level of performance.
Classroom Self-study Project
Written Project (See project rubric on Blackboard, which will be discussed in class.)
This self-study reports your progress with goals for improving your classroom learning
environment and climate through self-study using research-based strategies and evaluation.
The final report is to be aligned with at least two of the National Board Certification
Standards to improve your understanding of these core principles. You will present your
progress on your project to the class the week before you turn in the project. Your peers
will critique your project using the perspective presented in Beyond Discipline. (Objectives 1-7)
Two related assignments:
15-20 minute presentation of your Self-study
 Prepare a 15-20 minute overview presentation of your self-study project.
 Prepare a one-page handout (may be double-sided) for your presentation and bring
copies for each class member. The handout should clearly outline your goals,
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
summarize your progress on them, and provide your recommendations for other
teachers based on your self-study.
The rubric for this presentation is posted on Blackboard and will be discussed in
class.
Sharing a Research Article (participation activity)
 Prepare a single-sided, one-page annotation of your favorite research article cited in
your Self-study Project (This article should NOT have been assigned as part of this
course or obtained via its Blackboard site or links). For your annotation, provide an
APA citation for the article and a summary1 of what you found to be the most
important ideas related to your Self-study Project. Bring copies of this article
annotation for each class member. Formative feedback will be provided.
This evaluation rubric will be used for both course projects – Self-Study and School Culture.
Superior
Above Average
Average
Below Average
Failure
The written
The presentation The presentation The presentation The presentation
project and the
is superior or above is above average, or is below average, or and the written
presentation were average, or average, average, or below
not completed
project are both
evaluated as
and the written
average and the
(failure) the
not completed.
superior.
project is above
written project is written project is
average or superior. average.
below average.
Late assignments
are average.
School Climate/Culture Project*
This project is an analysis and evaluation of climate/culture in your school, building upon your
synthesis of research literature to identify strengths and areas/priorities for improving
climate/culture. Develop a list of three priorities for improving culture/climate and action strategies
that would engage multiple stakeholders to bring about positive change in the
school/team/department. This report will be aligned with National Board Certification Standard
#5 to improve your understanding of these core principles. See the project rubric for specific
expectations, which is posted on Blackboard and will be discussed in class. (Objectives 1-7)
You also will present your project to the class.
15-20 minute summary presentation of your School Culture/Climate Project
 Prepare a 15-20 minute summary presentation of your project.
 Prepare a 1-2 page handout for your presentation and bring copies for each class
member. The handout should have at least the following 3 components: (a) your
priorities and the rationales for prioritizing them, (b) your action strategies with
rationales and (c) a copy of the reference list in your written project.
 The rubric for this presentation is posted on Blackboard and will be discussed in
class.
*You should choose to focus on “Climate” or “Culture,” depending on how you support the definition of these terms.
1
“Summary” may be in narrative, chart, list, etc.
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Class Meeting
Tentative Course Schedule
Topics, Preparation Activities, Readings, & Assignments
August 30
Introduction & Overview
What are the elements of a positive classroom learning environment & climate?

Bring to class a description of your school discipline policy and
classroom rules (you may submit copies of pages from a School
Handbook, parent/student communication, etc.)
What are the key components of collaboration expected in this course?
Advance preparation: Collect data about your classroom climate for September 13th
Consider adapting the School Climate surveys on the Blackboard’s “External Links.”
September 6
What are “school culture” and “school climate” and why are they important?
Text: Shaping School Culture Read Chapter 1: Introduction, Chapter 2:
School as Tribes (example) and Chapter 3: Vision and Values
Read chapter by Fraser on Using Learning Environment Assessment to Improve
Classroom and School Climates

Bring school and district statements of vision/mission/beliefs and
any school documents that you feel indicate the culture/climate.
Review the ASCD (2007) Report on the Whole Child in preparation for the 20th.
September 13
Prepare for next week to share your preliminary data and your
“change goals” for your Self-study Project and your “baseline” data.
Use a “framework” from the Kohn handout to examine your
classroom – send a chart/table that analyzes your classroom to KC by
9:00 p.m.
Begin to collect student data and determine which classroom climate
variables are most important. Begin exploring the research literature
on these variables.
September 20
What is the role of punishment in learning?
Kohn: Chapters 1, 2, 3, & 4

Be prepared to answer this question: Who is Alfie Kohn? (What are his
credentials?)
Read article on Blackboard:
Marshall, M. (2004)
ASCD (2007) Report on the Whole Child
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.
Read the on-line article by Canter “More than Names on the Board” in the
“Classroom Climate” articles folder.
Review the 7 links in the “Discipline on the WWW” folder (see External
Links on Blackboard). Come prepared to promote the most research-based
program.
Choose your “Research Point” topic for October 4th
September 27th
Prepare your Research Point
Find a research article and send it to each class members for October
4th class meeting.
Send a one-page summary of the article, with its APA citation at the
top to KC by 9 p.m. In the summary relate the article to (a) the
course discussion and readings, and (b) your self-study project.
October 4th – Meet as a student group
Report on a Research Point using the AERA Research Points link that
provides the best support for improving your classroom community and
come to class with a 500-word summary/bulleted list/chart of the report.
Share a research article from your Self-study Project
October 11th
How do we create classroom communities?
Kohn: Chapters 5,6, 7, & 8
Read journal article(s) on Blackboard:
Blum, R. W. (2005)
Boaler, J. (2006)
Klem, A. M., & Connell, J. P. (2004).
Patrick, H., Turner, J. C., Meyer, D. K., & Midgley, C. (2003).
October 18th
Write a reflective paper (3 – 5 pages) after reading the IES report “What
Works” link on Dropout Prevention OR Reducing Behavior Problems In the Elementary School Classroom also
applies to this course. Choose the report that is most applicable to your teaching context. These
are large on-line reports, if you want hardcopies, you may want to print them on campus.
Your reflective paper should include a citation of the report at the top and 2-3 major implications of the report for
improving your classroom climate and 2-3 major implications of the report for improving your school climate.
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Note. ON page 98 a brief discussion of “Classroom Rituals” for your Self-study projects.
October 25th
Self-study Projects are due
15-20 minute Self-study Project presentations
Bring copies of your handout for everyone – End COURSE PART I
PART II: Refocusing on School Culture and Climate
How do we know the culture/climate of a school?
Read Deal & Peterson - Chapters 4, 5, 6, & 7: Elements of culture
November 1st
Pathways to Change or Toxic Cultures
Read Chapter 9 – each student will take responsibility for one principal
XXX = Baker XXX = DuFour
XXX = Vydra
And one school
XXX = Central Park East
XXX = Dibert
XXX = Hollibrook
XXX = Anna M. Joyce
Read Deal & Peterson – Chapter 8
Create 3 “case studies”* – one paragraph description of someone in your
school or teaching experience that fit three of the different roles in Chapter
8 – use pseudonyms and do NOT indicate which role they fit (it will be the
rest of our job to figure this out!).
Read Deal & Peterson – Chapter 10
Prepare an “antidote”* for each negative “case study” that you wrote (as a
separate sheet).
*bring copies for everyone!
November 8th
Library Research
November 15th
Creating Community
Read Deal & Peterson -- Chapter 11: Building Trust
Read Blackboard articles: Schaps: “Creating a School Community”
Epstein & Salinas: “Partnering with Families and Communities”
Bryk & Schneider: “Trust in Schools: A Core Resource for School Reform”
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November 22nd
page 10
Leadership & Building Leadership Capacity
Read Chapters 12 & 13: Strengthening Culture & Achieving Balance
Bring a 1-2 page case study of a leader* (principal, team leader, chairperson,
teacher leader) in your school – use pseudonyms and combine types of
leaders that Deal & Peterson use in Chapter 12 with your own creative
synthesis and evaluation of how this leader helps strengthen your school’s
culture. *bring copies for everyone!
Read Blackboard articles: Fullan: “The Change Leader” and
Patterson & Patterson: “Sharing the Lead”
Bushman: “Teachers as Walk-Through Partners”
November 29th
Continuous improvement/Connecting classroom and school climate and culture
Read Deal & Peterson -- Chapter 12: Conclusions
Share climate/culture projects (approximately 20 minutes each)
School Climate/Culture Project due
Course Bibliography
Association for Supervision and Curriculum Development (2007). The learning compact redefined: A
call to action [A report of the Commission on the Whole Child]. Alexandria, VA: Author.
Barth, R. S. (2006). Improving relationships within the schoolhouse. Educational Leadership, 63, 8-13.
Boaler, J. (2006a). How a detracked mathematics approach promoted respect, responsibility, and
high achievement. Theory Into Practice, 45, 40-46.
Boaler, J. (2006b). Promoting respectful learning. Educational Leadership, 64, 74-78.
Blum, R. W. (2005). A case for school connectedness. Educational Leadership, 62, 16-19.
Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational
Leadership, 60, 40-44.
Bushman, J. (2006). Teachers as walk-through partners. Educational Leadership, 61, 58-61.
Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria, VA:
Association for Supervision and Curriculum Development.
Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: Association
for Supervision and Curriculum Development.
DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61, 6-11.
Epstein, J. L., & Salinas, K. C. (2004). Partnering with families and communities. Educational
Leadership, 59, 12-18.
MTL 538
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Fraser, B. J. (Ed.). (1999). Using learning environment assessments to improve classroom and school
climates (pp. 65-83). In H. J. Freiberg (Ed.), School climate: Measuring, improving and sustaining
healthy learning Environments. London: Routledge Falmer.
Freiberg, H. J. (Ed.). (1999). School climate: Measuring, improving and sustaining healthy learning
Environments. London: Routledge Falmer.
Fullan, M. (2002). The change leader. Educational Leadership, 59, 16-20.
Harriott & Martin (2004). Using culturally responsive activities to promote social competence and
classroom community. Teaching Exceptional Children, 37, 48-54.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student
engagement and achievement. School Health, 74, 262-273.
Lambert, L. (2002). A framework for shared leadership. Educational Leadership, 59, 37-40.
Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: Association for
Supervision and Curriculum Development.
Lambert, L. (2005). What does leadership capacity really mean? Journal of Staff Development, 26, 38-40.
Canter, L. (1989). Assertive discipline: A response. Teachers College Record, 90, 631-638.
Marshall, M. (2004). Using a discipline system to promote learning. Phi Delta Kappan, 85, 498-507.
Marzano, R. J., Waters, T., & McNulty, B. (2005). School leadership that works: From research to results.
Alexandria, VA: Association for Supervision and Curriculum Development.
Patrick, H., Turner, J. C., Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological
environments during the first days of school: Associations with avoidance in mathematics.
Teachers College Record, 105, 1521-1558.
Patterson, J., & Patterson, J. (2004). Sharing the lead. Educational Leadership, 61, 74-78.
Render, G. F., Padilla, J. N. M., & Krank, H. M. (1989). Assertive discipline: A critical review and
analysis. Teachers College Record, 90, 607-630.
Render, G. F., Padilla, J. N. M., & Krank, H. M. (1989). Assertive discipline: A rejoinder. Teachers
College Record, 90, 639-640.
Schaps, E. (2003). Creating a school community. Educational Leadership, 60, 31-33.
Stuhlman & Pianta (2001). Teachers’ narratives about their relationships with children:
Associations with behavior in classrooms. School Psychology Review, 31, 148-163.