Lottie M. Watson, Ed.D.
The Climate Charter Project is ...
The BIG IDEA!
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The Climate Charter Project is the development of a set of local rules and regulations crafted by those in that learning environment to promote a 'sense of place & belonging' for all those within it.
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The Climate Charter Project is designed to be a school-wide based initiative that focuses on the school's learning community eventually designing the "Climate Charter" that characterizes the profile of what the climate of our learning community should demonstrate.
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The Climate Charter Project was drafted out of the need to provide students and educators within the school's learning environment to demonstrate shared-leadership and shared decision-making in an effort to promote a school climate that is safe, secure, and nurturing. This effort also promotes the philosophy of team-building with students and classroom instructors, camaraderie among colleagues, and improve building morale.
The Climate Charter Project's objective is to support each instructional staff member and their students and opportunity to design, develop, produce, nurture, and promote a "living" charter within their respective learning environments/classroom (or subject area, if applicable) and begin to plant and cultivate a community of mutual respect for human capital.
​​"Education is the most powerful weapon which you can use to change the world".
Nelson Mandela
The High School Model: Level 3 (Implementation Time: 3 weeks-ongoing)
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This model is high school specific for grades 9-12. This model provides a dynamic and team-approach philosophy between both the instructional staff and the students in the respective classroom. This model requires a shared leadership approach in regards to the charter and some level of transparencies on behalf of each party.
Here are some basic components of the charter that must be inclusive:
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1. Sections of Divide: This sets the boundaries for each column in your charter. Each party is NOT allowed to cross the "section".
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2. A minimum of 3-5 starting elements, but keep your list short so that it is easily remembered & easily recalled.
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3. Specific to your learning environment adn specific to your classroom. It should be juxtaposed to your learning objectives for behaviors in the learning environment.
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4. Provides the "accepted" and "unaccepted" behavioral outcomes in the learning environment, as well as "consequences" and "rewards" for those behaviors.
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5. Should be "owned by the class members", should be visible in the classroom, and and extension of your syllabus.
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Remember, this is the document that you create with your classes to predict the desired effects of behavior in your learning environment. It SHOULD NOT be punitive!
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MOST IMPORTANTLY, STUDENTS SHOULD HAVE AS MUCH DECISION MAKING IN THIS CHARTER AS THE TEACHER!! It is designed collaboratively!
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LEADERSHIP IS BEING ABLE TO FOLLOW AS WELL!
Plan For Action
This is a very easy way to develop the climate of your learning envrionment PRIOR to beginning instruction...SET YOUR CLASSROOM CLIMATE IMMEDIATELY!
Providing a Climate Charter BEFORE you begin to teach content provides the foundation for more instruction time and lessens discipline referrals. It also provides the ROAD MAP to developing relationships from the beginning.
You are and your students are the creators of this charter so take ownership of its creation...share in the decision-making with your students...it will save you time during your instructional travels in content.
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This is your journey!
how?
This is a very easy way to develop the climate of your learning environment PRIOR to beginning instruction...
SET YOUR CLASSROOM CLIMATE IMMEDIATELY!
Providing a Climate Charter BEFORE you begin to teach content provides the foundation for more instruction time and lessens discipline referrals. It also provides the ROAD MAP to developing relationships from the beginning.
You are and your students are the creators of this charter so take ownership of its creation...share in the decision-making with your students...it will save you time during your instructional travels in content.
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This is your journey!
1. Collaboration & Shared Decision-Making within the learning environment developing your Climate Charter.
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2. This is the opportunity for relationship building within your classrooms.
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3. Develop dialogue with your students and further strengthen your pedagogy.
who?
1. The instructional staff will be the direct conduit of this activity alongside their respective classroom students.
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2. The students in your classrooms have a voice and a right to engage in the ownership of their learning and social behavior.
3. Both the instructional staff member and the individual learner will develop a mutual understanding for how the learning environment will function.
Where? when? with what?
​Where: In a space where free thinking is cultivated and valued. Ex: nature walks, social journies, or whatever space you need to be to enhance your thinking and produce a high quality and effective charter.
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When: BEFORE you begin teaching yoru content and reviewed again alongside your content syllabus for class expectations. Remember...this is your classroom's 'behavioral syllabus'.
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With What: How you facilitate this process is yoru creative thinking and intellectual autonomy. Keep an open mind, but build it with your students. It is a collaborative and team building project to prepare the social space in your learning environment.
Take the time to make it work!
The Desired impact
RESULTS
1. Reduced student discipline referrals.
2. Increased seat time for subject instruction.
3. Improved student achievement and success.
gains
1. Positive school culture & climate.
2. Improved building morale & learning environment.
3. Increased respect for human capital.
who gains
An improved learning environment is a major gain for the entire school community.
The implementation of climate charters in classrooms provides a practice of shared leadership and shared decision-making between teachers and students and contributes to the educational system through learning. The educative process is demonstrative of leaders willing to follow, and followers giving the opportunity to lead.
A project of this nature allows the practice of such theory.
