School Culture Paradigm

Many schools and districts are looking for school culture curricula, also known as SLC, “Successful Learning Communities” to improve the social and academic outcome of their schools. Most would agree they are one in the same. In reality, there are well-defined discrepancies between “school climate”, which is the immediate conditions, and “school culture,” which is the ongoing beliefs and traditions developed over time in the learning community.
The Rory T. Edwards Group has strengthened over the last (25) years notable “successful learning communities” across America and abroad. He played a significant role in the success of the nationally-acclaimed Amistad Academy in New Haven, CT, as Dean of Students and Faculty. His school culture methodology has been embraced by the former U.S. Secretary of Education as “a national model for American education.”



Because of the multi-pronged variations of reaching the goal of a well-defined climate / culture of excellence. Administrators, teachers, student support staff and subordinate staff can more effectively provide multi-leveled academic and behavioral supports and interventions for all students and their families, producing a reduction of unwanted behaviors and increased engagement through a few examples;
1. Collaboration -Teacher collaboration creates a culture of high student expectations, promotes sharing of best practices, and cultivates a sense of belonging. (teachers and staff)
2. Focused, Sustained Professional Development -For many years staff development was presented in a “one and done” method, presented only at the beginning of the year. To positively affect student achievement, professional development should be an ongoing learning/coaching experience. (administration)
3. Parental Involvement -Schools cannot sit back and wait for parents to come to them. Parents should be invited onto campus and involved in decision making when appropriate. Parents who feel welcome are more likely to become action orientated. Communication between school and family should be consistent, (negative or positive) and it should involve school administrators as well as teachers. (parents)
4. Embracing Excellence -There’s no one-size-fits-all method for creating effective schools, but research has identified, when multiple constituents are involved through-out the development process of students, common characteristics of well-organized successful schools thrive. (students)