News & Announcements
VDOE will administer Virginia Student School Climate Surveys and Teacher/Staff Working Conditions Surveys beginning January 7, 2019 and ending March 15, 2019.
VDOE conducted webinars in July 2018 to inform school divisions of survey content and the administration process. A recording of the webinar will be posted on this page when it becomes available.
School Climate and Working Conditions Surveys Update
The Virginia Department of Education (VDOE), as directed by the Board of Education, has been working to develop statewide student school climate surveys. After consulting with stakeholders, VDOE finalized the content of the 2019 Virginia School Climate Surveys for grades 4 through 5 and grades 6 through 12. Per the 2018 Appropriation Act, VDOE also developed a teacher and a staff working conditions survey.
For the 2018-2019 school year, VDOE is requesting schools administer the school climate surveys to students in grades 4 through 5 and 9 through 12. Students in grade 6 may also be surveyed if they are not connected to a school that also has a grade 7. The working conditions survey is required for any personnel holding a license from VDOE. Non-licensed school personnel can also complete the survey. Surveys will be administered concurrently beginning January 7, 2019 and ending March 15, 2019.
VDOE will communicate survey instructions to Superintendents and Principals beginning this Fall. For additional information, contact Mona Mallory, Policy and Planning Specialist at (804) 371-2071 or email@example.com.
School communities are tasked with ensuring that their school climate is conducive to effective teaching and optimal student learning. A positive school climate may be defined as a safe and supportive environment that reflects a commitment to meeting and developing the academic, social, and emotional needs of every student. School climate data can be used by schools and divisions to monitor and improve school climate across four areas: nurturing school engagement, developing caring relationships, reaching towards high expectations, and fostering safety.
The school community is responsible for creating and maintaining a comfortable and orderly physical environment with visionary and supportive leadership that promotes active engagement and communication among and between students, staff, and parents.
- Connectedness is demonstrated by regular attendance, participation in school activities, open communication with students and families, and school spirit.
- Facilities are clean, orderly, and have adequate resources.
- Leadership has a clear vision everyone understands, an open-door policy for all, and supports staff and their development.
The school community is responsible for creating a culturally responsive environment that promotes mutually respectful, supportive, ethical and civil relationships among and between students and staff.
- Respect for diversity is widespread between students and adults, and across the community.
- Adult social support is evident in the form of high expectations for student’s success, willingness to listen, genuine concern for problems, and in welcoming parent involvement.
- Student social support can be found in activities that promote positive peer social relationships, including socializing, problem solving, academic help, and welcoming new students.
- Professional relationships are characterized by working well and learning together.
The school community is responsible for addressing barriers to teaching and learning and for implementing effective teaching practices that promote academic, social, emotional, and civic development of students.
- Learning support can be seen in teaching practices that provide opportunities to show knowledge, think independently, engage in dialogue and ask questions where academic rigor and high expectations for all are the norm.
- Social and civic learning are evident in practices that model and teach good citizenship, effective listening, conflict resolution, emotional states, empathy, personal responsibility, and ethics.
- Positive Behavior Intervention and Supports (PBIS), a component of Virginia Tiered System of Supports
- National School Climate Center on Social Emotional Teaching and Learning
- Collaborative for Academic, Social Emotional Learning (CASEL)
The school community is responsible for creating an environment where all members are welcomed, supported, and feel safe in school: socially, emotionally, and physically.
- Rules and expectations on discipline and behavior are developmentally appropriate, communicated clearly, and enforced fairly.
- Implementing School Discipline Practices that Create a Positive School Climate
- Creating a Positive School Climate: Implementing Equitable and Effective School Discipline Practices (webinar December 2013)
- Supportive School Discipline – Communities of Practice
- VDOE School Climate Reports
- Restorative Justice in Action: Fairfax County Public Schools
- Physical security at school and school events involves planning in five major categories: prevention, protection, response, recovery and mitigation.
- Social-emotional security is evident when students and staff feel safe from verbal abuse to exclusion – or any form of bullying and harassment.
- Bullying Prevention
- Model Policy to Address Bullying in Virginia’s Public Schools
- Bullying Prevention in the Promotion of a Positive School Climate: Effective Principles and Practices (Statewide Anti-Bullying Conference held June 20, 2012)
- Substance use does not occur on school grounds or among students.
- Wellness is promoted through the availability of health food choices and health supports.
Models for Implementation
- Virginia Tiered System of Supports
- Creating an Integrated Framework for Improving School Climate
- Student Assistance Programming: Creating Positive Conditions For Learning
Other Resources & Publications
- Virginia Secondary School Climate Study – UVA Curry School of Education
- Youth Violence Project – UVA Curry School of Education
- National School Climate Center
- Safe Supportive Learning Technical Assistance Center-This is a PDF document.
- Measuring Student Engagement-This is a PDF document.