ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and

evaluate the culture of the school where you are assigned to observe. Remember you are
evaluating the school for its educational culture, place of learning, sense of safety, invitation for
learning, promotion of self-actualization, development of values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine the
atmosphere, comfort, and feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping,

trees, parking lot, crosswalks, gates, signs, and symbols. >>>

The school property has a warm and inviting atmosphere. The signage is clear, and
everything appears to be well-maintained, despite the fact that this is one of the older
schools. As this is the final year of this school, it brings back nostalgic memories from
my own childhood. However, once the school year concludes, it will be demolished
and rebuilt to become even bigger and better. Currently, it feels like an open school,
where you have to step outside to move from one place to another. In the center, there
is a beautiful garden where children can learn about plants and insects. On one of the
walls, there is a mural that my son helped create when he was in 1st grade (he is now in
3rd grade). The parking lot is quite small, so most people park on the streets. There is
only one crossing guard, but there are at least 8 crosswalks. While the security may not
be the best, I hope that it will be a top priority in the upcoming rebuild.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows,
hall colors and decorations and entrance security. >>>

The school is designed with separate yet connected buildings, with most of it located
outside. The classrooms are cozy with carpeted floors, while the lunchroom has a tiled
floor. Certain classes, like humanities, have tile flooring as well. The entrance may
seem a bit cage-like, but this is a common feature in many schools within CCSD.
Inside the classrooms, the walls are painted white, and some have windows positioned
high up on the wall or on the door. There are also classrooms without windows, and
some with windows protected by cages. As you walk through the hallways, you'll
notice concrete flooring, brick walls, and benches placed alongside. Motivational
posters can be found mostly near the entrance, adding a positive touch to the school
environment.
Culture of the School: Read, listen, and observe to determine the climate, values, and
atmosphere within the school.

1. Identify the school’s mission statement, motto, and mascot. >>>

Motto: Soaring high on the wings of excellence

Mission: All students achieving exceptional academic growth in a collaborative
learning environment.
Mascot: Hawks

2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school. >>>

Main office: At first the two ladies in the main office are on guard and seem to be
intimidating but once you state your purpose, they become friendly. I have done two
observations over five different days this semester and my son is a student at the
school, so it amazes me that they never seem to recognize me.
Student and faculty interaction: There seems to be a good connection between the
staff and the students, every member of the faculty looks out for the students and will
help watch over a class in a split second if needed.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie.
grades, block scheduling, periods) Does the school use inclusion, or a pull-out program
for special education students? >>>

Bell schedule: 8:00am-2:11pm

Grades: Pre-K-5th grade
Days: A, B, C, and D- all classes/grades maintain same days to alternate specials.
Inclusion/pull-out program: Overall, the school uses a pull-out program for special
education students such as the Autism class I observed previously. Depending on the
students’ individual needs determines if the student stays with the class or goes to
another classroom. There are reading groups based on reading level where some
students will go to another classroom to work with a group, and there are some on an
IEP that will leave to go work one on one with another teacher.

4. Observe student-to-student interactions, inside and outside of the building. Observe

where students gather to socialize – lunchroom, halls, playground, etc. >>>

Students at this school tend to look out for each other and help each other out when
needed. Most students play together, there is the occasional attitude or bully but
overall, everyone seems to get along and enjoy their time together in and out of the
classroom.
 5. Examine school traditions, achievements, and awards; community recognition or
community partners; extracurricular activities/clubs and athletics. Look for and
document sources of community pride and sense of identity through ceremonies,
assemblies, trophies, and artifacts. >>>

There is not much displayed toward traditions, achievements, and awards. I know most
about any of these as a parent of a student but not as an observer. There is a small area
in the front office demonstrating pride through awards and artifacts but I was not able
to get close to it.

6. Compare and contrast the current school environment and culture with schools in the
historical past. >>>

The school appears pretty similar to how schools have operated in the past in terms of
curriculum and the structure of the school day. However, there is a noticeable contrast
in today's education system where students seem to have more freedom to explore their
creativity. They have the liberty to choose what they want to learn, how they want to
dress, and how they want to express themselves. For instance, it's not uncommon to see
boys wearing nail polish, boys with long hair, colored hair and a shift towards gender-
neutral clothing and toys.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. Look for teacher(s) expectations for learning and success, interactions with students,
and his/her personality. >>>

Mrs. Goe expects attention and effort for learning and success. Interactions are fun and
friendly unless those expectations are not met. Mrs. Goe has an easy-going personality
with flexibility but also structured. Mrs. Goe is great at maintaining discipline.
2. Evaluate the level of student participation in the class. Who participates? Who does
not? What modifications, accommodations, and/or inclusion techniques were observed?
>>>

There is a 90-99% participation level depending on the day and students present. The
ones who do not participate are usually moving around, twitching, or talking. Mrs. Goe
will stop class to gain the students’ attention and then keep moving on. I would not say
I have seen modifications or accommodations except maybe in the moment of
discipline when an arts and crafts project was modified for students, she did not trust
with finger paints. I would say Mrs. Goe is inclusive when it comes to participation as
she asks the class for solutions and gives them room to speak.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness,

distribution of power, tone, frequency, and reinforcements. >>>

The student-teacher relationship seems friendly and respectful, instruction seems

cohesive, and there is no abundance of power being held over the students. The tone is
friendly but direct with a level frequency unless buttons are continually pushed. If it
keeps happening a warning will be made to contact parents and privileges will be
modified or temporarily removed.