The School Culture Walk-Through is designed to provide a comprehensive observation that assesses the overall climate and culture of the school. The walk-through focuses on key areas that contribute to creating a positive, supportive, and inclusive learning environment for all students. Through this process, we aim to gather feedback that promotes continuous improvement and ensures that the school culture aligns with our core values and educational goals.

The following feedback was collected during a school visit to Thomasville Middle School on Thursday, January 30, 2025, from 10:30 am to 11:30 am.

Area 1: Environment

Is the school environment warm, inviting, and conducive to learning? Are students and visitors greeted in a positive and inclusive manner? Does the physical space reflect a sense of belonging?

Indicators:

*School entrance is clean and well-maintained.

*Clear signage that guides visitors and provides information.

*Greeters or staff are friendly and helpful

*Positive student and adult interactions are evident.

Feedback

Overall, the feedback includes criticism of the unwelcoming treatment from treaters and receptionist, outdated student shoutouts and acknowledgements, and small acknowledgements. However, the positive aspects noted were the high windows, high ceilings, and brightness of the space.

Area 2: Student Engagement

Are students actively participating in their learning? Are the lessons interactive, engaging, and tailored to students’ needs? Is there a sense of enthusiasm and curiosity in the classroom?

Indicators:

*Students are attentive, asking questions, and participating in class discussions.

*Students demonstrate enthusiasm about their learning.

*Diverse student interests are represented (arts, sports, academics, etc.).

Feedback

The feedback indicates that while most classes were engaged, some were not. In the Math I class, students were compliant, engaged, and focused on the task at hand while being monitored and assisted by the teacher. In the ESL class, students were praised for their participation in an activity involving props.

Area 3: Positive Relationships

Do teachers, staff, and students demonstrate mutual respect and understanding? Are there visible, positive interactions between adults and students? Do students feel supported and valued by their peers and educators?

Indicators:

*Teachers and students address each other respectfully.

*Students collaborate with each other in a positive way.

*Staff demonstrate care and concern for students’ well-being.

Feedback

The majority of observed interactions were positive, with students appearing to enjoy school. However, one student was removed from class and appeared unsure of where to go.

Area 4: School Safety

Does the school provide a safe environment for students and staff? Are there visible measures in place to ensure the physical, emotional, and psychological safety of everyone in the school community?

Indicators:

*Visible security measures (e.g., staff monitoring hallways, secure entry points).

*Students are seen using appropriate conflict resolution strategies.

*School policies regarding bullying are actively communicated.

Feedback

The feedback emphasized a strong anti-bullying message in the school, noting that while not all classroom doors were locked, there were bullying posters in the hallway in both languages. Additionally, student work displayed was relevant to the content and real-life situations, contributing to the supportive environment.

Area 5: Inclusivity & Diversity

Are students from diverse backgrounds included and respected? Are diverse perspectives represented in classroom materials and activities? Is there evidence of programs that promote inclusivity and respect for all cultures?

Indicators:

*Evidence of diversity in materials

*All students, regardless of background, are seen participating equally.

*Inclusive language and actions are observed throughout the school.

Feedback

The feedback suggests that overall the classroom environment is mostly student-led, but some classrooms are more teacher-led than others.

Area 6: Student Well-being

The school supports students’ social-emotional needs.

Indicators:

*School staff are visibly attentive to student emotional needs.

*There are signs of mental health resources.

*Students demonstrate positive emotional regulation and coping skills.

Feedback

The feedback suggests that there is work to be done in a specific area. The organization has recently created the CARE Team, which combines elements of wrap-around services and Multi-Tiered System of Supports (MTSS). Further development of a secondary standard treatment protocol is anticipated to improve the overall workflow in this area.

Area 7: Communication

Is there clear and open communication between the school and families? Are students encouraged to express themselves? How effectively is information shared between teachers, students, staff, and the community?

Indicators:

*Regular announcements and updates are shared with students and staff.

*There are visible bulletin boards or digital platforms for school news.

*Students and staff communicate openly and respectfully.

Feedback

The feedback suggests that there is room for improvement and recommends thinking creatively by utilizing social media and conducting home visits.

Area 8: Leadership & Support

Does the school leadership provide visible support and guidance? Are staff members empowered and supported in their roles? How does leadership foster a collaborative and growth-focused environment?

Indicators:

*School leadership is visible and engaged with students and staff.

*Leaders encourage staff and recognize student achievements.

*Evidence of transparent and supportive decision-making.

Feedback

The feedback indicates that leadership presence in the halls has been lacking due to a shortage. Despite efforts to strengthen relationships among the team members, improvement is still needed in this area.

Area 9: Equity and Access

Are all students provided equitable opportunities to succeed? Are there systems in place to identify and address disparities in achievement, resources, and opportunities?

Indicators:

*Classroom resources are well-maintained and accessible to all students.

*Students have equal access to extracurricular activities and enrichment programs.

*Students with special needs or challenges receive appropriate support.

Feedback

The feedback indicates that students have access to something, but it is not fully implemented due to a shortage of teachers. The issue is expected to be resolved as more teachers are hired and the necessary infrastructure is built.

Area 10: School Pride

Do students, staff, and the broader school community take pride in the school? Is there evidence of school spirit, involvement in school activities, and a sense of collective achievement?

Indicators:

*Displays of school spirit (e.g., banners, student artwork, spirit days).

*Students speak positively about their school.

*Faculty and staff express pride in their school.

Feedback

The staff show school pride, but it is not very noticeable among students. With continued intentional efforts from leadership to work on the school culture, they can expect to see the desired changes over time.

Summary

What are the school’s strengths?

Feedback

The feedback suggests that there is a strong sense of school pride, effective communication, diversity, and attention to appearance. The halls are clear, showcasing student work. The leadership is actively involved in the school’s growth and development, and staff are motivated and enjoy being part of the school community.

What are some areas in which the school could improve?

Feedback

The feedback highlights the need for more student and family engagement, consistent administrative presence, maintaining cultural awareness, and upholding academic standards.

General Feedback

The feedback highlights the comfortable environment and the expectation of seeing change as we work together.

Ratings