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 High School on Wednesday, February 5, 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 highlights positive aspects such as bilingual support at the front desk, friendly and welcoming staff, clean and open front office, and the treasurer’s efforts to greet visitors. However, it also mentions areas for improvement, such as the need for better signage for building identification, brighter lighting in halls, and possibly enhancing the warmth of the welcome from staff.

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 suggests that the students were compliant but not always engaged in the lesson. In the math class, students were actively engaged at the board and using academic language, but there was also mention of quiet compliance without active participation. It was noted that the teacher appeared distracted on the phone at times, and the engagement level in the class was described as more ritualistic compliance rather than active engagement.

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

Overall, the feedback indicates that the students are compliant and respectful at the school with no negative interactions observed. While interactions between teachers, staff, and students were reported as respectful, some staff relationships with students were perceived as lacking in genuineness, perhaps due to being new to the staff and not having had time to build relationships yet.

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 highlighted concerns about the lack of adult supervision during school transitions, despite the presence of anti-bullying signs and posters around campus. It was noted that there were too many access points on campus, students were letting others in after class had started, and not enough adults were visible to monitor these activities. Overall, the absence of teacher or administrative presence in hallways and during transitions was seen as alarming.

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 highlights a positive display for Black History Month with bulletin boards in both Spanish and English. All students were compliant and the curriculum is diverse and easily accessible for students. Black History Month was represented in the media center, English, and History halls through books and posters.

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 mentions a need for more explicit supports and information regarding mental health on campus. It notes that the mental health club is not active and there is a lack of visible information about mental health support and resources. The staff is recognized for trying their best, but there is a suggestion for professional development on student emotional needs and mental health resources. Additionally, the feedback calls for the district to provide a more structured curriculum and resources for staff to enhance mental health support.

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 mentioned that the TV in the front office displays school information, there are bullying posters in the halls and other visible areas, and informative bulletin boards are present. Communication between teachers and students is respectful, and although no announcements were heard, fliers and posters are displayed and the school is active on social media.

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 suggests a need for increased visibility and presence of leadership and support staff in hallways during transitions. The administration was not seen in the halls or during transitions, despite being on campus.

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

All students have access to resources, but some may require additional materials to meet the needs of an increasing student population.

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 feedback mentions that student work was displayed, murals were painted, and Bulldog pride was visible on campus. It points out that determining the level of pride among students and staff would require direct communication with them.

Summary

What are the school’s strengths?

Feedback

The feedback highlights positive aspects of the school, including strong school pride, a focus on cultural awareness, well-maintained entrances, friendly staff at the front office, respectful students, and a desire from students to be at school.

What are some areas in which the school could improve?

Feedback

Feedback suggests a need for more supervision and visibility during transitions, increased student engagement and safety measures, clearer leadership presence, and better lesson planning by teachers to improve student participation. Issues identified include insufficient adult supervision and lack of visibility from the administration.

General Feedback

The feedback indicates that students were compliant, but there is a need for more supervision during transitions and increased student engagement. The suggestion is to have bright halls showcasing student work and projects. Overall, both students and teachers were compliant, but there is acknowledgment that there is work to be done to make progress together at THS.

Ratings