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 Primary School February 21, 2025, from 8:30 am to 9:30 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

The feedback praises TPS for its clean, colorful, and timely environment with neatly displayed student work on the walls. It commends the welcoming and friendly atmosphere and highlights the updated signage and student work, noting the addition of a new character trait sign.

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 describes a positive observation of students actively engaged in their learning during Math lessons and persuasive writing activities in first grade and kindergarten classes. The students participated by reading and solving math problems, raising their hands to answer questions, and retelling stories they had read before. In a separate class, students were actively engaged in reading and discussing a story from a big book.

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 majority of teachers demonstrate positive and respectful interactions with students, with only a few exceptions noted. Specifically, the teachers receive praise for allowing students to contribute during discussions and for maintaining respectful communication. However, it is observed that teachers dominate the instructional dialogue, with limited student participation.

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 mentions the presence of essential safety measures such as exit signs, fire alarms, stop signs, and emergency bags on doors, along with visible security personnel. Additionally, there are now visible anti-bullying signs in place.

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 majority of students were actively engaged, but a few were distracted.

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

Feedback indicated that during the School Counselor’s visit to classrooms, students demonstrated self-control in various areas such as the classroom, hallways, and cafeteria.

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 bulletin boards and monitors in the lobby are great, informative, and regularly updated.

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 mentioned a lack of visibility of administrators in the halls or cafeteria.

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 while something was not observed during the visit, it is acknowledged that it may still occur.

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 indicates that new student work is being showcased on the walls.

Summary

What are the school’s strengths?

Feedback

The building is well controlled, with students actively engaged in learning and encouraged to ask questions. The environment is welcoming and safe, with academic information and socioemotional support readily available. The media center has been improved, and relationships between teachers and students are respectful and positive.

What are some areas in which the school could improve?

Feedback

Feedback suggests that incorporating consistent lesson planning across all grade levels could prove beneficial. Additionally, there is a need for increased student participation through discussion and independent work in smaller groups.

General Feedback

The feedback highlights the enjoyment of visiting the building and notes positive aspects like student engagement, interactions between students and staff, and a good school climate. However, there is a concern raised about common planning and consistency in lesson planning that warrants attention.

Ratings