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 Friday, February 21, 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

The lobby and entrance are well-maintained and easily navigable, with effective signage in place.

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

In the feedback provided, it is noted that students in one classroom are compliant and engaged while the teacher explains a math problem. However, in another classroom, students are not engaged and each student is occupied with different activities, with the teacher not actively teaching. The feedback suggests a contrast in student engagement levels and teaching effectiveness between the two observed classrooms.

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 feedback suggests that while there were respectful interactions between teachers and students observed, there wasn’t clear evidence of strong relationships with students.

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 highlights that the halls were mostly clear but suggests that better supervision is needed during lunch and transitioning. Additionally, the presence of anti-bullying signs and students’ work on the walls is noted.

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

Some 8th-grade students are actively participating while others are not engaging, regardless of their background.

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

Students show good self control in the halls 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 feedback suggests that communication could be improved and the bulletin boards lack informative content. It is recommended to include more information and showcase students’ work on the walls to enhance the bulletin boards.

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 is that while Mr. Pratt was visible in the halls, other administrators were not present during transitions, and there is a need for more administrative presence in those moments.

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 the item or person in question was not seen or observed.

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 suggests that there was a lack of student work displayed in the school halls and a decrease in visible school pride compared to previous visits.

Summary

What are the school’s strengths?

Feedback

The students, particularly those in 6th and 7th grade, exhibited good behavior during transitions and in the cafeteria. The presence of the social worker in the halls and cafeteria was noted as positive.

What are some areas in which the school could improve?

Feedback

The feedback indicates a need for increased staff presence and supervision during transitions, with a focus on promoting student engagement and active teaching in the classrooms. It suggests that all available staff members should spend 5-7 minutes in the hallways during transitions to enhance supervision and support for students.

General Feedback

The feedback suggests that increased supervision and relationship-building efforts are needed to enhance student engagement. Though students were compliant and followed teachers well, there is room for improvement in behavior during transitions. Additionally, the noise level in the cafeteria has decreased.

Ratings