{"id":6,"date":"2019-04-03T18:51:00","date_gmt":"2019-04-03T18:51:00","guid":{"rendered":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/publications\/"},"modified":"2019-11-07T20:18:52","modified_gmt":"2019-11-07T20:18:52","slug":"culture","status":"publish","type":"page","link":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/culture\/","title":{"rendered":"Culture of Personalization"},"content":{"rendered":"<style>\r\n\tbody {\r\n\t\tbackground-color: #fff;\r\n\t}\r\n\th1.pagetitle {\r\n\t\tdisplay: none;\r\n\t}\r\n\t#maincontent .panel.panel-default {\r\n\t\tborder: 0 none;\r\n\t}\r\n\t.icon-navigation-wrapper {\r\n\t\tmargin-bottom: 2em;\r\n\t}\r\n\t.icon-navigation-wrapper img {\r\n\t\tmax-width: 100%;\r\n\t\tmax-width: 100px;\r\n\t\theight: auto;\r\n\t\tmargin-bottom: 1em;\r\n\t}\r\n\t.icon-navigation-wrapper .icon {\r\n\t\ttext-align: center;\r\n\t\tfont-size: 12px;\r\n\t}\r\n\t.icon-navigation-wrapper .icon a,\r\n\t.icon-navigation-wrapper .icon a:hover {\r\n\t\tborder-bottom: 0 none;\r\n\t}\r\n\t.icon-navigation-wrapper .icon img.inactive {\r\n\t\topacity: .25;\r\n\t}\r\n<\/style>\r\n<div class=\"icon-navigation-wrapper\">\r\n\t<div class=\"row\">\r\n\t\t<div class=\"col-xs-12 col-md-2 col-md-offset-1 icon\">\r\n\t\t\t<a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/rci\/\"><img decoding=\"async\" src=\"https:\/\/cdn.vanderbilt.edu\/vu-my\/wp-content\/uploads\/sites\/3108\/2019\/05\/29183537\/rapid-checkins.png\" alt=\"Rapid Check-In\" \/><\/a>\r\n\t\t\t<p><a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/rci\/\">Rapid Check-In<\/a><\/p>\r\n\t\t<\/div>\r\n\t\t<div class=\"col-xs-12 col-md-2 icon\">\r\n\t\t\t<a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/goal-achievement\/\"><img decoding=\"async\" src=\"https:\/\/cdn.vanderbilt.edu\/vu-my\/wp-content\/uploads\/sites\/3108\/2019\/05\/29183529\/goal-achievement.png\" alt=\"Goal Achievement\" \/><\/a>\r\n\t\t\t<p><a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/goal-achievement\/\">Goal Achievement<\/a><\/p>\r\n\t\t<\/div>\r\n\t\t<div class=\"col-xs-12 col-md-2 icon\">\r\n\t\t\t<a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/educator-teams\/\"><img decoding=\"async\" src=\"https:\/\/cdn.vanderbilt.edu\/vu-my\/wp-content\/uploads\/sites\/3108\/2019\/05\/29183525\/educator-teams.png\" alt=\"Educator Team\" \/><\/a>\r\n\t\t\t<p><a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/educator-teams\/\">Educator Team<\/a><\/p>\r\n\t\t<\/div>\r\n\t\t<div class=\"col-xs-12 col-md-2 icon\">\r\n\t\t\t<a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/use-of-data\/\"><img decoding=\"async\" src=\"https:\/\/cdn.vanderbilt.edu\/vu-my\/wp-content\/uploads\/sites\/3108\/2019\/05\/29183533\/intentional-use-of-data.png\" alt=\"Intentional Use of Data\" \/><\/a>\r\n\t\t\t<p><a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/use-of-data\/\">Intentional Use of Data<\/a><\/p>\r\n\t\t<\/div>\r\n\t\t<div class=\"col-xs-12 col-md-2 icon\">\r\n\t\t\t<a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/culture\/\"><img decoding=\"async\" src=\"https:\/\/cdn.vanderbilt.edu\/vu-my\/wp-content\/uploads\/sites\/3108\/2019\/05\/29183520\/culture-of-personality.png\" alt=\"Culture of Personalization\" \/><\/a>\r\n\t\t\t<p><a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/culture\/\">Culture of Personalization<\/a><\/p>\r\n\t\t<\/div>\r\n\t<\/div>\r\n<\/div>\r\n<script type=\"text\/javascript\" src=\"https:\/\/ajax.googleapis.com\/ajax\/libs\/jquery\/1.11.2\/jquery.min.js\"><\/script>\r\n<script>\r\n$(document).ready(function() {\r\n\tvar thisURL = window.location.href;\r\n\t$('.icon-navigation-wrapper .icon').each(function() {\r\n\t\tif ( $(this).find('a').attr('href') != thisURL ) {\r\n\t\t\t$(this).find('img').addClass('inactive');\r\n\t\t}\r\n\t});\r\n});\r\n<\/script>\n<h1>Culture of Personalization<\/h1>\n<p><iframe loading=\"lazy\" width=\"750\" height=\"422\" src=\"https:\/\/www.youtube.com\/embed\/gL6cygMB7fM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<p>School cultures are important.\u00a0 A Culture of Personalization bridges existing school culture with activities that make school personal for students. Administrators, teachers, and other adults in the school engage in a set of norms, activities, and behaviors that signal to students that the school is a place where each of them matters.\u00a0 It helps to build personal bonds that sustain the adults and the students in the school.<\/p>\n<p>Cultures of Personalization are built on small gestures and conversations that individuals engage in as they go through the school day that communicate that people at the school matter. Here are a list of simple examples administrators, teachers, and adults in schools can utilize:<\/p>\n<ul>\n<li>Greeting students at the door<\/li>\n<li>Smiling, nodding, acknowledging students in the hallway<\/li>\n<li>Joking, chatting with students about topics\u00a0of interest outside of academics<\/li>\n<li>Tailoring lessons or units around student interests or life experiences<\/li>\n<li>Establishing an attractive,\u00a0safe environment, making sure the classroom\/school is welcoming and clean<\/li>\n<li>Reflecting student interest and activities in spaces\u00a0throughout the school<\/li>\n<\/ul>\n<p>Schools benefit when they cultivate a personalized environment through deliberate choices about how to organize their routines and activities and emphasize the importance of communication and collegial support. Through these decisions, schools structure the very nature of the relationships between and among adults and students.\u00a0 Cultures of Personalization serve as the foundation for sense of belonging and connection to the school. They are built on caring and trusting relationships between educators and students, as well as between educators and between students. They are reinforced through communication, mutual respect, and shared interests. These activities and structures include:<\/p>\n<ul>\n<li>School visions and missions that promote strong and collaborative relationships<\/li>\n<li>Fair and equitable behavior management practices<\/li>\n<li>Open and supportive communication strategies and practices<\/li>\n<li>Ethics of caring<\/li>\n<li>Homerooms and advisories<\/li>\n<li>Mentoring programs<\/li>\n<li>Accessible guidance and college and career planning<\/li>\n<li>Strong extracurricular and athletic activities<\/li>\n<\/ul>\n<h2>What does the research say?<\/h2>\n<p>Abundant research supports the importance of positive school cultures.\u00a0 Studies have found that they shape students sense of connection to their school\u00a0and educators longevity at a school (Loukas, Suzuki, &amp; Horton, 2006; Borman &amp; Dowling, 2008).\u00a0 School cultures shape students\u2019 behavior and shape school safety.\u00a0 They also improve students\u2019 developmental outcomes (Roeser, Eccles, &amp; Sameroff, 2000).\u00a0 They can set clear expectations regarding bullying and the wellbeing of lesbian, gay, bisexual, transgender and queer students (Eccles &amp; Roeser, 2011). Students who participate in extracurricular activities, such as sports and athletics, have higher academic achievement and greater engagement at their school (Guest &amp; Schneider, 2003).<\/p>\n<p>Cultures of Personalization require effort.\u00a0 They are built through a conscious effort on the part of adults.\u00a0 As Milbrey McLaughlin and colleagues wrote, \u201cpersonal bonds with adults in the school have a greater capacity to motivate and engage than do traditional forms of social control that emphasize obedience to authority and conformity to rules.\u201d<\/p>\n<h2>How can PASL schools\u00a0create a Culture of Personalization?<\/h2>\n<p>PASL gives adults and students the platform to nourish and build meaningful relationships based off of communication, mutual respect, and shared interests. PASL provides the environment in which norms, values, and rituals can be created and grow from the classroom through the entire school building.<\/p>\n<p><iframe loading=\"lazy\" width=\"750\" height=\"422\" src=\"https:\/\/www.youtube.com\/embed\/oRXYc4xmvwg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h3>Norms, Values, &amp; Rituals:<\/h3>\n<ul>\n<li>Establishing norms, values, and rituals foster a sense of community with in the classroom and, ultimately, the school.<\/li>\n<li>Norms allow students to understand how they fit in a space and what they can contribute to it.<\/li>\n<li>Students know what to expect and understand the expectations of their teacher, administrators, and peers.<\/li>\n<\/ul>\n<p>Strong relationships build trust between adults and students, adults and adults, and students and students,\u00a0an essential component of effective schools (Farrington, Roderick, Allensworth, Nagaoka, Keyes, Johnson, &amp; Beechum; Bryk &amp; Schneirder, 2002).<\/p>\n<p>The following tools are examples to help foster a culture of personalization:<\/p>\n<p><strong><a href=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-94\" src=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2-232x300.jpg\" alt=\"cop2\" width=\"105\" height=\"134\" \/><\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/culture\/developing-grit\/\" target=\"_blank\">Developing Grit:<\/a><\/strong> Angela Duckworth\u2019s Ted Talk spurs a conversation about students empowering themselves to develop grit and become better students.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-94\" src=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2-232x300.jpg\" alt=\"cop2\" width=\"105\" height=\"134\" \/><\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/culture\/quarterly-awards\/\" target=\"_blank\">Quarterly awards:<\/a><\/strong> Boost student confidence and foster positive behavior by presenting awards to PASL students at the end of every quarter that have significantly improved or made an impact in some way.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-94\" src=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2-232x300.jpg\" alt=\"cop2\" width=\"105\" height=\"134\" \/><\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/culture\/peer-mentoring\/\" target=\"_blank\">Peer mentoring:<\/a><\/strong> Connecting students through peer mentoring can provide PASL students the opportunity to talk with older students about their beliefs, experiences, and attitudes towards school and help connect the PASL student further to school.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-94 alignleft\" src=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2-232x300.jpg\" alt=\"cop2\" width=\"108\" height=\"139\" srcset=\"https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2-232x300.jpg 232w, https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2-768x994.jpg 768w, https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2-791x1024.jpg 791w, https:\/\/cdn-dev.vanderbilt.edu\/t2-my-dev\/wp-content\/uploads\/sites\/3108\/2019\/04\/cop2.jpg 1700w\" sizes=\"auto, (max-width: 108px) 100vw, 108px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/culture\/team-song-learning-experiences\/\">Team Song Learning Experience:<\/a>\u00a0<\/strong>Model each PASL component through the use of music as a vessel for interactive learning. This activity establishes a connecting between the instructor and participants and can be used not only with PASL students, but also faculty.<\/p>\n<p>&nbsp;<\/p>\n<p>Have a suggestion for the PASL Toolkit? <a href=\"https:\/\/docs.google.com\/forms\/d\/1YmuYVRpw2FhlCEl12hg7d0klVr0xH00jv04cxACPp8k\/viewform?edit_requested=true\" target=\"_blank\">Add it here.<\/a><\/p>\n<h2>Additional research<\/h2>\n<p>Andrew Guest and Barbara Schneider, \u201cAdolescents\u2019 Extracurricular Participation in Context: The Mediating Effects of Schools, Communities, and Identity,\u201d <i>Sociology of Education <\/i>(2003): 89\u2013109.<\/p>\n<p>Best, Ron. &#8220;Education, support and the development of the whole person.&#8221;\u00a0<em>British Journal of Guidance &amp; Counselling<\/em>\u00a036, no. 4 (2008): 343-351.\u00a0<a href=\"http:\/\/universityofhullscitts.org.uk\/scitts\/site\/pt\/downloads\/pbl_pas_Best.pdf\" target=\"_blank\">http:\/\/universityofhullscitts.org.uk\/scitts\/site\/pt\/downloads\/pbl_pas_Best.pdf<\/a><\/p>\n<p>Borman, Geoffrey D., and N. Maritza Dowling. &#8220;Teacher attrition and retention: A meta-analytic and narrative review of the research.&#8221;\u00a0<em>Review of educational research<\/em>\u00a078, no. 3 (2008): 367-409.\u00a0<a href=\"https:\/\/journals.sagepub.com\/doi\/pdf\/10.3102\/0034654308321455\" target=\"_blank\">https:\/\/journals.sagepub.com\/doi\/pdf\/10.3102\/0034654308321455<\/a><\/p>\n<p>Bryk, Anthony, and Barbara Schneider.\u00a0<em>Trust in schools: A core resource for improvement<\/em>. Russell Sage Foundation, 2002.; Tschannen-Moran, Megan.\u00a0<em>Trust matters: Leadership for successful schools<\/em>. John Wiley &amp; Sons, 2014.\u00a0<a href=\"http:\/\/www.miteacher.org\/uploads\/1\/0\/3\/4\/10347810\/trust_in_schools.pdf\" target=\"_blank\">http:\/\/www.miteacher.org\/uploads\/1\/0\/3\/4\/10347810\/trust_in_schools.pdf<\/a><\/p>\n<p>Eccles, Jacquelynne S., and Robert W. Roeser. &#8220;Schools as developmental contexts during adolescence.&#8221;\u00a0<em>Journal of research on adolescence<\/em>\u00a021, no. 1 (2011): 225-241.\u00a0<a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1111\/j.1532-7795.2010.00725.x\" target=\"_blank\">https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1111\/j.1532-7795.2010.00725.x<\/a><\/p>\n<p>Farrington, Camille A., Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, Tasha Seneca Keyes, David W. Johnson, and Nicole O. Beechum.\u00a0<em>Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance&#8211;A Critical Literature Review<\/em>. Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637, 2012.\u00a0<a href=\"https:\/.eric.ed.gov\/fulltext\/ED542543.pdf\" target=\"_blank\">https:\/.eric.ed.gov\/fulltext\/ED542543.pdf<\/a><\/p>\n<p>Loukas, Alexandra, Rie Suzuki, and Karissa D. Horton. &#8220;Examining school connectedness as a mediator of school climate effects.&#8221;\u00a0<em>Journal of Research on Adolescence<\/em>\u00a016, no. 3 (2006): 491-502.\u00a0<a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1111\/j.1532-7795.2006.00504.x\" target=\"_blank\">https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1111\/j.1532-7795.2006.00504.x<\/a><\/p>\n<p>Milbrey W. McLaughlin et al., \u201cConstructing a Personalized School Environment,\u201d <i>Phi Delta Kappan<\/i> 72, no. 3 (1990): 230\u2013235.<\/p>\n<p>Roeser, Robert W., Jacquelynne S. Eccles, and Arnold J. Sameroff. &#8220;School as a context of early adolescents&#8217; academic and social-emotional development: A summary of research findings.&#8221;\u00a0<em>The elementary school journal<\/em>\u00a0100, no. 5 (2000): 443-471.\u00a0<a href=\"https:\/\/www.jstor.org\/stable\/pdf\/1002279.pdf\" target=\"_blank\">https:\/\/www.jstor.org\/stable\/pdf\/1002279.pdf<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Culture of Personalization School cultures are important.\u00a0 A Culture of Personalization bridges existing school culture with activities that make school personal for students. Administrators, teachers, and other adults in the school engage in a set of norms, activities, and behaviors that signal to students that the school is a place where each of them matters.\u00a0&#8230;<\/p>\n","protected":false},"author":2309,"featured_media":0,"parent":0,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"page_onecolumn.php","meta":{"footnotes":""},"tags":[7],"class_list":["post-6","page","type-page","status-publish","hentry","tag-7"],"_links":{"self":[{"href":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/wp-json\/wp\/v2\/pages\/6","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/wp-json\/wp\/v2\/users\/2309"}],"replies":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/wp-json\/wp\/v2\/comments?post=6"}],"version-history":[{"count":33,"href":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/wp-json\/wp\/v2\/pages\/6\/revisions"}],"predecessor-version":[{"id":786,"href":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/wp-json\/wp\/v2\/pages\/6\/revisions\/786"}],"wp:attachment":[{"href":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/wp-json\/wp\/v2\/media?parent=6"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/pasltoolkit\/wp-json\/wp\/v2\/tags?post=6"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}