The measure of school culture has four variables as follows: group openness, group trust, group cooperation, and group atmosphere. The measure of school climate has seven variables as follows: sense of mission, instructional leadership, student discipline, parent involvement, assessment/time on task, teaching practices, and expectations. All underlined items are negative and must be reverse scored.
 
            Definitions of each variable and the items which measure them are as follows:

GROUP TRUST =  an interpersonal condition that exists when interpersonal relationships are  characterized by an assured reliance or confident dependence on the character, ability, predictability, confidentiality, and truthfulness of others in the group.

 Believe what you hear others say.
 Question others' intentions and /or motives.
 Conceal your true feelings to what others do and/or say.
 Keep your distance from others.
 Count on others for assistance.
 Believe that others care about you.
 Deal with them directly when there is a problem.
 Know that they will respond favorably in a situation where your welfare is at stake.
 Share information that they are to keep confidential.
 Count on them to do what they say they are going to do.
 Respect the opinions of your colleagues.
 Admit mistakes and/or problems when necessary.
 Support their ideas, decisions, and actions.
 Behave consistently regardless of the person or situation, or level of stress.

GROUP OPENNESS = an interpersonal condition that exists between people when: (1) facts, ideas, values, beliefs, and feelings are shared; and (2) the recipient of a transmission is willing to listen.
 
Tell others what you think of the way they do things.
Tell others what you think of their ideas, values and beliefs.
Express your feelings.
Ask others what they think about the way you do things.
Ask others what they think about your ideas, values and beliefs.
Ask others about their feelings.
Accept others comments and reactions.
Disagree with others if you don't agree with what is being said or done.
Share positive thoughts with others instead of keeping them to yourself.
Share constructive criticism with others instead of keeping it to yourself.
 

GROUP COOPERATION = an interpersonal condition that exists between the various constituents (teachers, staff, students, parents, and community) in the school setting.

Teachers are involved in the decision-making process.
A school leadership team or advisory council assists the administration with decisions.
A student leadership team or advisory council assists the administration with decisions.
A parent leadership team or advisory council assists the administration with decisions.
The administration of this school keeps the constituents in the school setting adequately informed.
The constituents in the school setting are encouraged to communicate with the administration.
The degree of cooperation between the faculty and the administration is appropriate.
The degree of cooperation between the faculty and the staff is appropriate.

GROUP ATMOSPHERE = a supportive interpersonal condition that exists between the constituents (teachers, staff, students, parents, and community) in the school setting.

The feeling that people care about each other is present in the school.
The physical condition of the school facility is acceptable.
People at this school complain a lot.
Faculty and staff morale at this school is low.
Teachers are sensitive and responsive to the needs of students.
The administration is sensitive and responsive to the needs of teachers.
The administration shows favoritism to some constituents.
There is a feeling of togetherness/community at this school.

SENSE OF MISSION = the degree to which the faculty agrees on a philosophy of education and is committed to the school’s goals and objectives.

The school’s mission is posted for everyone to see.
A short phrase that captures the school’s mission has been developed and placed in conspicuous places, e.g., on stationery, buses, etc.
The administration creates opportunities for the mission/vision to be shared with constituents.
The faculty was involved in creating the mission.
A mission statement has been created, but it is not seen or shared.
The faculty is in agreement as to the mission of the school.
The mission statement is of little value for what happens at our school.
If asked, the faculty are able to describe the school’s mission statement.
 
PARENT INVOLVEMENT =  the administration has created an environment that encourages parents to be involved

Parents are recruited to serve as volunteers at the school.
The administration supports some form of media (newsletter, computer, etc.) to communicate with constituents on a regular basis.
The relationship that exists between parents and the teachers is a good one.
The relationship that exists between parents and the administration is a good one.
It is easy for parents to find out how their child(ren) is/are doing academically.
It is easy for parents to find out what their child(ren) must do for homework.
The administration has recruited business/community partners.
Volunteers who participate at the school are recognized for their efforts.

TEACHING = the degree to which teachers use appropriate instructional strategies to promote student achievement.

Teachers vary their instructional strategies according to the needs of the students.
The behavior of the teachers communicates that they care about their students.
Homework assignments are appropriate for the student and subject.
Teachers explain the objective(s) of  the activity or lesson for the day.
Student disruptions in the classroom reduce the amount of time on task.
Teachers motivate the students to want to learn.
Teachers review previous work before introducing new material.
Teachers help students to feel good about themselves.

DISCIPLINE = the degree to which the administration and teachers are able to control the behavior of the students.

The atmosphere in the classroom is conducive to learning.
The procedure the administration has in place for office referrals and discipline is effective.
The degree of communication with teachers about an office referral is appropriate.
Students’ safety is a problem at this school.
The administration supports teachers in matters related to student discipline.
The responsibility for student behavior is shared by staff/faculty members.
Communication with parents about student misbehavior is appropriate.
The administrative plan for dealing with student absences and tardies is appropriate.
 
ASSESSMENT/TIME ON TASK = what the teachers and administration do to monitor student achievement and time on task.

Student achievement data are monitored by the administration.
Student achievement data are used to provide feedback to teachers.
Student achievement data are used to evaluate the effectiveness of a program or change in the curriculum.
Teachers’ grading practices are based on a variety of activities that monitor student learning.
Classroom instruction starts and ends on time.
The administration does their best to minimize time lost due to pull out programs and/or extra-curricular activities.
The administration does their best to minimize time lost due to classroom interruptions.
Teachers’ classroom management practices are effective in keeping students on task.

INSTRUCTIONAL LEADERSHIP = what the administration does to improve student achievement.

The amount and type of feedback the administration gives teachers is appropriate.
The administration makes sure that teachers have adequate materials and supplies.
The principal spends too much time in the office.
The administration uses staff development plans to promote student achievement.
The administration provides opportunities for teachers to grow professionally.
The administration empowers the faculty and staff.
The principal organizes and plans so that the things run smoothly.
The administration knows what is happening in the classroom.

EXPECTATIONS = Those teacher and administrator behaviors that tell students what is expected.

Teachers make an effort to motivate those students who have low interest in schoolwork.
Teachers believe that every student can learn and can improve.
The administration has high expectations for teacher performance.
The teachers have high expectations for student performance.
Students are given opportunities to show that they are responsible.
Teachers stress continuity of learning and make connections between subject matter taught.
Teachers place too much emphasis on rote learning.
The use of workbooks, worksheets, and other fill in the blank type materials is excessive.